Kitchen.ResearchArticles (r1.1 vs. r1.41)
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 <<O>>  Difference Topic ResearchArticles (r1.41 - 25 May 2005 - RandomGuest)

META TOPICPARENT MathRefs

Recommended Math Education Research Articles


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 <<O>>  Difference Topic ResearchArticles (r1.40 - 15 May 2005 - CatherineJohnson)

META TOPICPARENT MathRefs

Recommended Math Education Research Articles


other topics - cognition, memory, procedural vs conceptual knowledge, learning disabilities - and more

alphabetical order

Deleted:
<
<


'Ask the Cognitive Scientist'

a series of columns by Daniel T. Willingham published in American Educator
These are pure pleasure.
Catherine


***** (5 stars)
Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection
Daniel T. Willingham
'Ask the Cognitive Scientist'
AMERICAN EDUCATOR, Spring 2004

Willingham discusses practice, 'overlearning,' working memory, and the 10 year rule.

How long does a college student remember material he has studied for one semester? One year? Three or four years?

How long does it take Mozart to become Mozart?

A terrifically helpful article that I'm sure is correct, because, having now read it just 3 times, I've forgotten exactly as much of the content as Willingham predicts.

Looks like I'm going to be reading & re-reading 'Practice Makes Perfect' for the next 3 years.
Catherine 



  other articles in the 'Ask the Cognitive Scientist' series 

Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham

(all about my favorite topic, spaced repetition)

Catherine


Inflexible Knowledge: The First Step to Expertise


The Privileged Status of Story


Students Remember...What They Think About


Understanding ADHD


Why Students Think They Understand When They Don't








  constructivist math
 

 (also called 'reform math,' 'standards-based math' & 'fuzzy math')



***** (5 stars)

If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.


Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and then disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (just to round up the usual suspects). 


Instead, New Math was the pure invention of Real Mathematicians:



     . . . the new-math era was one of the only times that mathematicians 
     were given an opportunity to make proper math education available to 
     the masses. . . . And some believe that . . . the math education that 
     would have emerged from new math—both lower grades and high 
     school—would have been on par with the best of the math programs 
     overseas.

     Eventually, however, . . . the logic and formalism of the program in 
     general doomed new math. The general public, the education 
     community, and even mathematicians themselves judged the 
     new-math programs a failure. Mathematicians were assigned the 
     blame, and the education establishment took back the reins. 







The New New Math - constructivist math - is the creation of math educators, not mathematicians.


There's a difference.

Catherine









  learning disabilities
 



Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable

American Institutes for Research (Washington, DC, February 4-5, 2002)


Daniel T. Willingham describes the 'Common Ground' report in EDUCATION NEXT:

     In 2002 . . . ten different national organizations, including the Department of Education 
     and the Learning Disabilities Association of America, released a report describing 
     points of consensus about learning disabilities. 



















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  Recommended Math Education Research Articles
 






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   'Ask the Cognitive Scientist'
 

a series of columns by Daniel T. Willingham published in American Educator

These are pure pleasure.




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Catherine




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Catherine











***** (5 stars)








	 

	 

  

	 
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  Recommended Math Education Research Articles
 






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   Ask the Cognitive Scientist
 




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   'Ask the Cognitive Scientist'
 







a series of columns by Daniel T. Willingham published in American Educator

These are pure pleasure.

Catherine




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Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham

(all about my favorite topic, spaced repetition)




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[Catherine]



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Catherine










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Inflexible Knowledge: The First Step to Expertise



>
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Inflexible Knowledge: The First Step to Expertise








The Privileged Status of Story



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The New New Math - constructivist math - is the creation of math educators, not mathematicians.


There's a difference.




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[Catherine]



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Catherine











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  learning disabilities
 






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Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable




>
>		

Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable







American Institutes for Research (Washington, DC, February 4-5, 2002)


Daniel T. Willingham describes the 'Common Ground' report in EDUCATION NEXT:







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.37 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






Line: 33 to 33





A terrifically helpful article that I'm sure is correct, because, having now read it just 3 times, I've forgotten exactly as much of the content as Willingham predicts. 


