Interactive Mathematics Program

Abstract: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: * Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. * Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.

Abstract: Section 1: Political dimensions of mathematics education. Section Editor: C. Keitel. 1. Mathematics, mathematics education and economic conditions D. Woodrow. 2. Is mathematics for all? P. Gates, C. Vistro-Yu. 3. Mathematical literacy E. Jablonka. 4. Lifelong mathematics education G. FitzSimons, D. Coben, J. O'Donoghue. 5. International comparative research in mathematics education D. Clarke. 6. Mathematics education in international and global contexts W. Atweh, P. Clarkson, B. Nebres. Section 2: Responses in mathematics education to technological developments. Section Editor: F.K.S. Leung. 7. Technology and mathematics education: a multidimensional overview of recent research and innovation J.-B. Lagrange, M. Artigue, C. Laborde, L. Trouche. 8. Influence of technology on the mathematics curriculum Ngai-Ying Wong. 9. What can digital technologies take from and bring to research in mathematics education C. Hoyles, R. Noss. 10. Technology as a tool for teaching undergraduate mathematics M. Thomas, D. Holton. 11. Mathematics teacher education and technology J. Mousley, D. Lambdin, Y. Koc. Section 3: Issues in Research in Mathematics Education. Section Editor: J. Kilpatrick. 12. Getting the description right and making it count J. Adler, S. Lerman. 13. The impact of educational research on mathematics education D. Wiliam. 14. Preparing mathematics education researchers for disciplined inquiry J. Boaler, D. Ball, R. Even. 15. Mathematics teachers as researchers C. Breen. 16. Researching mathematics education in situations of social and political conflict R. Vithal, P. Valero. 17. Obstacles to the dissemination of mathematics education research A. Begg. Section 4: Professional Practice in Mathematics Education. Section Editor: K. Clements. 18. Challenging and changing mathematics teaching classroom practices D. Tirosh, A. Graeber. 19. Towards a didactic model for assessment design in mathematics education M. van den Heuvel-Panhuizen, J. Becker. 20. Values in mathematics teaching - The hidden persuaders? A. Bishop, Wee Tiong Seah, Chien Chin. 21. Regulating the entry of teachers of mathematics into the profession: Challenges, new models, and glimpses into the future M. Stephens. 22. Examining the mathematics in mathematics teacher education T. Cooney, H. Wiegel. 23. Educating new mathematics teachers: Integrating theory and practice, and the roles of practising teachers B. Jaworski, U. Gellert. 24. Professional development in mathematics education: Trends and tasks O. Zaslavsky, O. Chapman, R. Leikin.

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