Re: [xmca] (no subject)

How would the work of Jean Schmittau be evaluated in this context?
mike

On Mon, Mar 31, 2008 at 8:44 AM, Wolff-Michael Roth <mroth@uvic.ca> wrote:

> 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 09:04 PDT 2008