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PAPERBACK price:$10.00 add to cart Rights & Permissions Free PDF Access Sign in to download PDF book and chapters Free Resources PDF SUMMARY Display this book on your site! Related Titles Adding It Up: Helping Children Learn Mathematics Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop Other Related Titles Helping Children Learn Mathematics (2002) Center for Education (CFE) Citation Manager Export the bibliographic data for this book in your chosen format Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Citation Manager . "What Can Policy Makers Do?." Helping Children Learn Mathematics. Washington, DC: The National Academies Press, 2002. Please select a format: Page 39   E-mail Share on facebook Facebook Share on delicious Delicious Share on stumbleupon Stumble Share on twitter Twitter More Sharing ServicesMore The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. What Can Policy Makers Do? Embrace the overarching goal of math proficiency for all. Stress to interested stakeholders the need to accomplish this goal. Support the allocation of scarce education resources to bring about needed critical changes. Realign curricula to promote math proficiency. Fund independent groups to assess alignment of textbooks and testing to achieve math proficiency. Encourage the expenditure of time and resources for necessary and sustained teacher professional development. Support the placement of one or more math specialists in each elementary school. Maintain consistency with the above by supporting the concept that, whenever possible, education decisions should be based on evidence. Take full advantage of the current national focus on and interest in improving education. Page 39 Front Matter (R1-R8) Overview (1-1) Introduction (2-7) What Does It Mean to Be Successful in Mathematics? (8-23) How Does School Mathematics Need to Change for All Students to Become Mathematically Proficient? (24-33) What Can Parents and Caregivers Do? (34-36) What Can Teachers Do? (37-37) What Can Administrators Do? (38-38) What Can Policy Makers Do? (39-39) Notes and Credits (40-42)

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Helping Children Learn Mathematics What Can Policy Makers Do? Embrace the overarching goal of math proficiency for all. Stress to interested stakeholders the need to accomplish this goal. Support the allocation of scarce education resources to bring about needed critical changes. Realign curricula to promote math proficiency. Fund independent groups to assess alignment of textbooks and testing to achieve math proficiency. Encourage the expenditure of time and resources for necessary and sustained teacher professional development. Support the placement of one or more math specialists in each elementary school. Maintain consistency with the above by supporting the concept that, whenever possible, education decisions should be based on evidence. Take full advantage of the current national focus on and interest in improving education.

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learn mathematics