Catalyzing Change for Elementary School

Autor/in	Huinker, DeAnn
Titel	Catalyzing Change for Elementary School
Quelle	In: Teaching Children Mathematics, 25 (2019) 5, S.282-288 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Learner Engagement; Elementary School Mathematics; Elementary School Students; Mathematics Achievement; Mathematics Teachers; Elementary School Teachers; Educational Change; Secondary School Mathematics; Secondary School Teachers; Secondary School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Bildungsreform; Sekundarschüler
Abstract	Mathematics education at the high school level is not working for many students. Although there has been steady improvement in mathematics learning at the elementary and middle school levels across the United States, for the past decade, student achievement has remained essentially flat at the high school level (NCES 2015, 2016). One possible reason is that the shift at the elementary level to instructional pedagogies that build on student thinking and engage students in mathematical discourse have been slow to find their way into high school classrooms. Teachers build the foundation in the elementary grades to launch students on their mathematical journeys. Therefore, it is important for them to keep an eye on the mathematical horizon for their students, be aware of future expectations, and work toward a consistent pre-K-12 vision of mathematics teaching and learning. The purpose of this article is to review "Catalyzing Change in High School Mathematics: Initiating Critical Conversations" (NCTM 2018), which calls for fundamental changes in the way high school students experience mathematics. It also examines the implications for teachers. The author begins by listing the four major recommendations for high schools and then elaborate on key messages. These include a need for equitable instruction that fosters positive mathematical identities and agency as well as a need for equitable structures, such as elimination of tracking and creation of a common course pathway. She closes with next steps for collaborative conversations and actions. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01