MATHEMATICAL SCIENCES EDUCATION BOARD

Publications

The publications listed below are available electronically or for purchase from the National Academies Press.

	On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations (2004) is a report of the Committee for the Review of the Evaluation Data on the Effectiveness of NSF-Supported and Commercially Generated Mathematics Curriculum Materials. The Committee’s charge was to determine whether the currently available data are sufficient for evaluating the effectiveness of these materials. After reviewing close to 700 such evaluation studies, the committee concluded that although there were many thoughtful reviews, the corpus of evaluation studies did not permit one to determine the effectiveness of individual programs with a high degree of certainty. However, the committee did offer a framework for curriculum evaluation which should be most useful to curriculum developers and evaluators as well as to those who select mathematics curricular materials for their school districts or states.
	Next Steps in Mathematics Teacher Development, Grades 9-12 (2003). This publication is a CD of a workshop that explores high school mathematics teacher development. Specifically, this workshop focused on the mathematical knowledge needed by high school teachers of mathematics, how teachers come to acquire that knowledge, and the roles that both pre- and in-service teacher development play in building a cadre of exemplary high school teachers of mathematics.
	Studying Classroom Teaching as a Medium for Professional Development (2002). In August 2000, following the Ninth International Congress on Mathematics Education (ICME 9), the MSEB joined with the U.S. National Commission on Mathematics Instruction (UNSCMI) and Japanese mathematics educators to organize a workshop in Japan. The workshop considered the knowledge needed by mathematics teachers about content and instruction and the relation of these needs to the teacher development programs in the two countries. The experiences, research, and practices from both countries was used to develop a workshop agenda that featured country-specific practices that formed a platform to contribute to the broader thinking of mathematics educators about the professional development of mathematics teachers. The product will be proceedings, including a video of the sessions, that will serve as a resource for those from both countries that are responsible for the preparation and development of mathematics teachers. Supported by the National Science Foundation.
	Improving Mathematics Education: Resources for Decision Making (2001) has been designed to help inform stakeholders about the decisions they face, to point to recent research findings, and to provide access to the most recent thinking of experts on issues of national concern in mathematics education. The essence of the report is that information is available to help those charged with improving student achievement in mathematics. This can be used as a guide for those who make decisions about content, learning, teaching, and assessment.
	Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (2001). In March, 1999, the MSEB hosted a workshop for teacher educators, professional developers, mathematicians, and mathematics education researchers to consider what mathematical knowledge K-8 teachers need and how they might learn it. The workshop activities centered on the actual work of teaching, using videos of classrooms, student work, student curriculum materials, and written case studies. Supported by the National Science Foundation.
	Final Report of the Coordinating Review Committee for the National Council of Teachers of Mathematics: Principles and Standards for School Mathematics(2000). This NRC committee reviewed the process by which the NCTM's Principles and Standards for School Mathematics were created and revised. Supported by the National Science Foundation.
	Mathematics Education in the Middle Grades: Teaching to Meet the Needs of Middle Grades Learners and to Maintain High Expectations (2000). The MSEB, the American Educational Research Association, the National Middle School Association, and the National Council of Teachers of Mathematics cosponsored a convocation and three smaller action conferences at the National Academy of Sciences in September 1998 to begin an ongoing national dialogue on middle grades mathematics education, bringing together several different perspectives. Supported by the U.S. Department of Education and the American Educational Research Association.
	Keeping Score (1999) is the second booklet in the Assessment in Practice series, designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists. The booklet discusses issues to be considered while developing assessments, with particular attention to those with relevance at the district or classroom level . The booklet was commissioned by the MSEB and written by Ann Shannon, an assessment developer and researcher with the New Standards Project. Supported by the Carnegie Corporation of New York.
	The Nature and Role of Algebra in the K-14 Curriculum: A National Symposium (1998). The MSEB and the National Council of Teachers of Mathematics cosponsored a symposium at the National Academy of Sciences in May, 1997, to focus discussion among practitioners from all levels of mathematics and mathematics education across the country. Supported by the National Science Foundation.
	Learning about Assessment, Learning through Assessment (1998) is the first booklet in the Assessment in Practice series, designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists. The booklet discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. The booklet was commissioned by the MSEB and written by Mark Driscoll and Deborah Bryant, professional development experts based at Education Development Center (EDC) in Newton, Massachusetts. See EDC's spotlight article for a short description. Supported by the Carnegie Corporation of New York.
	High School Mathematics at Work: Essays and Examples for the Education of All Students (1998). This volume contains essays and illustrative tasks based on the premise that the workplace and everyday life can provide opportunities for mathematical learning. The essays provide background for the premise and frame issues that follow. The tasks are challenging problems that can help prepare high school students equally well for the worlds of work and for higher education. Supported by the Pew Charitable Trusts.
