The Politics of California School Mathematics: The Anti-Reform of 1997-99.
By J. Becker, B. Jacob. 2000
53 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/1512e053deaad2a76ec7fb129b0c77148531cd5a
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- D. Martin
- J. Woodward
- M. Montague
- Alan H. Schoenfeld
- Marja Van den Heuvel-Panhuizen
- Asha K. Jitendra
- Ebony O. McGee
- R. Leikin
Citations in the corpus
- Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy (2006, background): “In my view, it would be incorrect to suggest that what a majority of White, middle-class, or politically powerful parents want for their children is what they also desire for African American, Latino, Native American, and poor children (e.g., Becker & Jacob, 2000).”
- Problem solving in the United States, 1970–2008: research and theory, practice and politics (2007, background): “Details can be found in Becker & Jacob (2000), Jackson (1997a, b), Jacob (1999, 2001), Jacob & Akers (2003), and Rosen (2000); an overall summary and possible explanations for some of the viciousness may be found in Schoenfeld (2004).”
- Reform Under Attack--Forty Years of Working on Better Mathematics Education Thrown on the Scrapheap? No Way!. (2010, background): “In the late nineties of the previous century a so-called ‘Math war’ overran the United States, starting as a reaction to the reform-based curriculum and teaching approach in California (Becker & Jacob, 2000).”
- The Math Wars (2004, methodology): “A series of “minority reports” by Bill Jacob (Becker & Jacob, 2000; Jacob, 1999, 2001; Jacob & Akers, 2003), a reform-oriented member of the committee, provide the gory details.”
- Meeting the Challenge of Mathematics Reform for Students with LD (2002, background): “Putting aside the dubious quality of Dixon et al.’s report (see Becker & Jacob, 2000), it relies on research design criteria that result in an atheoretical collection of studies that offer little, if any, direction for math education.”