By Professor Suzanne M. Wilson, Visit Amazon's Suzanne M. Wilson Page, search results, Learn about Author Central, Suzanne M. Wilson,
Wilson’s three-d account of math schooling reform efforts unearths how the debates are usually deeply ideological and the way humans come to believe misunderstood and misrepresented. She examines the myths used to give an explanation for the failure of reforms, the particular purposes for failure, and the significance of taking a number of views under consideration whilst making plans and imposing reform.
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Extra info for California Dreaming: Reforming Mathematics Education
Before Honig’s administration, the California Department of Education (CDE) had been working on programs in early childhood, school ﬁnance, and school improvement. Little had been done systemwide about curriculum direction and organization. Historically, the state had issued “frameworks” intended to describe, in broad strokes, the goals of K–12 curriculum in all the subject matters. But Honig and his colleagues had bigger plans: they wanted to change testing, curriculum, teacher education, school organization, parent and community involvement—across all grade levels, across all subjects.
Nonetheless, it is hard to decide which is more striking: the consistent, insistent calls for reform decade upon decade or the failure of any reform to actually stick. Furthermore, it is hard to determine just what the reformers of a given time period were most worried about. In part, this is because who the reformers are (educational progressives or educational conservatives) shifts over time. Throughout the book, I aim to not use inaccurate and inﬂammatory labels to signify various groups. 27 For the purposes of my analysis, I borrow a distinction drawn by E.
Only after the basics are mastered can students begin to explore interesting mathematical problems. Some mathematicians and reformers have questioned this assumption (which, like many assumptions about mathematics education, is based on “common sense,” “intuition,” or personal experience), arguing that even young children are capable of understanding signiﬁcant mathematical concepts. Very little research has informed this debate, although careful documentation of what children can and do learn in mathematics classrooms has begun to accumulate.
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