By Professor Suzanne M. Wilson, Visit Amazon's Suzanne M. Wilson Page, search results, Learn about Author Central, Suzanne M. Wilson,
Wilson’s three-d account of math schooling reform efforts finds how the debates are usually deeply ideological and the way humans come to believe misunderstood and misrepresented. She examines the myths used to give an explanation for the failure of reforms, the particular purposes for failure, and the significance of taking a number of views under consideration while making plans and enforcing reform.
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Extra resources for California Dreaming: Reforming Mathematics Education
John Dewey fought against the tendency of educators to dichotomize their thinking in these ways, for the dichotomies neither accurately represent the complexity of instructional issues nor promote helpful discussion about educational means and ends. 17 In discussions educational, people are quickly pigeonholed: if someone mentions the need for practice, she’s a traditionalist; if someone mentions the need to consider the child’s interests, he’s a progressive. 18 When the members of the augmented CFCC met, however, several participants reported that the discussions went remarkably well.
The 1983 report A Nation at Risk is often pointed to as a watershed publication. One group that responded to these calls was the National Council of Teachers of Mathematics (NCTM), a professional organization of teachers, teacher educators, curriculum specialists, and educational researchers that was founded in 1920. Membership runs to 110,000 members, with 260 afﬁliated groups in the United States and Canada. The organization publishes four journals, sponsors national, state, and local annual meetings, issues a news bulletin, and updates teachers on the web about developments in the practices and politics of mathematics education.
Little had been done systemwide about curriculum direction and organization. Historically, the state had issued “frameworks” intended to describe, in broad strokes, the goals of K–12 curriculum in all the subject matters. But Honig and his colleagues had bigger plans: they wanted to change testing, curriculum, teacher education, school organization, parent and community involvement—across all grade levels, across all subjects. 5 Our students need to learn how to think critically, the authors claimed, and moving the American educational system forward would involve sweeping reforms of professional development, curriculum, testing, and school organization.