Download California Dreaming: Reforming Mathematics Education by Professor Suzanne M. Wilson, Visit Amazon's Suzanne M. PDF

By Professor Suzanne M. Wilson, Visit Amazon's Suzanne M. Wilson Page, search results, Learn about Author Central, Suzanne M. Wilson,

ISBN-10: 0300094329

ISBN-13: 9780300094329

This compelling e-book tells the historical past of the previous twenty years of efforts to reform arithmetic schooling in California. That heritage is a contentious one, filled with such fervor and warmth that contributors and observers frequently consult with the “math wars.” Suzanne M. Wilson considers the various views of these considering math reform, weaving a tapestry of proof, philosophies, conversations, occasions, and personalities right into a vibrant narrative. whereas her concentration is on California, the consequences of her publication expand to struggles over schooling coverage and perform in the course of the United States.

Wilson’s three-d account of math schooling reform efforts unearths how the debates are usually deeply ideological and the way humans come to suppose misunderstood and misrepresented. She examines the myths used to give an explanation for the failure of reforms, the particular purposes for failure, and the significance of taking a number of views under consideration while making plans and enforcing reform.

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Extra resources for California Dreaming: Reforming Mathematics Education

Example text

The New Math of the 1960s, in fact, was a reform of content—the introduction of set theory, for example—as much as it was a reform of method (how students learned). This concern focuses on the issue of what to do with K–12 mathematics as the discipline of mathematics expands and develops. The focus here is on the question: What substantive mathematical ideas should children learn? Yet, there is another way to think about the content. Every subject matter consists of both “stu¤ ”—ideas, concepts, products—and “ways of knowing”—methods of problem setting, problem solving, and publicly testing and proving knowledge claims.

3 Honig was on California’s State Board of Education in the 1970s. While a board member, he was active—aggressively so. According to some insiders, Honig ran for state superintendent because he was frustrated with the lack of responsiveness of earlier superintendents to his ideas. Elected in 1982 as state superintendent, he took office in January 1983; his tenure lasted ten years. Throughout his stint as state superintendent, his relations with both Republican governors—Deukmejian and Wilson—were fiery.

I o¤er thick descriptions first. 3 Capturing Professional Consensus: The California State Department, 1983 –1990 It was part of the strategy . . first, decide what you want and then go after all the leverage points in the system that determine whether you get it. —Bill Honig The Legislature hereby recognizes that, because of the common needs and interest of the citizens of this state and the nation, there is a need to establish a common state curriculum for the public schools, but that because of economic, geographic, physical, political, and social diversity, there is a need for the development of educational programs at the local level, with the guidance of competent experienced educators and citizens.

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California Dreaming: Reforming Mathematics Education by Professor Suzanne M. Wilson, Visit Amazon's Suzanne M. Wilson Page, search results, Learn about Author Central, Suzanne M. Wilson,


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