National Center on Education and the Economy A research report based on empirical studies in English and mathematics requirements at some of the world's best instructional programs. This report aims to understand and describe what it means to be college- and career-ready.
Mathematical Association of America This volume contains insights from mathematics education research that have direct implications for anyone interested in improving teaching and learning in undergraduate mathematics. This synthesis of research on learning and teaching mathematics provides relevant information for any mathematics department or any individual faculty member who is working to improve introductory proof courses, the longitudinal coherence of precalculus through differential equations, students' mathematical thinking and problem solving abilities, and students' understanding of fundamental ideas such as variable, and rate of change. Other chapters include information about programs that have been successful in supporting students' continued study of mathematics. The authors provide many examples and ideas to help the reader infuse the knowledge from mathematics education research into mathematics teaching practice.
American Mathematical Association of Two-Year Colleges (AMATYC), Jack Rotman This webpage provides a brief overview and description of the New Life Project and its model (AMATYC, et al.). The project aims for higher success rates in developmental courses and improving developmental education preparation with the appropriate mathematics so students spend less time in non-credit courses. The site also has a visualization on the New Life Project mathematics pathways, links to presentations, and links to an online community with further information on the New Life Project.
Tia Brown McNair This peer-review volume explores the relationship between high-impact practices and underserved student success. The article addresses what faculty can do to redesign courses to achieve transparency in student learning and embed effective practices, such as a problem-centered curriculum, to foster underserved student development and success in college. The work in creating this publication involved faculty teams from seven minority-serving institutions and a Transparency in Learning and Teaching Survey.
The Mathematical Association of America, 2004 Report 1 of 2, This report is from a series of disciplinary workshops organized by the Curriculum Renewal Across the First Two Years (CRAFTY) subcommittee of the Committee for the Undergraduate Program in Mathematics (CUPM). This itemized report, informed by the views of a broad segment of the mathematics community and its partner disciplines, sets recommendations that will assist mathematics departments as they plan their programs through the first decade of the 21st century.
Michael L. Crawford Many of the classroom strategies used by our nation's nest teachers have been shown by cognitive science and learning research to be the best methods to help students construct and use knowledge in mathematics and science. This report describes five of these strategies, called contextual teaching strategies, presents examples of the use of these strategies, and cites research studies and compendiums that document how the strategies can improve student motivation and achievement in mathematics and science.
Includes an overview of Ohio’s continuing efforts for math pathways, meeting agendas and documents, and resources.