Making Mathematics Work for All Children: Issues of Standards, Testing, and Equity

By Alan H. Schoenfeld. 2002

439 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d31dde1511853639e606ef1e26711f167f052e8d

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Citations in the corpus

Leaving No Child behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education through the Science of Measurement and Instruction (2008, background): “Performance is still neatly distributed according to the historical markers of race and class (Diaz & Lord, 2005; Schoenfeld, 2002).”
The Achievement Gap: Myths and Reality (2003, background): “A recent study by Alan Schoenfeld points to some significant features.(7) Schoenfeld analyzed data from schools in Pittsburgh.”
The Math Wars (2004, background): “Shortly after an article describing the successes of standards-based instruction in Pittsburgh, Pennsylvania was published (Schoenfeld, 2002), antireformers mounted a campaign that resulted in a “showdown” before Pittsburgh’s Board of Education.”
On Teaching Adaptively (2008, background): “Also known as homogeneous or “leveled” grouping, macroadaptations can be made districtor schoolwide and directed at target subject areas (such as math or foreign language; see Gamoran, 1993; Schoenfeld, 2002).”
Teacher Variables That Relate to Student Achievement When Using a Standards-Based Curriculum. (2003, background): “A fairly consistent body of emerging research suggests that standards-based curricula can have a positive impact on measures of student understanding and problem solving (Briars & Resnick, 2000; Carroll, 1997; Lapan, Reys, Barnes, & Reys, 1998; McCaffrey et al., 2001; Riordan & Noyce, 2001; Schoenfe”
Handbook of Research on Learning and Instruction (2011, background): “Thus, children were taught to move based on elite, adult movement models rather than developmentally appropriate patterns such as those that Roberton (1982) described.”
Making Progress on Mathematical Knowledge for Teaching (2016, positive): “Equity is not a new focus in mathematics education (e.g., Schoenfeld, 2002), and there have been studies on the effect of gender and language on mathematics teachers’ knowledge (Blömeke, Suhl, & Kaiser, 2011) as well as the distribution of teacher knowledge in different populations of teachers…”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “In school, mathematics learning has come to be conceptualized as learning to participate in mathematical practices—that is, students learn to construct representations, make arguments, reason about mathematical objects, explain their thinking, construct proofs, and so on (Schoenfeld, 2002).”
Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study. (2014, background): “As with scale-up in K–12 education (Schoenfeld, 2002), professional development and collegial support are key in developing college instructors who can share good ideas and elevate the profile of teaching, especially among earlycareer instructors (Laursen, 2013).”
Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective (2011, positive): “‖ In short, NCTM has largely been responsible for re-framing how we, as mathematics educators, think about our practice vis-à-vis disparate group achievement (Schoenfeld, 2002).”
Meeting the Curricular Needs of Academically Low-Achieving Students in Middle Grade Mathematics (2006, methodology): “The program has been used with low-income minority students as part of comparative research (Schoenfeld, 2002) and as a way of addressing the equity principle.”
Use of Self-perspectives and their Sources to Predict the Mathematics Enrollment Intentions of Girls and Boys (2007, background): “Historically, mathematical proficiency has been utilized as the basis for making decisions regarding the continued education and further job opportunities for students (Moreno & Muller, 1999; Rivera-Batiz, 1992; Schoenfeld, 2002 ).”
Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States (2011, neutral): “These findings address the call for more research on the equity issues of curriculum for students of color (Lubienski & Gutiérrez, 2008; Schoenfeld, 2002).”
The fractional knowledge and algebraic reasoning of students with the first multiplicative concept (2013, background): “, 2001; Kroesbergen, Van Luit, & Mas, 2004), others express optimism that low-achieving or persistently struggling students can experience success with reform-oriented mathematics instruction (Empson, 2003; Henderson & Landesman, 1995; Schoenfeld, 2002).”
Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture (2012, background): “Although empirical evidence clearly supports that these are the outcomes of mathematics education (summarized in Schoenfeld, 2002), no one has yet provided an entirely satisfactory explanation of how these values are perpetuated through established classrooms norms and practices.”