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Mathematics Worth Knowing, Resources Worth Growing, Research Worth Noting: A Response to the National Mathematics Advisory Panel Report

JEREMY ROSCHELLE is co-director of the Center for Technology in Learning, SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025; jeremy.roschelle{at}sri.com. His research examines the design, classroom use, and scale-up of innovations that enhance learning of complex and conceptually difficult ideas in mathematics and science

Corinne Singleton

CORINNE SINGLETON is a research social scientist at the Center for Technology in Learning, SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025; corinne.singleton{at}sri.com. Her work focuses on the evaluation of educational programs, particularly those involving innovative uses of educational technology, in both domestic and international contexts

Nora Sabelli

NORA SABELLI is a senior science advisor at the Center for Technology in Learning, SRI International, 333 Ravenswood, Menlo Park, CA 94025; nora.sabelli{at}sri.com. Her work focuses on policy and the impact of technology on science education

Roy Pea

ROY PEA is a professor of education and learning sciences at Stanford University, School of Education, 450 Serra Mall, Building 160, Stanford, CA 94305; roypea{at}stanford.edu. His research addresses how innovations in computing and communications technologies can contribute to learning, thinking, collaboration, and learning environment designs; he co-leads the National Science Foundation’s LIFE Center, seeking to promote bridging of the sciences of informal and formal learning

John D. Bransford

JOHN D. BRANSFORD is the Shauna C. Larson University Professor of Education and Psychology at the University of Washington, Seattle, and director of the National Science Foundation’s LIFE Center, which studies learning in informal and formal environments

The authors praise Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) for focusing on the mathematics within mathematics education. They critique the Panel for (a) constraining its analysis to two traditional school courses, (b) isolating independent factors and undervaluing integrated approaches, and (c) overlooking recent insights on mathematics learning. The authors urge others to seek deeper analysis of "mathematics worth knowing," to integrate multiple resources into instructional approaches, and to delve more deeply into recent learning research.

Key Words: learning • mathematics • teaching • technology

Educational Researcher, Vol. 37, No. 9, 610-617 (2008)
DOI: 10.3102/0013189X08329193


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				C. P. Benbow and L. R. Faulkner Rejoinder to the Critiques of the National Mathematics Advisory Panel Final Report Educational Researcher, December 1, 2008; 37(9): 645 - 648. [Abstract] [Full Text] [PDF]