	Improving Student Learning in Mathematics and Science: The Role of National Standards in State Policy. July, 1997. This report from CSMEE and NCTM analyzes current efforts in and makes recommendations for state policy. This sets the stage for presenting the activities to date of the national standards in mathematics and science education. Developed at the request of the National Education Goals Panel.
	Developing a Digital National Library for Undergraduate Science, Mathematics, Engineering, and Techology Education: Report of a Workshop (1997). A two-day workshop, conducted by CSMEE, to elicit initial advice and recommendations about the usefulness and feasibility of NSF supporting the construction of a digital National Library for undergraduate science, mathematics, and engineering education.
	Toward Excellence in K-8 Mathematics. Letter Report. May, 1997. Prepared for the National Science Foundation/U.S. Department of Education Interagency Working Group. Provides recommendations for action strategy in professional development and teacher preparation, high quality curriculum materials, use of technology, and building public support.
	Learning from TIMSS: An NRC Symposium (1997). A conference held at the National Academy of Sciences to explore implications of the Third International Mathematics and Science Study (TIMSS) for policy and practice in the United States. In addition, there were papers and critiques delivered by independent experts on a variety of topics. Sponsored by the MSEB, the Board on International Comparative Studies in Education, the Board on Testing and Assessment, and the Committee on Science Education, K-12. Supported by the National Science Foundation and the National Center for Educational Statistics.
	Mathematics and Science Education Around the World: What Can We Learn from the Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)? Report. October, 1996. A detailed discussion that anticipates and attempts to help frame the TIMSS releases for the mathematics and science education fields. Joint with COSE K-12. Supported by the National Science Foundation.
	The Preparation of Teachers of Mathematics: Considerations and Challenges. A Letter Report. March, 1996. Prepared at the request of the National Science Foundation during their review of undergraduate SME&T education, this report outlines several challenging issues in mathematics teacher preparation. Supported by the National Science Foundation.
	Mathematical Preparation of the Technical Work Force: Report of a Workshop (1995)
	Measuring Up: Prototypes for Mathematics Assessment (1993) is a collection of fourth grade assessment activities that illustrate the meaning of inquiry, performance, communication, and problem solving in mathematics education. Each task is accompanied by suggestions for use, a rationale, and a rough scoring system illustrated by actual student responses.
	Measuring What Counts: A Conceptual Guide for Mathematics Assessment (1993). Describes three fundamental principles for assessment that supports effective education: the content principle, the learning principle, and the equity principle. An Executive Summary is also available.
	Moving Beyond Myths: Revitalizing Undergraduate Mathematics (1991). Acknowledging the weaknesses in the college mathematics curriculum and the ways in which it is taught, this book sets forth ambitious goals for collegiate mathematics by the year 2000 and provides a sweeping plan of action to accomplish them. It calls on mathematics faculty, their departments, their professional societies, colleges and universities, and government agencies to do their parts to implement the plan, help the public move beyond commonly held myths about mathematics, and bring about a revitalization of undergraduate mathematics.
	On the Shoulders of Giants: New Approaches to Numeracy (1990). Contains essays that illustrate some fundamental strands for school mathematics: Pattern, Dimension, Quantity, Uncertainty, Shape, and Change. The cover of On the Shoulders of Giants is a computer-generated image of a torus (the surface of a doughnut-shaped figure). When projected from four-dimensional space, the torus divides all of three-dimensional space into two symmetrical pieces. Created by Thomas Banchoff and Nicholas Thompson at Brown University.
	A Challenge of Numbers: People in the Mathematical Sciences (1990). A healthy flow of mathematical talent is crucial not only to the future of U.S. mathematics but also as a keystone supporting a technological workforce. Trends in the mathematical sciences' most valuable resource--its people--are presented narratively, graphically, and numerically as an information base for policymakers and for those interested in the people in this not very visible, but critical profession.
	Reshaping School Mathematics: A Philosophy and Framework for Curriculum (1990). The United States must restructure mathematics education--both what is learned and the way it is taught--if children are to develop the mathematical knowledge and skills they will need to be personally and professionally competent in the twenty-first century. Reshaping School Mathematics focuses discussion on essential ideas that transcend details of current curricula or assessment results. It examines changing perspectives on the role of mathematics in society and changing practice in the use of technology--particularly calculators and computers--in mathematics education.
	Everybody Counts: A Report to the Nation on the Future of Mathematics Education (1989). Mathematics is the key to opportunity. No longer only the language of science, mathematics is now essential to business, finance, health, and defense. Yet because of the lack of mathematical literacy, many students are not prepared for tomorrow's jobs. Everybody Counts suggests solutions. Written for everyone concerned about our children's education, this book discusses why students in this country do not perform well in mathematics and outlines a comprehensive plan for revitalizing mathematics education in America, from kindergarten through college.