United STATES Coalition for World Class Math

                                            RESOURCES & LINKS

 

Click here for National Math Websites

 

 

 

Report on Learning Styles Concepts and Evidence.pdf

by Profesors Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork

 

  National Mathematics Advisory Panel's (NMAP) Final Report - 2008 
  Implications of the NMAP's Final Report (by Dr. Sandra Stotsky)  

 

  National Council of Teachers of Mathematics' Curricular Focal Points
  •   2nd grade develop quick recall of basic addition and subtraction recall
  • ¨  4th grade be fluent in multiplication and division
  • ¨  5th grade:  STANDARD ALGORITHM for long division
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     U.S. Chamber of Commerce Report, Leaders and Laggards: A State-by-State Report Card on Educational Effectiveness   

     

     The Forgotten Middle - ACT, Inc.  

     

     

    WORLD-CLASS HIGH QUALITY MATHEMATICS EDUCATION FOR all K-12 American Students   

     

     

    Elementary School Mathematics Priorities

    Excerpt: The February, 2006, U.S. Department of Education study, The Toolbox Revisited, tells us that 80% of the 1992 U.S. high school graduating class went on to college. Only about half of those students graduated with a bachelor’s degree. The others dropped out. Inadequate preparation for college mathematics was a major contributor to the drop out rate. The foundation for K-12 mathematics is laid in the early years of elementary school. To succeed in college, this foundation must be solid. 

     

     

     

     School math books, nonsense, and the National Science Foundation

     

     

     Why the U.S. Dept. of Education's recommended math programs don't add up

     

     

     What's Missing from Math Standards? Focus, Rigor, and Coherence

     

     

     

    A World Class K-7 Math Curriculum Verified by Outstanding Experimental Research

    The U.S. curriculum was found to be, in comparison to the A+ countries:  

    • Not focused (far too many topics, particularly in the lower grades)
    • Highly repetitive (topics introduced too early, too little depth, endlessly repeated)
    • Incoherent (not presented in logical, step-by-step order)
    • Not very demanding (especially in middle school years)

    Curriculum was the only factor found to differ significantly between the A+ countries and the poor performing U.S. states. It was not teachers, not demographics, nor any other non-school factor.  

     

     

     

    What Do College Students Know?

    By this professor’s calculations, math skills have plummeted.

    Click here to read report.

     

     

     

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