Mathematics & Science
Benchmarks for Science Literacy
This document complements the National Science Education Standards (NSES) in forming a comprehensive statement of what science students should know and be able to do. Benchmarks defines the essential concepts in twelve areas: the nature of science; the nature of mathematics; the nature of technology; physical setting; the living environment; the human organism; human society; the designed world; the mathematical world; historical perspectives; common themes; and habits of mind. (American Association for the Advancement of Science, 1993)
Link
Beyond Slices of Pizza: Teaching Fractions Effectively
This webcast, sponsored by the Center for Comprehensive School Reform and Improvement at Learning Point Associates, showcases best practices for teaching fractions. It features videotaped segments from Dr. Hung-Hsi Wu's Mathematics Professional Development Institute—the "Wu Institute"—an intensive three-week summer course that addresses the mathematics needed for teaching number sense in K-7 classrooms. Also featured are Dr. Denise Mewborn's work at the University of Georgia and Patti Huberty's teaching at Colbert Elementary School in Colbert, Georgia. (Center for Comprehensive School Reform and Improvement, 2008)
Access the webcast recording
(Note: Windows Media Player 9.0 or higher required for viewing videos.)
Curriculum-Based Measurement in Mathematics: An Evidence-Based Formative Assessment Procedure
This report describes Mathematics Curriculum-Based Measurement (M-CBM) and includes a brief history, basic procedures, implications for practice, and further resources. It also reviews the research that supports the use of M-CBM. (Center on Instruction, 2007)
Authors: Erica S. Lembke and Pamela M. Stecker
Download
How Students Learn — Science in the Classroom: A Targeted Report for Teachers
This resource offers a strong research foundation for particular instructional methods along with a rich description of application of the research in real classroom settings. It takes three fundamental principles of knowing — preconceptions, interrelationships between factual and conceptual knowledge, and meta-cognition — and applies those principles to particular subject area concepts. Chapters describe a science concept at three levels of schooling — elementary, middle school and high school — and demonstrate how preconceptions can be made evident by teachers and addressed when they prove to be mistaken ideas. (National Research Council, 2005)
Link
National Science Education Standards (NSES)
This is one of the foundational documents in science education, defining what science students should know and be able to do to become educated citizens. The NSES serve as the basis for state science standards and curriculum frameworks across the country. In addition, the standards are identified by the Science Committee of the National Governing Board as one of the core documents underlying the framework for both the 2005 and the upcoming 2009 NAEP Science assessment. As states develop measures of proficiency in science, the National Science Education Standards will be an essential resource. (National Research Council, 1996)
Link
Reaching for Common Ground in K-12 Mathematics Education
During the past decade, debates have continued between mathematicians and math educators. This document represents an attempt to identify at least three fundamental positions upon which mathematicians and math educators may be able to agree. They are that: 1) basic computational skills with numbers provide a crucial foundation for higher level mathematics; 2) math requires careful reasoning about precisely defined objects and concepts; and, 3) students must be able to formulate and solve problems. The authors concur that discourse is necessary in order to continue to seek common ground in their mutual efforts to improve K-12 mathematics teaching and learning. (The Mathematical Association of America, 2005)
Authors: Deborah Loewenberg Ball, Joan Ferrini-Mundy, Jeremy Kilpatrick, R. James Milgram, Wilfried Schmid, and Richard Schaar
Link
Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools
This publication focuses on six strategies for recruiting highly qualified teachers in mathematics, science, and special education. These strategies can assist schools and districts to be competitive in the job market and to lure college students and other professionals who are interested in a teaching career. (National Comprehensive Center for Teacher Quality, 2007)
Download
Screening for Mathematics Difficulties in K-3 Students
This report looks at the effectiveness of existing early screening measures and discusses the key features needed to screen kindergarten through third grade students for difficulties in mathematics. (Center on Instruction, 2007)
Authors: Russell Gersten, Benjamin S. Clarke, and Nancy C. Jordan
Download
A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students
This article synthesizes findings from 28 years of research on interventions for students struggling in learning math. The Center on Instruction's synopsis highlights the key findings from this synthesis and outlines recommendations for practice that follow from the findings. (The Elementary School Journal, 2002)
Authors: Scott Baker, Russell Gersten, and Dae-Sik Lee
Download
Download synopsis