Re: [xmca] National Mathematics Advisory Panel

Hi Michael,
Do you have a link to the Advisory Panel's report?
Vera

Wolff-Michael Roth wrote:

> Hi Karen, I am in the process of thinking|meaning|writing, the
> (temporary) end product will be my position. Cheers, Michael
>
>
> On 31-Mar-08, at 9:20 AM, Karen Wieckert wrote:
>
> Can you give some ideas what you think of this report here?
>
> Also, I believe it dovetails with issues around NCLB (pointed to
> recently by
> Eric R.), as the criteria of research has been taken directly from that
> program.
>
> Ka:ren
>
> P.S. I am sorry about the NO SUBJECT. I wish my email program would
> help
> me with that!
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-
> bounces@weber.ucsd.edu] On
> Behalf Of Wolff-Michael Roth
> Sent: Monday, March 31, 2008 8:44 AM
> To: eXtended Mind, Culture, Activity
> Cc: Brian Greer; B Sriraman
> Subject: Re: [xmca] (no subject)
>
> Hi there, I am in the process of contributing to a response by a
> number of mathematics educators to be published in "The Montana
> Mathematics Enthusiast" taking up, among others, those issues Karen
> has been abstracting from the Panel report.
> Cheers,
> Michael
>
>
> On 31-Mar-08, at 8:32 AM, Karen Wieckert wrote:
>
> Hello.
>
> I thought some of you might be interested in how the National
> Mathematics
> Advisory Panel final report describes research on learning based on LSV.
>
> "The sociocultural perspective of Vygotsky has also been influential in
> education. It characterizes learning as a social induction process
> through
> which learners become increasingly independent through the tutelage
> of more
> knowledgeable peers and adults. However, its utility in mathematics
> classrooms and mathematics curricula remains to be scientifically
> tested. "
> (p. 30, General Principles of Learning)
>
> The inclusion criteria for studies included by the panelists threw out
> specific types of research...
>
> "Systematic reviews of research on mathematics education by the task
> groups
> and subcommittees of the Panel yielded thousands of studies on important
> topics, but only a small proportion met standards for rigor for the
> causal
> questions the Panel was attempting to answer. The dearth of relevant
> rigorous research in the field is a concern. First, the number of
> experimental studies in education that can provide answers to
> questions of
> cause and effect is currently small. Although the number of such
> studies has
> grown in recent years due to changes in policies and priorities at
> federal
> agencies, these studies are only beginning to yield findings that can
> inform
> educational policy and practice. Second, in educational research over
> the
> past two decades, the pendulum has swung sharply away from quantitative
> analyses that permit inferences from samples to populations. Third,
> there is
> a need for a stronger emphasis on such aspects of scientific rigor as
> operational definitions of constructs, basic research to clarify
> phenomena
> and constructs, and disconfirmation of hypotheses. Therefore, debates
> about
> issues of national importance, which mainly concern cause and effect,
> have
> devolved into matters of personal opinion rather than scientific
> evidence."
> (p. 63, Research Policies and Mechanisms)
>
> In the Appendix, on pg. 81, the Standards of Evidence are laid out as
> they
> were developed by a subcommittee. Specifically,
>
> "In general, these principles call for strongest confidence to be
> placed in
> studies that
> . Test hypotheses
> . Meet the highest methodological standards (internal validity)
> . Have been replicated with diverse samples of students under
> conditions that warrant generalization (external validity)"
>
> The full report can be found here...
>
> http://www.ed.gov/about/bdscomm/list/mathpanel/index.html
>
> Ka:ren Wieckert
>
>
>
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Received on Mon Mar 31 09:58 PDT 2008