Looks like I'm going to be reading & re-reading 'Practice Makes Perfect' for the next 3 years.




 Changed: 


<
<		

[Catherine]



>
>		

Catherine









  other articles in the 'Ask the Cognitive Scientist' series 




 Changed: 


<
<		

Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham




>
>		

Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham







(all about my favorite topic, spaced repetition)

[Catherine]







	 

	 

  

	 
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		ResearchArticles
		(r1.36 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






Line: 14 to 14






   Ask the Cognitive Scientist
 

a series of columns by Daniel T. Willingham published in American Educator

These are pure pleasure.




 Changed: 


<
<		

[Catherine]




>
>		

Catherine














 Changed: 


<
<		

***** (5 stars)




>
>		

***** (5 stars)







Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection

Daniel T. Willingham

'Ask the Cognitive Scientist'








	 

	 

  

	 
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		(r1.35 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 










	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.34 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






 Changed: 


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  other topics - cognition, memory, procedural vs conceptual knowledge, learning disabilities - below 




>
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  other topics - cognition, memory, procedural vs conceptual knowledge, learning disabilities - and more 









alphabetical order






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   Ask the Cognitive Scientist
 




 Changed: 


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<		

a series of columns by Daniel T. Willingham published in American Educator 
These are pure pleasure.  [Catherine]




>
>		

a series of columns by Daniel T. Willingham published in American Educator

These are pure pleasure.

[Catherine]











***** (5 stars)




 Changed: 


<
<		

Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection
Daniel T. Willingham
'Ask the Cognitive Scientist'



>
>		

Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection

Daniel T. Willingham

'Ask the Cognitive Scientist'







AMERICAN EDUCATOR, Spring 2004




Line: 31 to 32







A terrifically helpful article that I'm sure is correct, because, having now read it just 3 times, I've forgotten exactly as much of the content as Willingham predicts. 



 Changed: 


<
<		

Looks like I'm going to be reading & re-reading 'Practice Makes Perfect' for the next 3 years. [Catherine]



>
>		

Looks like I'm going to be reading & re-reading 'Practice Makes Perfect' for the next 3 years.

[Catherine]









  other articles in the 'Ask the Cognitive Scientist' series 

Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham




 Changed: 


<
<		

(all about my favorite topic, spaced repetition) [Catherine]



>
>		

(all about my favorite topic, spaced repetition)

[Catherine]








Inflexible Knowledge: The First Step to Expertise



Line: 83 to 86







The New New Math - constructivist math - is the creation of math educators, not mathematicians.



 Changed: 


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<		

There's a difference. [Catherine]



>
>		

There's a difference.

[Catherine]











Line: 115 to 119







A Coherent Curriculum: The Case of Mathematics



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Our KTM link will take you to "The Cascading Benefits of a Common, Coherent Curriculum," the editorial accompanying "A Coherent Curriculum: The Case of Mathematics" by William Schmidt, et al in AMERICAN EDUCATOR.



>
>		

Our KTM link will take you to "The Cascading Benefits of a Common, Coherent Curriculum," the editorial accompanying "A Coherent Curriculum: The Case of Mathematics" by William Schmidt, et al in AMERICAN EDUCATOR.

[_Catherine_]















	 

	 

  

	 
		 <<O>>  Difference Topic
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		(r1.33 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






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Looks like I'm going to be reading & re-reading 'Practice Makes Perfect' for the next 3 years. [Catherine]





 Deleted: 



<
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  other articles in the 'Ask the Cognitive Scientist' series 




>
>		


  other articles in the 'Ask the Cognitive Scientist' series 







Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham

(all about my favorite topic, spaced repetition) [Catherine]







	 

	 

  

	 
		 <<O>>  Difference Topic
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		(r1.32 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






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<		

other articles in the 'Ask the Cognitive Scientist' series



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  other articles in the 'Ask the Cognitive Scientist' series 









Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham




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constructivist math (also called 'reform math,' 'standards-based math' & 'fuzzy math')




