Collection of Studies & Reports

Learning algebra
Eugene, OR October 17, 2009 H. Wu

A QUALITY MATH CURRICULUM IN SUPPORT OF EFFECTIVE
TEACHING FOR ELEMENTARY SCHOOLS

WILLIAM HOOK, WAYNE BISHOP AND JOHN HOOK 3 January 2007

A Close Examination of Jo Boaler’s Railside Report
by Wayne Bishop , Paul Clopton , and R. James Milgram

Microsoft Math Partnership YEAR 1 REPORT
JULY 2008 DUANE B. BAKER, Ed.D. GREGORY A. BIANCHI, Ed.D. KARI M. PETERSON, Ph.D. CANDACE A. GRATAMA, Ed.D. Prepared for the Microsoft Corporation and the Puget Sound Educational Service District
Baker Evaluation, Research, and Consulting, Inc (The BERC Group)

College-Preparatory Curriculum for All: The Consequences of Raising Mathematics Graduation Requirements on Students’ Course Taking and Outcomes in Chicago
Author(s): Elaine M. Allensworth, Ph.D. and Takako Nomi, Ph.D., Consortium on Chicago School Research University of Chicago

Minority Performance After A Remedial Mathematics Course
August 20, 1999
David Tello, University of Illinois-Chicago (UIC)
Faculty Mentor: Rodrigo Carramiñana, Ph.D., Mathematics

The Impact of Mathematics Specialists in Virginia
Dr. William Haver May 21, 2008
Committee on Education and Labor
United States House of Representatives

Good intentions are not enough
Richard Askey

The Role of Long Division in the K-12 Curriculum
David Klein R. California State University, Northridge
James Milgram Stanford University
Abstract
We discuss the role of long division in the K – 12 mathematics curriculum. We begin by reviewing the reasons that most math educators today depreciate the topic and other topics in the curriculum that derive from it, such as polynomial long division or polynomial factorization. Later we show that this view is simply wrong mathematically. The role of long division is not just to divide one rational number by another, but the algorithm itself contains the initial exposure of topics which become crucial in the core applications of mathematics in our society today. Following the introduction, we discuss methods for teaching long division in such a way that the underlying concepts can be understood by students. We then provide more details about the ways in which these concepts develop in later mathematics course, and why they are so important.

Long Division: A Touch-Stone for a Few Teaching Principles
Ron Aharoni

Algorithms
Greta Bornemann, George Bright, Boo Drury and Karrin Lewis,
Mathematics Teaching and Learning Team, OSPI

The Case For Long Division
Brian D. Rude, 2004

The Case Against Long Division
Anthony Ralston

BEYOND PEMDAS: TEACHING STUDENTS TO PERCEIVE ALGEBRAIC STRUCTURE
Ethan Michael Merlin, Master of Arts, 2008

“Order of operations” and other oddities in school mathematics
H. Wu September 13, 2007

BASIC SKILLS VERSUS CONCEPTUAL UNDERSTANDING
A Bogus Dichotomy in Mathematics Education
BY H. WU AMERICAN EDUCATOR Fall 1999

The Effects of Interleaved Practice
KELLI TAYLOR and DOUG ROHRER 30 July 2009
Department of Psychology, University of South Florida, USA

The shuffling of mathematics problems improves learning
Doug Rohrer Kelli Taylor August 2006

What Should Be Taught in the Elementary Mathematics Curriculum
H. Wu June 2, 2007

Future High School Math Teachers and Upper Level Math Courses
Dr.Richard Hill Michigan State University

What (Future) High School Teachers Need to Know about Trigonometry
Dr.Richard Hill Michigan State University

The Mathematics K-12 Teachers Need to Know

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