The Math Wars

By Alan H. Schoenfeld. 2004

519 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/4c9d4136a980bc198da80a9f21fb42ce7185fc91

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Citations in the corpus

Equity, inclusion, and antiblackness in mathematics education (2019, background): “…to U.S. national security), there have been at least three major moments of mathematics education reform (Berry, Ellis, and Hughes 2014; Klein 2003; Schoenfeld 2004; Stinson and Bullock 2012): the new math reforms of the mid-1950s; the standards-based movement stretching from the late 1980s and…”
Researching Race in Mathematics Education (2009, background): “…as the blueprints for mathematics teaching and learning in the United States, have begun to receive critical analysis in the midst of what have been called the math wars, ongoing political debates about how children should learn school mathematics and the best ways to teach it (Schoenfeld, 2004).”
The Mathematics of Estimation: Possibilities for Interdisciplinary Pedagogy and Social Consciousness (2009, background): “This dialectic is evident in Schoenfeld’s (2004) historical perspective of the “Math Wars” in which he distilled the underlying premises and issues under”
What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School (2017, background): “However, past mathematics reform efforts, including those that have attempted to implement discussion-based approaches, have encountered substantial roadblocks (Schoenfeld, 2004), so relying solely on Common Core implementation to improve outcomes for students seems unwise.”
Teachers’ selection and enactment of mathematical problems from textbooks (2015, background): “Reform materials are those that adopt the recommendations of the NCTM (1991, 2000) with the support from the National Science Foundation to include a classroom pedagogy that fosters the understanding of discrete concepts through communication and problem solving (Schoenfeld 2004; Son and Senk 2010).”
Guest Editorial: Reaction to the Final Report of the National Mathematics Advisory Panel (2008, background): “On another level, it can be seen as another engagement in the Math Wars (Schoenfeld, 2004), and this is reflected in the unbalanced make-up of the panel (O'Brien & Smith, this volume).”
Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children? (2007, background): “…Jackson, 1997; Klein, 2000, 2007; Ma, 1999; National Center for Education Statistics, 2001, 2004; National Council of Teachers of Mathematics, 1980, 1989, 2000; National Research Council, 1989, 2001; Perie, Grigg, & Dion, 2005; Sanders, 2004; Schoenfeld, 2004; Sobel, 1983; Stanic, 1986; Wu, 1997).”
Ideas foundational to calculus learning and their links to students’ difficulties (2021, background): “An extreme example is what were called “the math wars” in the United States (Bishop, 1999; Jacob, 2001; O’Brien, 1999; Schoenfeld, 2004).”
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).”
An Experimental Evaluation of Four Elementary School Math Curricula (2010, background): “As such, the evidence may be useful for broad discussions about instructional approaches that should be used to teach math (Klein, 2007; Schoenfeld, 2004; Whitehurst, 2003).”
Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them (2015, background): “Which ideas should be included in the K–12 curriculum, how they are learned, and how they should be taught have been debated for decades in reading (Pearson, 2004), social studies (Evans, 2006), science (Barrow, 2006), and mathematics (Klein, 2003; Schoenfeld, 2004).”
Assessing mathematical thinking as part of curriculum reform in the Netherlands (2019, methodology): “As for the political context, the curriculum reform addressed in this paper took place in a climate of a Dutch version of a “Math wars” debate between mathematicians and mathematics educators, similar to the one described by Schoenfeld (2004).”
Creating a Middle School Mathematics Curriculum for English-Language Learners (2008, background): “Although widely accepted, the Standards are not without debate; much controversy exists about NCTM’s approach to the teaching of mathematics, as explored by Schoenfeld (2004).”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, methodology): “Based on the nationally representative recent data, this study supports the importance of conceptual approach to mathematics teaching, which is strongly recommended by the mathematics reforms, such as the Common Core State Standards and standards-based mathematics (Common Core State Standards Initia”
Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces (2013, background): “In other words, at stake in the “math wars” (Schoenfeld, 2004) is also how to define the figured world of U.”
Research Design in Qualitative/Quantitative/Mixed Methods (2011, background): “…that a student enroll in Calculus I. Norman suggested that counselor views toward standardsbased curricula may be related to working in a mathematics department, because mathematics departments have generally been quite critical of standards-based curricula (Roitman, 1999; Schoenfeld, 2004).”