>
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  constructivist math
 

 (also called 'reform math,' 'standards-based math' & 'fuzzy math')









***** (5 stars)

If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



Line: 91 to 92











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learning disabilities




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  learning disabilities
 









Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable

American Institutes for Research (Washington, DC, February 4-5, 2002)







	 

	 

  

	 
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  Recommended Math Education Research Articles
 






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Ask the Cognitive Scientist






>
>		


   Ask the Cognitive Scientist
 







a series of columns by Daniel T. Willingham published in American Educator 
These are pure pleasure.  [Catherine]










	 

	 

  

	 
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		(r1.30 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






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other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below



>
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  other topics - cognition, memory, procedural vs conceptual knowledge, learning disabilities - below 









alphabetical order










	 

	 

  

	 
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 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






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learning disabilities



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learning disabilities









Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable

American Institutes for Research (Washington, DC, February 4-5, 2002)







	 

	 

  

	 
		 <<O>>  Difference Topic
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		(r1.28 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






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 Deleted: 



<
<		

math curricula


***** (5 stars)

If you have time to read just one article on mathematics curriculum in America, click on this link and scroll down to the bottom of the page for a link to the pdf file:


A Coherent Curriculum: The Case of Mathematics


Our KTM link will take you to "The Cascading Benefits of a Common, Coherent Curriculum," the editorial accompanying "A Coherent Curriculum: The Case of Mathematics" by William Schmidt, et al in AMERICAN EDUCATOR.














learning disabilities
Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable




Line: 122 to 110













 Changed: 


<
<		

other topics



>
>		




math curricula


***** (5 stars)

If you have time to read just one article on mathematics curriculum in America, click on this link and scroll down to the bottom of the page for a link to the pdf file:


A Coherent Curriculum: The Case of Mathematics


Our KTM link will take you to "The Cascading Benefits of a Common, Coherent Curriculum," the editorial accompanying "A Coherent Curriculum: The Case of Mathematics" by William Schmidt, et al in AMERICAN EDUCATOR.















	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.27 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






Line: 7 to 7





alphabetical order








 Added:   



>
>		









Ask the Cognitive Scientist





a series of columns by Daniel T. Willingham published in American Educator 
These are pure pleasure.  [Catherine]







***** (5 stars)

Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection
Daniel T. Willingham
'Ask the Cognitive Scientist'
AMERICAN EDUCATOR, Spring 2004





Willingham discusses practice, 'overlearning,' working memory, and the 10 year rule. 


How long does a college student remember material he has studied for one semester? One year? Three or four years? 


How long does it take Mozart to become Mozart?  


A terrifically helpful article that I'm sure is correct, because, having now read it just 3 times, I've forgotten exactly as much of the content as Willingham predicts. 


Looks like I'm going to be reading & re-reading 'Practice Makes Perfect' for the next 3 years. [Catherine]




other articles in the 'Ask the Cognitive Scientist' series


Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham

(all about my favorite topic, spaced repetition) [Catherine]


Inflexible Knowledge: The First Step to Expertise


The Privileged Status of Story


Students Remember...What They Think About


Understanding ADHD


Why Students Think They Understand When They Don't













 Added:   



>
>		








constructivist math (also called 'reform math,' 'standards-based math' & 'fuzzy math')






 Changed: 


<
<		

***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



>
>		

***** (5 stars)

If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.








Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and then disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (just to round up the usual suspects). 



Line: 43 to 96






math curricula



 Changed: 


<
<		

***** (5 stars) If you have time to read just one article on mathematics curriculum in America, click on this link and scroll down to the bottom of the page for a link to the pdf file:



>
>		

***** (5 stars)

If you have time to read just one article on mathematics curriculum in America, click on this link and scroll down to the bottom of the page for a link to the pdf file:








A Coherent Curriculum: The Case of Mathematics



Line: 68 to 122













 Changed: 


<
<		

Other topics


Ask the Cognitive Scientist series in American Educator (pure pleasure - Catherine)


Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection
Daniel T. Willingham
'Ask the Cognitive Scientist'
AMERICAN EDUCATOR, Spring 2004. 


