National Mathematics Panel

National Mathematics Panel - National Math Panel An...

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Unformatted text preview: National Math Panel An update… 1 Panelists • Dr. Larry Faulkner, Chair – President of Houston Endowment, President Emeritus of the University of Texas • Dr. Camilla Persson Benbow, Vice Chair – Dean of Education and Human Development at Vanderbilt’s Peabody College 2 Panelists (cont.) • Dr. Deborah Loewenberg Ball – Dean of the School of Education, University of Michigan • Dr. A. Wade Boykin – Director of the Graduate Program in Psychology, Howard University • Dr. Francis (Skip) Fennell – Professor of Education, McDaniel College and President of the National Council of Teachers of Mathematics 3 Panelists (cont.) • Dr. David C. Geary – Professor of Psychology, University of Missouri • Dr. Russell M. Gersten – Executive Director of Instructional Research Group, Long Beach, CA • Ms. Nancy Ichinaga – Retired Principal, Inglewood, CA 4 Panelists (cont.) • Dr. Tom Loveless – Director of the Brown Center, Brookings Institution, Washington, D.C. • Dr. Liping Ma – Senior Scholar, Carnegie Foundation for Teaching • Dr. Valerie Reyna – Researcher 5 Panelists (cont.) • Dr. Robert S. Siegler – Professor of Cognitive Psychology, Carnegie Mellon University • Dr. Wilfred Schid – Professor of Mathematics, Harvard University • Dr. James Simons – President of Renaissance Technologies Corp. 6 Panelists (cont.) • Dr. Sandra Stotsky – Independent Researcher and Consultant, MA • Mr. Vern Williams – Middle School Mathematics Teacher, Fairfax County, VA • Dr. Hung His Wu – Professor of Mathematics, University of California at Berkeley 7 Ex Officio Support • Dr. Dan Berch – Associate Chief, NIH • Ms. Diane Jones – Deputy to the Associate Director for Science at the White House • Mr. Tom Luce – Assistant Secretary of Education 8 Ex Officio Support (cont.) • Dr. Kathie L. Olsen – Deputy Director, NSF • Mr. Ray Simon – Deputy Secretary of Education • Dr. Grover J. (Russ) Whitehurst – Director of the Institute of Education Services, Department of Education 9 What have we done… • • • • Appointed, Introduced, Sworn in Reviewed charge Narrowed scope Meetings – – – – May 22, 2006 – Washington, D.C. June 28­29, 2006 – Chapel Hill, NC September 12­14? – Boston, MA November 6­8? – West Coast or D.C. • Open session with public comment – All future meetings (1­4 PM, second day) 10 Sub Groups • Task Group 1 ("Conceptual Knowledge and Skills"): PreK-8 mathematics concepts and skills which lead to algebra (regardless of whether algebra is defined as a middle school or high school course offering). middle • Task Group 2 ("Learning Processes"): The processes by which students of various abilities and backgrounds learn mathematics. learn • Task Group 3 ("Instructional Practices"): Instructional practices, programs, and materials that are effective for improving mathematics learning. improving • Task Group 4 ("Teachers"): The preparation, selection, placement, and professional development of teachers of mathematics in order to enhance students' learning of mathematics. mathematics. 11 Conceptual Knowledge & Skills • • • • • • Francis (Skip) Fennell, Chair Larry Faulkner Tom Loveless Liping Ma Wilfred Schmid Hung Hsi Wu 12 Learning Processes • • • • • Dave Geary, Chair Wade Boykin Valerie Reyna Bob Siegler Dan Berch 13 Instructional Practices • • • • Russell Gersten, Chair Camilla Benbow Vern Williams Diane Jones 14 Teachers • • • • • Deborah Ball, Chair Nancy Ichinaga Jim Simons Sandra Stotsky Russ Whitehurst 15 Issues Makeup of Math Panel Shows ˜Glaring Oversight To the Editor: I was relieved to read in your May 24, 2006, article "Some Worry About Potential Bias on the National Math Panel" that there are others who are concerned about the backgrounds of the National Mathematics Advisory Panel members. I am a middle school mathematics teacher with over 30 years of experience, and I am certain that it would be helpful to have more classroom teachers represented on the panel. Moreover, as a teacher of students who speak English as a second language, I am disappointed that there are no panelists who have expertise in both reaching students who are English­language learners and teaching mathematics. The educational needs of this growing population must be addressed if the charge of the panel is to be completed in a meaningful way. According to data from the U.S. Census Bureau, there were 3.4 million students with limited English proficiency in 2000. Over 70 percent of these students are Spanish­speakers. It is my hope that this glaring oversight in the composition of the panel will be corrected, and that the mathematical needs of Hispanic students will be an important part of the panel’s deliberations. Bob McDonald Tempe, Ariz. Vol. 25, Issue 40, Page 28 EDUCATION WEEK Published: 6 1 June 14, 2006 Questions? 17 Francis (Skip) Fennell [email protected] or [email protected] 18 ...
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This note was uploaded on 11/11/2011 for the course MATH 112 taught by Professor Jarvis during the Winter '08 term at BYU.

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