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

This month's selections of MLT student learning projects, Web sites, and publications
TITLE	DESCRIPTION
Connected Geometry	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.
Broadening the Definition of School Mathematics	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.
Choosing and Using Standards-Based Mathematics Curricula	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.
America Counts	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.