Research on Reform in Mathematics Education, 1993-2000
By John A. Ross, D. McDougall, Anne Hogaboam-Gray. Alberta Journal of Educational Research, 2002
79 citations recorded by the source corpus.
Proponents and opponents of reform of mathematics education all cite the research base in support of their positions. This article reports the results of a review of studies that contained empirical evidence of the effects of reform or the difficulty of implementing reform that were published between 1993 and 2000. The studies reviewed indicate that implementation of math reform contributes to student achievement, but evidence abounds of superficial implementation and barriers to enactment. There are well-documented strategies for reducing these barriers, the most promising strategies being inservice that simultaneously focuses on teachers' practice and their cognition about mathematics teaching.
Subfields: Computer Networks and Communications
View Paper: https://www.semanticscholar.org/paper/7f418b7d15ae2a6ccd9c86ec20a22e120e86dd5c
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In Computer Networks and Communications
Citations in the corpus
- Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture (2012, background): “Meanwhile, several studies have documented that procedural mathematics teaching is associated with numerous negative outcomes for students, from a lack of conceptual understanding, to the inability to solve real-world problems, to compliance and overreliance on the teacher as authority figure (Batti”
- A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching (2003, methodology): “We began by generating a blueprint for standards-based teaching based on a review of the key NCTM documents and 154 empirical studies conducted from 1993 to 2000 (Ross et al., 2002).”