In this section, you will find articles written by professors and other academic sources that will help you understand the past, present and future directions of K-8 mathematical methodology. These links are not connected to our opinions about certain subject matter. We are not responsible for dead links or disjointed links.
Adding it Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.
The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning:
Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction.
Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics.
The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop
proficiency in teaching mathematics.
The What Works Clearinghouse (WWC) looked at elementary school math curricula designed to promote math knowledge and skills among elementary school students (average ages 5 to 10 years). Because there is some variation in how elementary school is organized across school districts, this review defined elementary school as a school with any of the grades, K through 5. Curricula included in this review are replicable, materials-based instructional programs that cover one or more of the following content areas: numbers, arithmetic, geometry, pre-algebra, measurement, graphing, and logical reasoning. This review considered only core, comprehensive math curricula.
"If nothing else, having a partner available to provide immediate feedback is likely to be of great benefit to a low achiever struggling with a problem."
A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students
Scott Baker; Russell Gersten; Dae-Sik Lee The Elementary School Journal, Vol. 103, No. 1. (Sep., 2002), pp. 51-73.