Willingham discusses practice, 'overlearning,' working memory, and the 10 year rule. 


How long does a college student remember material he has studied for one semester? One year? Three or four years? 


How long does it take Mozart to become Mozart?  



>
>		

other topics










 Deleted: 



<
<		

A terrifically helpful article that I'm sure is correct, because, having now read it just 3 times, I've forgotten exactly as much of the content as Willingham predicts. 


Looks like I'm going to be reading & re-reading 'Practice Makes Perfect' for the next 3 years. [Catherine]





other articles in the 'Ask the Cognitive Scientist' series




Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham

(all about my favorite topic, spaced repetition) [Catherine]


Inflexible Knowledge: The First Step to Expertise


The Privileged Status of Story


Students Remember...What They Think About


Understanding ADHD


Why Students Think They Understand When They Don't






















	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.26 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






Line: 9 to 9










 Changed: 


<
<		

constructivist math (also called 'reform math,' 'standards-based math' & 'fuzzy math')



>
>		

constructivist math (also called 'reform math,' 'standards-based math' & 'fuzzy math')











***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.25 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






Line: 53 to 53








learning disabilities



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<
<		

Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable. American Institutes for Research (Washington, DC, February 4-5, 2002)



>
>		

Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable

American Institutes for Research (Washington, DC, February 4-5, 2002)








Daniel T. Willingham describes the 'Common Ground' report in EDUCATION NEXT:









	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.24 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles
 






 Deleted: 



<
<		









other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below



 Changed: 


<
<		

alphabetical order



>
>		

alphabetical order













constructivist math (also called 'reform math,' 'standards-based math' & 'fuzzy math')







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.23 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 






 Changed: 


<
<		


  Recommended Math Education Research Articles 




>
>		


  Recommended Math Education Research Articles
 











other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below


alphabetical order







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.22 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  




 Added:   



>
>		








other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below


alphabetical order



Line: 4 to 5





other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below


alphabetical order



 Deleted: 



<
<		













 Deleted: 



<
<		








constructivist math (also called 'reform math,' 'standards-based math' & 'fuzzy math')


***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



Line: 30 to 28





     new-math programs a failure. Mathematicians were assigned the 
     blame, and the education establishment took back the reins. 




 Deleted: 



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 Deleted: 



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The New New Math - constructivist math - is the creation of math educators, not mathematicians.


There's a difference. [Catherine]



Line: 48 to 44





A Coherent Curriculum: The Case of Mathematics


Our KTM link will take you to "The Cascading Benefits of a Common, Coherent Curriculum," the editorial accompanying "A Coherent Curriculum: The Case of Mathematics" by William Schmidt, et al in AMERICAN EDUCATOR.



 Added:   



>
>		













 Added:   



>
>		










learning disabilities
Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable. American Institutes for Research (Washington, DC, February 4-5, 2002)



Line: 60 to 58





     and the Learning Disabilities Association of America, released a report describing 
     points of consensus about learning disabilities. 




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>
>		














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Ask the Cognitive Scientist series in American Educator (pure pleasure - Catherine)



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Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection

Daniel T. Willingham

'Ask the Cognitive Scientist'




>
>		

Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection
Daniel T. Willingham
'Ask the Cognitive Scientist'






AMERICAN EDUCATOR, Spring 2004. 


Willingham discusses practice, 'overlearning,' working memory, and the 10 year rule. 







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.21 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  




 Changed: 


<
<		

(other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below)



>
>		

other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below


alphabetical order











Line: 39 to 41













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<
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Mathematics curricula



>
>		

math curricula








***** (5 stars) If you have time to read just one article on mathematics curriculum in America, click on this link and scroll down to the bottom of the page for a link to the pdf file:



Line: 49 to 51










 Added:   



>
>		

learning disabilities
Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable. American Institutes for Research (Washington, DC, February 4-5, 2002)


Daniel T. Willingham describes the 'Common Ground' report in EDUCATION NEXT:

     In 2002 . . . ten different national organizations, including the Department of Education 
     and the Learning Disabilities Association of America, released a report describing 
     points of consensus about learning disabilities. 
















