Re: [xmca] (no subject)

Hi ,

I think Schmittau's work is quite important and not very well known
among CHAT folks.
Thanks to all of you for keeping us informed about some of the
highlights of AERA, I was
very sorry to miss the meetings,
Vera

Mike Cole wrote:

>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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>>
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>>
>>
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Received on Mon Mar 31 09:53 PDT 2008