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The Center has developed this Mathematics Resources page in response to the needs identified in the final report of the National Mathematics Advisory Panel.

National Mathematics Advisory Panel Releases Final Report
The National Mathematics Advisory Panel was convened to review the best available scientific research to advise on improvements to mathematics education. This final report was developed after 20 months of research and public testimony and offers several recommendations in the areas of curriculum content, learning processes, instructional practices, materials, assessment, and teacher preparation. The panel recommends that curriculum simultaneously develop conceptual understanding, computational fluency, and problem-solving skills to adequately prepare students for algebra and calls for research on the use of full-time mathematics teachers at the elementary level.
Click on the links below to view the Final Report in its entirety as well as the subcommittee and task group draft reports.
http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
http://www.ed.gov/about/bdscomm/list/mathpanel/index.html

The Center's Resources:

Beyond Slices of Pizza: Teaching Fractions Effectively
Building on the Making Algebra Work webcast, this Center produced webcast focuses on best practices for teaching fractions. A panel of experts reviews video segments of classroom practices to identify effective instructional strategies.

Getting to “Got It!”: Helping Mathematics Students Reach Deep Understanding
This March 2008 Center newsletter discusses a recent practice guide titled Organizing Instruction and Study to Improve Student Learning that aims to supplement and inform teachers' instincts and experiences by identifying research-based instructional strategies that teachers of all content areas can use to improve student learning.

It Pays to Compare! Using Comparison to Help Build Students' Flexibility in Mathematics
The Center for Comprehensive School Reform and Improvement’s April 2008 newsletter examines the use of comparison as a means of introducing multiple strategies for problem-solving in mathematics and encouraging the development of flexible knowledge in algebra.

Love and Math
This Center issue brief from March 2006 examines the impact of a teacher’s own mathematical knowledge on student learning. It advocates for a deeper understanding of math curriculum among elementary teachers.

Making Algebra Work: Instructional Strategies that Deepen Student Understanding
This Center produced webcast focuses on the need for challenging mathematics courses—especially algebra— to help students learn. A panel of experts reviews video segments of actual classroom interactions and identifies instructional strategies than can help students succeed in mathematics.

School Reform and Improvement Database
The Center’s School Reform and Improvement Database includes almost 5,000 citations and abstracts of screened, high-quality research reports, articles, and studies on school reform and improvement from scholars throughout the U.S. Click on the following links to search the database for records related to mathematics education and mathematics instruction.

Resources and Tools:

Center on Instruction: Math Strand
The Center on Instruction, part of the Comprehensive Center network, offers a collection of resources and scientifically based research on K-12 instruction to increase educators’ mathematical knowledge. The math strand contains research, resources and exemplars for the improvement of math instruction and the growth of student outcomes in mathematics.
http://www.centeroninstruction.org/resources.cfm?category=math

Encouraging Girls in Math and Science, 2007
This Institute of Educational Sciences (IES) practice guide from the U.S. Department of Education investigates six recommendations to enhance girls’ interest in math and science. Each recommendation includes a brief summary of the studies used and detailed technical evidence used to determine the qualitative level of the evidence of the recommendations.
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072003.pdf

GEMS-Great Explorations in Math and Science
GEMS is a developer and publisher of math and science curriculum associated with the Lawrence Hall of Science at the University of California, Berkeley. GEMS publications include over 70 teacher’s guides and handbooks designed for specific grade levels that can be extended to lower or higher levels. The resources offered include teacher’s guides, handbooks, curriculum sequences and kits for select guides. A limited amount of Spanish language data sheets and student handouts are available.
http://www.lhsgems.org/gemspubs.html

The Math Dude
The Math Dude is an award-winning series of video programs designed to support the Algebra I curriculum produced by Montgomery County Public Schools in Rockville, Maryland. The program’s goal is to help students understand different aspects of algebra instruction. The site includes an archive of episodes available for download. Mike DeGraba, a retired mathematics teacher and participant in the Center’s webcast Making Algebra Work, is the host and writer for the series.
http://www.montgomeryschoolsmd.org/departments/itv/MathDude/index.shtm