Line: 96 to 108













 Deleted: 



<
<		

Learning disabilities
Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable. American Institutes for Research (Washington, DC, February 4-5, 2002)


Daniel T. Willingham describes the 'Common Ground' report in EDUCATION NEXT:

     In 2002 . . . ten different national organizations, including the Department of Education 
     and the Learning Disabilities Association of America, released a report describing 
     points of consensus about learning disabilities. 

















	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.20 - 14 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below)



Line: 56 to 56







Ask the Cognitive Scientist series in American Educator (pure pleasure - Catherine)



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Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection 'Ask the Cognitive Scientist' Daniel T. Willingham. In: AMERICAN EDUCATOR, Spring 2004. 



>
>		

Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection

Daniel T. Willingham

'Ask the Cognitive Scientist'

AMERICAN EDUCATOR, Spring 2004. 








Willingham discusses practice, 'overlearning,' working memory, and the 10 year rule. 



Line: 74 to 77





other articles in the 'Ask the Cognitive Scientist' series



 Changed: 


<
<		

Allocating Student Study Time: "Massed" versus "Distributed" Practice (all about my favorite topic, spaced repetition) [Catherine]



>
>		

Allocating Student Study Time: "Massed" versus "Distributed" Practice

Daniel T. Willingham

(all about my favorite topic, spaced repetition) [Catherine]








Inflexible Knowledge: The First Step to Expertise







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.19 - 13 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below)



 Changed: 


<
<		



.



>
>		














 Added:   



>
>		








constructivist math (also called 'reform math,' 'standards-based math' & 'fuzzy math')


***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



Line: 28 to 28





     new-math programs a failure. Mathematicians were assigned the 
     blame, and the education establishment took back the reins. 




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The New New Math - constructivist math - is the creation of math educators, not mathematicians.


There's a difference. [Catherine]



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>
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.










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Mathematics curricula


***** (5 stars) If you have time to read just one article on mathematics curriculum in America, click on this link and scroll down to the bottom of the page for a link to the pdf file:



Line: 46 to 46





A Coherent Curriculum: The Case of Mathematics


Our KTM link will take you to "The Cascading Benefits of a Common, Coherent Curriculum," the editorial accompanying "A Coherent Curriculum: The Case of Mathematics" by William Schmidt, et al in AMERICAN EDUCATOR.



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Other topics


Ask the Cognitive Scientist series in American Educator (pure pleasure - Catherine)



Line: 67 to 67





A terrifically helpful article that I'm sure is correct, because, having now read it just 3 times, I've forgotten exactly as much of the content as Willingham predicts. 


Looks like I'm going to be reading & re-reading 'Practice Makes Perfect' for the next 3 years. [Catherine]



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other articles in the 'Ask the Cognitive Scientist' series



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Understanding ADHD


Why Students Think They Understand When They Don't



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Learning disabilities










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Learning disabilities






Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable. American Institutes for Research (Washington, DC, February 4-5, 2002)


Daniel T. Willingham describes the 'Common Ground' report in EDUCATION NEXT:







	 

	 

  

	 
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		(r1.18 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  




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(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



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(other topics - cognition, memory, procedrual vs conceptual knowledge, learning disabilities - below)








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		(r1.17 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



Line: 10 to 10







***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



 Changed: 


<
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Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (just to round up the usual suspects). 



>
>		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and then disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (just to round up the usual suspects). 








Instead, New Math was the pure invention of Real Mathematicians:







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.16 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



Line: 10 to 10







***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



 Changed: 


<
<		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (just rounding up the usual suspects here). 



>
>		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (just to round up the usual suspects). 








Instead, New Math was the pure invention of Real Mathematicians:







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.15 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



Line: 10 to 10







***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



 Changed: 


<
<		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (Round up the usual suspects!) 



>
>		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (just rounding up the usual suspects here). 








