Mathematics Learning Study Committee

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Mathematics Learning Study Committee Members

Jeremy Kilpatrick, chairman, University of Georgia
Deborah Loewenberg Ball, University of Michigan
Hyman Bass, University of Massachusetts*
Jere Brophy, Michigan State University
Felix Browder, Rutgers University*
Thomas P. Carpenter, University of Wisconsin-Madison
Carolyn Day, curriculum coordinator, Dayton Public Schools
Karen Fuson, Northwestern University
James Hiebert, University of Delaware
Roger Howe, Yale University*
Carolyn Kieran, University of Quebec at Montreal
Richard E. Meyer, University of California, Santa Barbara
Kevin Miller, University of Illinois at Urbana-Champaign
Casilda Pardo, 2nd grade teacher, Albuquerque Public Schools
Edgar Robinson, Exxon Mobil Corp. (retired)
Hung Hsi Wu, University of California, Berkeley
* Member of the National Academy of Sciences

Math Committee's Key Recommendations

  • The integrated and balanced development of all five strands of mathematical proficiency (conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition) should guide the teaching and learning of school mathematics.
    Instruction should not be based on extreme positions that students learn, on one hand, solely by internalizing what a teacher or book says, or, on the other hand, solely by inventing mathematics on their own.
  • Teachers' professional development should be high-quality, sustained, and systematically designed and deployed to help all students develop mathematical proficiency. Schools should support, as a central part of teachers' work, engagement in sustained efforts to improve their mathematics instruction. This support requires the provision of time and resources.
  • The coordination of curriculum, instructional materials, assessment, instruction, professional development, and school organization around the development of mathematical proficiency should drive school improvement efforts.
  • Efforts to improve students' mathematics learning should be informed by scientific evidence, and their effectiveness should be evaluated systematically. Such efforts should be coordinated, continual, and cumulative.
  • Additional research should be undertaken on the nature, development, and assessment of mathematical proficiency.    

Vol. 20, Issue 20, Page 13

Published in Print: January 31, 2001, as Mathematics Learning Study Committee
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