Mathematics Benchmarks, Grades K-12
This Web site, created by Achieve in partnership with the University of Texas’ Charles A. Dana Center, features mathematics benchmarks for K-12. The site provides benchmarks by grade level and strand for Grades K-6 and secondary benchmarks by strand for Grades 7-12. Secondary model course sequences, assessments, tasks, and correlations by strand are also included. The site contains classroom tasks illustrating hands-on application of the benchmarks. Other supporting resources include practices worthy of attention, four-year capstone courses, and workplace tasks showing practical applications for mathematics knowledge beyond graduation.
http://www.utdanacenter.org/k12mathbenchmarks/

National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA)
NCISLA (1995-2004) worked with teachers and schools to study and develop ways to advance K-12 students' learning of mathematics and science. The site offers research studies on K-12 education and professional development including research briefs, newsletters, and a bibliography. In addition, there are online articles and electronic resources for K-12 teachers focused on strengthening content knowledge and in-class practices.
http://www.wcer.wisc.edu/NCISLA/

Pathways to School Improvement: Mathematics and Science
Synthesizing research, policy, and best practices on issues critical to educators, Pathways Critical Issues examine topics of concern for mathematics instruction. Each of the critical issues topics contains a definition of the issue, a historical review, practitioner recommendations, goals and action options, implementation pitfalls and differing points of view, illustrative cases, and additional resources.  
http://www.ncrel.org/sdrs/areas/ma0cont.htm

Intervention Central
Created by Jim Wright, a school psychologist and administrator from New York, this site is focused on Response to Intervention (RtI) and offers free tools and resources for promoting academic interventions to improve student learning and behavior. Resources in mathematics interventions include a free assessment tool for Curriculum-Based Measurement (CBM) focused on three types of early numeracy skills, teacher-friendly math strategies for math interventions targeting primary and secondary grades, and intervention scripts for teacher use, which target math fluency and comprehension of advanced math graphics.
http://interventioncentral.org/

 

Afterschool Resources:

Afterschool Curriculum Choice: Mathematics Resources
Afterschool Curriculum Choice: Mathematics Resources is an initiative of PEAR, the Program in Education, Afterschool and Resiliency at Harvard University and the National Partnership for Quality Afterschool Learning at SEDL. It is designed to help practitioners locate and make informed choices about high-quality mathematics resources to enrich their programs.
http://www.sedl.org/afterschool/guide/math/

Afterschool Lesson Plan Database: Math
The National Partnership for Quality Afterschool Learning at SEDL maintains a database of lesson plans for afterschool practitioners. The subject selection for math includes lesson plans for algebra, data analysis, geometry, measurement, numbers and operations, and tutoring. http://www.sedl.org/afterschool/lessonplans/index.cgi?location=menu&show_subject=Math

Afterschool Training Toolkit: Math
The Afterschool Training Toolkit is maintained by the National Partnership for Quality Afterschool Learning at SEDL and the WGBH Educational Foundation.  The Toolkit includes research on promising practices, implementation strategies, sample lessons and illustrative videos for engaging students in afterschool math education.
http://www.sedl.org/afterschool/toolkits/math/

Articles and Reports:

Adding It Up: Helping Children Learn Mathematics, 2001;
The Strands of Mathematical Proficiency (Chapter 4)

This chapter of Adding It Up, developed by the National Research Council’s Mathematics Learning Study Council, examines a framework of five strands or components for mathematical learning. The authors emphasize that the components are interwoven and interdependent in the development of mathematical proficiency. The five components are conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. The authors use National Assessment of Educational Progress (NAEP) data from 1973 to 1999 to analyze the mathematical proficiency of American students based on their framework.
http://books.nap.edu/openbook.php?record_id=9822&page=115

The Development of Flexibility in Equation Solving, 2005
This resource, suggested by author Jon R. Star for the Center’s webcast Making Algebra Work, examines how an alternative ordering procedure introduces a more flexible endpoint for students’ development of mathematical procedural knowledge.  The paper investigates how students with no prior knowledge of formal linear equation solving techniques showed a greater flexibility when using the alternative solving patterns on particular problems.
http://linkinghub.elsevier.com/retrieve/pii/S0361476X05000354

Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations, 2007
This resource, suggested by author Jon R. Star for the Center’s webcast Making Algebra Work, investigates the benefit of comparison solution models in mathematics learning. This experimental study randomly assigned and tested students in algebra equation solving by either comparing and contrasting alternative solutions or by reflecting on the same solution methods one at a time. The students using the comparison technique showed gains in procedural knowledge and flexibility as well as conceptual knowledge.
http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ772031

Expressing International Educational Achievement in Terms of U.S. Performance Standards: Linking NAEP Achievement Levels to TIMSS, 2007
This American Institutes for Research (AIR) paper, authored by its chief scientist Gary Phillips, links the scoring scale of the National Assessment of Educational Progress (NAEP) to that of the Trends in Mathematics and Science Study (TIMSS). More specifically, the grade 8 NAEP: 2000 achievement levels in mathematics and science are projected onto the grade 8 TIMSS: 1999 and 2003 assessments in mathematics and science. Using the achievement levels as defined in the NAEP, the paper estimates the percent of basic, proficient, and advanced students in each country that participated in the 1999 TIMSS and 2003 TIMSS studies. This measurement of proficiency levels provides a useful alternative to the usual method of comparing countries based on the overall TIMSS achievement scores.
http://www.air.org/news/documents/naep-timss.pdf

A Legacy of Leadership and Lessons Learned: Results from the Rural Systemic Initiatives for Improving Mathematics and Science Education, 2007
This report and webinar from Edvantia, a nonprofit education research and development corporation, offers insights into the systemic improvement of mathematics and science education in rural areas. The report illustrates the impact of the National Science Foundation’s Rural Systemic Initiatives (RSI) program on a national scale and includes highlights of the results and success experienced by RSIs in various locations.
http://www.edvantia.org/about/news/index.cfm?&t=news&c=Webinar070614-RSI

Mathematics Coursetaking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002, 2008
This report released by the National Center for Education Statistics (NCES) looks at the relationship between the number and types of math courses taken in grades 11 and 12 and the growth in mathematics proficiency over the same time period.  The report is based on data from the Education Longitudinal Study of 2002 (ELS:2002) and identifies mathematics coursetaking sequences most common among 11th and 12th grade high school students.  The report examines the association between specific courses, coursetaking sequences, and mathematics gains over the last two years of high school.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008319

Report of the Academic Competitiveness Council May 2007
This report from the Academic Competitiveness Council (ACC) offers recommendations to improve federal education programs in science, technology, engineering and mathematics (STEM). A yearlong assessment of federal programs aimed at improving America's competitiveness in science, technology, engineering, and mathematics was conducted to identify successes and areas for improvement. This assessment effort will contribute to sustained collaboration among STEM education programs across federal agencies.
http://www.ed.gov/about/inits/ed/competitiveness/acc-mathscience/report.pdf

Rethinking High School: Supporting All Students to be College Ready in Math, 2008
This report, part of the Rethinking High School series from WestEd, describes three elements of a strong mathematics program and profiles three schools putting them into practice. The three program elements are high-level math courses and supports, continual improvement of teachers’ math content and knowledge, and student information to drive instruction. The report profiles schools in Bellevue, WA, Norfolk, VA, and Boston, MA, where these elements have been implemented.
http://www.wested.org/online_pubs/GF-08-01.pdf

Related Organizations:

National Council of Teachers of Mathematics (NCTM)
NCTM is a public voice of mathematics education, providing vision, leadership and professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all students. Their web site includes resources for instruction, professional development, research, advocacy materials, and information on their annual and regional conferences.
http://www.nctm.org/

National Council of Supervisors of Mathematics (NCSM)
NCSM is a mathematics leadership organization for educational leaders, which provides professional learning opportunities necessary to support and sustain improved student achievement.
http://ncsmonline.org/

Mathematics and Science Partnerships Program (MSP) - U.S. Department of Education

The U.S. Department of Education’s Mathematics and Science Partnerships (MSP) supports partnerships between the mathematics, science, and/or engineering faculty of institutions of higher education and high need school districts. Other partners may include schools of education, business, and nonprofit organizations. The program’s goal is to increase student achievement through increasing teachers’ content knowledge and pedagogical skills.
http://www.ed-msp.net/protected/overview.jsp