Instead, New Math was the pure invention of Real Mathematicians:







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.14 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



Line: 8 to 8







constructivist math (also called 'reform math,' 'standards-based math' & 'fuzzy math')



 Changed: 


<
<		

***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America:  Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



>
>		

***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America, go to Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.








Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (Round up the usual suspects!) 







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.13 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



Line: 10 to 10







***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America:  Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



 Changed: 


<
<		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (round up the usual suspects!) 



>
>		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (Round up the usual suspects!) 








Instead, New Math was the pure invention of Real Mathematicians:



Line: 33 to 33







The New New Math - constructivist math - is the creation of math educators, not mathematicians.



 Changed: 


<
<		

There's a difference.



>
>		

There's a difference. [Catherine]








.







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.12 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



Line: 22 to 22





     school—would have been on par with the best of the math programs 
     overseas.



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     Eventually, however, the problems with K–6 formalism and the logic 
     and formalism of the program in general doomed new math. The 
     general public, the education community, and even mathematicians 
     themselves judged the new-math programs a failure. Mathematicians 
     were assigned the blame, and the education establishment took back 
     the reins. 



>
>		

     Eventually, however, . . . the logic and formalism of the program in 
     general doomed new math. The general public, the education 
     community, and even mathematicians themselves judged the 
     new-math programs a failure. Mathematicians were assigned the 
     blame, and the education establishment took back the reins. 










 Added:   



>
>		

.






The New New Math - constructivist math - is the creation of math educators, not mathematicians.


There's a difference.







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.11 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



Line: 10 to 10







***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America:  Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



 Changed: 


<
<		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and came to an end in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism; it was the pure invention of Real Mathematicians:



>
>		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and disappeared in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism, discovery learning, progressive education, or John Dewey (round up the usual suspects!) 


Instead, New Math was the pure invention of Real Mathematicians:









     . . . the new-math era was one of the only times that mathematicians 









	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.10 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



Line: 10 to 10







***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America:  Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.



 Added:   



>
>		

Garelick includes a terrific, short history of the old New Math, which got its start when Russia launched Sputnik and came to an end in the early 1970s. I was surprised to learn that the old-New Math had nothing to do with constructivism; it was the pure invention of Real Mathematicians:



     . . . the new-math era was one of the only times that mathematicians 
     were given an opportunity to make proper math education available to 
     the masses. . . . And some believe that . . . the math education that 
     would have emerged from new math—both lower grades and high 
     school—would have been on par with the best of the math programs 
     overseas.

     Eventually, however, the problems with K–6 formalism and the logic 
     and formalism of the program in general doomed new math. The 
     general public, the education community, and even mathematicians 
     themselves judged the new-math programs a failure. Mathematicians 
     were assigned the blame, and the education establishment took back 
     the reins. 


The New New Math - constructivist math - is the creation of math educators, not mathematicians.


There's a difference.






.


.







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.9 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)



Line: 6 to 6





.



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constructivist math (also called 'reform math' or 'fuzzy math')



>
>		

constructivist math (also called 'reform math,' 'standards-based math' & 'fuzzy math')








***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America:  Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.8 - 12 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  




 Changed: 


<
<		

(other topics--cognition, memory, procedrual versus conceptual knowledge, learning disabilities--below)



>
>		

(other topics - cognition, memory, procedrual versus conceptual knowledge, learning disabilities - below)


.




constructivist math (also called 'reform math' or 'fuzzy math')


***** (5 stars) If you have time to read just one article on constructivist mathematics curricula in America:  Barry Garelick's 'An A-Maze-ing Approach to Math' in Education Next.


.








.







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.7 - 09 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles  

(other topics--cognition, memory, procedrual versus conceptual knowledge, learning disabilities--below)



Line: 7 to 7







Mathematics curricula



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<		

***** (5 stars) If you have time to read just one article on mathematics curriculum in America, click on this link and scroll down to the bottom of the page for a link to the pdf file:



>
>		

***** (5 stars) If you have time to read just one article on mathematics curriculum in America, click on this link and scroll down to the bottom of the page for a link to the pdf file:








A Coherent Curriculum: The Case of Mathematics







	 

	 

  

	 
		 <<O>>  Difference Topic
		ResearchArticles
		(r1.6 - 09 May 2005 - CatherineJohnson)
	 
  














 META TOPICPARENT  MathRefs 




  Recommended Math Education Research Articles 




 Added:   



>
>		

(other topics--cognition, memory, procedrual versus conceptual knowledge, learning disabilities--below)


.


