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Helping Children Learn Mathematics (2002) / Chapter Skim
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How Does School Mathematics Need to Change for All Students to Become Mathematically Proficient?
Pages 24-33

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From page 25...
... In particular, instruction, instructional materials, assessments, teacher education and professional development, and the broader educational system must work together to ensure that all students become engaged with mathematics throughout their elementary and midd le school years. The fol lowi ng sections address each of these five areas of needed change.
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From page 26...
... Questioning and discussion that elicit students'thinking and solution strategies and build on those strategies lead to greater clarity and precision. A significant amount of class time is spent developing mathematical ideas, not just practicing skills.43 In addition to working as members of the classroom community, students also need to become independent learners, both inside and outside the classroom.
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From page 28...
... Instructional materials need to have teacher notes that support teachers' understanding of mathematical concepts, student th i n ki ng and student errors, and effective pedagogical supports and techniques. Instructional materials should incorporate activities and strategies that assist teachers in helping al I students become proficient in mathematics, including students low in socioeconomic status, English-language learners, special education students, and students with special interests or talents in mathematics.
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From page 30...
... By doing so, they will provide opportunities for students to become proficient rather than taking time away from this goal. Teachers' informal assessments of student progress provide valuable information as they adjust their instruction to help their students become proficient.
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From page 31...
... The undergraduate years of teacher training must provide significant and continuing opportunities, linked closely to classroom practice, for prospective teachers to develop the knowledge needed to teach for mathematical proficiency. Prospective teachers must study students' thinking and relate that thinkinu to the kinds of mathematical knowledge that students bring with them to L)
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From page 33...
... In fact, in no country not even those that have performed better than the United States on international comparisons of mathematics achievement do all students display mathematical proficiency as defined in this book. Reaching this goal wi l l require fundamental changes in many areas of school mathematics.
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