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Student Learning
Our work focuses on deepening students' understanding of mathematics. To us, "mathematical understanding" means:
- A mental habit of investigation, not just the collection of mathematical facts;
- The ability to formulate and solve mathematical problems;
- The ability to make and use abstractions;
- The ability to apply mathematical procedures appropriately;
- The ability to develop and apply mathematical theories; and
- An understanding of the history of ideas in mathematics.
Our curriculum projects are student-centered and problem-based, and aim to help students get a sense for the history of ideas in mathematics. Students come to see the methods used to create mathematical results as explicitly as they see the results themselves. We are also involved in education policy, professional and leadership development for teachers, and education research to enhance student learning.
Explore selections of MLT's work
or, browse for a complete list of all MLT student learning projects, Web sites, and publications
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This month's selections of MLT student
learning projects, Web sites, and publications
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TITLE
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DESCRIPTION
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Connected Geometry
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Elegance. Culture. Habits of mind. Such phrases are
usually reserved for literature, philosophy, or fine arts.
But EDC's Connected Geometry curriculum brings them
to math. While covering the basics of high school geometry,
Connected Geometry discusses
ways to build elegant bridges among mathematical ideas, create
a lively culture of mathematical investigation, and develop
students’ abilities to inquire and think. Read
an article on Connected Geometry.
The Connected Geometry materials are out of print. Portions
of it are being incorporated into the high school curriculum
being developed by the CME
Project.
Connected Geometry highlights the power of visual
mathematics, described in Designing Learning Environments
for Developing Understanding of Geometry and Space, a book
with many EDC contributions. More
on the power of visual mathematics.
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Broadening the Definition of School
Mathematics
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Improving mathematics education goes beyond a simple choice
between traditional and standards-based mathematics. It requires
a multifaceted approach focused on improving curriculum materials;
assessments of student understanding; the undergraduate and
continuing education of teachers; and the relationships between
K-12 teachers, mathematics faculty, and the general public.
Inherent in all this is a rich and robust definition of the
word mathematics, as Al Cuoco and Wayne Harvey describe
in
an interview.
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Choosing and Using Standards-Based
Mathematics Curricula
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Thousands of school districts employ mathematics curricula
based on National Council of Teachers of Mathematics standards.
A recent book by EDC editors Shirley Lee, June Mark, Deborah
Spencer, and Kristin Winkler reports on the experiences of
schools that are successfully using these standards-based
programs. For
more about the book.
EDC’s Lynn T. Goldsmith, June Mark, and Ilene Kantrov wrote
a guide for schools tackling the issues: Choosing
a Standards-Based Mathematics Curriculum.
In addition, EDC provides related
resources for schools choosing, implementing and assessing
standards-based curricula.
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America Counts
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In this collaboration between the Department of Education
and the National Science Foundation, college students participating
in the federal work-study program are trained to tutor mathematics
students in grades K-9.
As EDC developed a training program and materials for America
Counts, part of the challenge was confronting the traditional,
limited role of the "math tutor": someone who shows up to
help struggling students complete their homework or prepare
for a test. Project co-directors Mark Driscoll and Betty Bjork
say that they aim to train the college students to be mentors,
rather than simply tutors.
For more on training mentors to foster mathematical literacy,
click here.
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