Mathematics curricula


***** (5 stars) If you have time to read just one article on mathematics curriculum in America, click on this link and scroll down to the bottom of the page for a link to the pdf file:


A Coherent Curriculum: The Case of Mathematics


Our KTM link will take you to "The Cascading Benefits of a Common, Coherent Curriculum," the editorial accompanying "A Coherent Curriculum: The Case of Mathematics" by William Schmidt, et al in AMERICAN EDUCATOR.




.


.


Other topics


Ask the Cognitive Scientist series in American Educator (pure pleasure - Catherine)








Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection 'Ask the Cognitive Scientist' Daniel T. Willingham. In: AMERICAN EDUCATOR, Spring 2004. 



Line: 10 to 30







How long does it take Mozart to become Mozart?  



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<		

A terrifically helpful article that I know is correct, because, having read it 3 times, I've forgotten exactly as much of it as Willingham predicts. 



>
>		

A terrifically helpful article that I'm sure is correct, because, having now read it just 3 times, I've forgotten exactly as much of the content as Willingham predicts. 


Looks like I'm going to be reading & re-reading 'Practice Makes Perfect' for the next 3 years. [Catherine]


.


other articles in the 'Ask the Cognitive Scientist' series




Allocating Student Study Time: "Massed" versus "Distributed" Practice (all about my favorite topic, spaced repetition) [Catherine]


Inflexible Knowledge: The First Step to Expertise


The Privileged Status of Story


Students Remember...What They Think About


Understanding ADHD


Why Students Think They Understand When They Don't


.


.


Learning disabilities


Specific Learning Disabilities: Finding Common Ground. A Report Developed by the Ten Organizations Participating in the Learning Disabilities Roundtable. American Institutes for Research (Washington, DC, February 4-5, 2002)


Daniel T. Willingham describes the 'Common Ground' report in EDUCATION NEXT:

     In 2002 . . . ten different national organizations, including the Department of Education 
     and the Learning Disabilities Association of America, released a report describing 
     points of consensus about learning disabilities. 












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Looks like I'm going to have to keep reading & re-reading 'Practice Makes Perfect' for the next 3 years. [Catherine]










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Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection 'Ask the Cognitive Scientist' Daniel T. Willingham. In: AMERICAN EDUCATOR, Spring 2004. 



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Willingham discusses practice, 'overlearning,' working memory, and the 10 year rule. 



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Willingham discusses practice, 'overlearning,' working memory, and the 10 year rule. 








How long does a college student remember material he has studied for one semester? One year? Three or four years? 



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I think you'll be surprised. [Catherine]



>
>		

How long does it take Mozart to become Mozart?  


A terrifically helpful article that I know is correct, because, having read it 3 times, I've forgotten exactly as much of it as Willingham predicts. 


Looks like I'm going to have to keep reading & re-reading 'Practice Makes Perfect' for the next 3 years. [Catherine]










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  Recommended Math Education Research Articles 




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I think you'll be surprised. [Catherine]



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Practice Makes Perfect--But Only If You Practice Beyond the Point of Perfection 'Ask the Cognitive Scientist' Daniel T. Willingham. In: AMERICAN EDUCATOR, Spring 2004. 


Willingham discusses practice, 'overlearning,' working memory, and the 10 year rule. 


How long does a college student remember material he has studied for one semester? One year? Three or four years? 


I think you'll be surprised. [Catherine]








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  Recommended Math Education Research Articles 











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Topic: ResearchArticles . {  View
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    Revision r1.1 - 28 Apr 2005 - 04:26 - CarolynJohnston

    Revision r1.41 - 25 May 2005 - 04:03 - RandomGuest