Robert E. Reys

Assessing the Impact of Standards-Based Middle Grades Mathematics Curriculum Materials on Student Achievement

This study compared the mathematics achievement of eighth graders in the first three school districts in Missouri to adopt NSF-funded Standards-based middle grades mathematics curriculum materials (MATH Thematics or Connected Mathematics Project) with students who had similar prior mathematics achievement and family income levels from other districts. Achievement was measured using the mathematics portion of the Missouri Assessment Program (MAP) administered to all 8th graders in the state annually beginning in the spring of 1997. Significant differences in achievement were identified between students using Standards-based curriculum materials for at least 2 years and students from comparison districts using other curriculum materials. All of the significant differences reflected higher achievement of students using Standards-based materials. Students in each of the three districts using Standards-based materials scored higher in two content areas (data analysis and algebra), and these differences were significant.

Mental Computation and Estimation: Past, Present, and Future

buy? 2. A car averages 55 miles per hour on the interstate highway. About how far will it travel in 31/2 hours? 3. The grocery store ticket reports a total of

Teaching and Assessing Computational Estimation Skills.

19.50 for three gallons of milk and two loaves of bread. Is that reasonable? 4. You pay for a purchase of

One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education

1.83 with a

An Agenda for Research Action in Mathematics Education: Beginning the Discussion

5 bill. About how much change should you receive? 5. You receive a restaurant bill for

Effectively Implementing Standards-Based Mathematics Curricula in Middle Schools.

18.95. About how much should you tip the waiter? 6. The calculator reports the sum of 1,856 and 2,743 to be 5091008. Could that be correct?

Mathematical Competencies of Negro and Non-Negro Children Entering School.

Estimation is a basic skill everyone uses daily. Measurement estimation is involved in such diverse activities as determining how much cereal to pour into a bowl, deciding how much time to allow for traveling to work, or choosing the proper jacket size in a clothing store. Deciding how much money to take on a trip, determining the tip for a meal in a restaurant, and ascertaining whether a result on a calculator is reasonable also require estimation. These are examples of computational estimation and involve rapid mental manipulation of numbers. Although computational estimation has always been important, advances in technology have increased the need for this skill. With the widespread use of calculating machines (hand calculators, microcomputers, automated cash registers, and accounting equipment), the need to make computational estimates is becoming increasingly apparent. Keystroking errors such as pressing a wrong key, omitting a number, or misplacing a decimal point are common. A single error can greatly affect the result displayed by a machine. Unless the user can estimate the result and is thus

Impact of the Missouri Middle Mathematics Project on the Preparation of Prospective Middle School Teachers

Background: Mathematics education in the United States: Origins of the field and the development of early graduate programs by E. F. Donoghue Doctoral programs in mathematics education in the U.S.: A status report by R. E. Reys, B. Glasgow, G. A. Ragan, and K. W. Simms Reflections on the match between jobs and doctoral programs in mathematics education by F. Fennell, D. Briars, T. Crites, S. Gay, and H. Tunis International perspectives on doctoral studies in mathematics education by A. J. Bishop Core components: Doctoral programs in mathematics education: Features, options, and challenges by J. T. Fey The research preparation of doctoral students in mathematics education by F. K. Lester, Jr. and T. P. Carpenter The mathematical education of mathematics educators in doctoral programs in mathematics education by J. A. Dossey and G. Lappan Preparation in mathematics education: Is there a basic core for everyone? by N. C. Presmeg and S. Wagner The teaching preparation of mathematics educators in doctoral programs in mathematics education by D. V. Lambdin and J. W. Wilson Discussions on different forms of doctoral dissertations by L. V. Stiff Beyond course experiences: The role of non-course experiences in mathematics education doctoral programs by G. Blume Related issues: Organizing a new doctoral program in mathematics education by C. Thornton, R. H. Hunting, J. M. Shaughnessy, J. T. Sowder, and K. C. Wolff Reorganizing and revamping doctoral programs--Challenges and results by D. B. Aichele, J. Boaler, C. A. Maher, D. Rock, and M. Spikell Recruiting and funding doctoral students by K. C. Wolff The use of distance-learning technology in mathematics education doctoral programs by C. E. Lamb Emerging possibilities for collaborating doctoral programs by R. Lesh, J. A. Crider, and E. Gummer Reactions and reflections: Appropriate preparation of doctoral students: Dilemmas from a small program perspective by J. M. Bay Perspectives from a newcomer on doctoral programs in mathematics education by A. Flores Why I became a doctoral student in mathematics education in the United States by T. Lingefjard Policy--A missing but important element in preparing doctoral students by V. M. Long My doctoral program in mathematics education-A graduate students perspective by G. A. Ragan Ideas for action: Improving U. S. doctoral programs in mathematics education by J. Hiebert, J. Kilpatrick, and M. M. Lindquist References: References by R. E. Reys and J. Kilpatrick Appendices: List of participants by R. E. Reys and J. Kilpatrick Conference agenda by R. E. Reys and J. Kilpatrick.

Examining the career paths of doctorates in mathematics education working in institutions of higher education

This article by the NCTMs Research Committee presents a call for an Agenda for Research Action in Mathematics Education. The committee reviews central crosscutting issues for mathematics education research that address concerns from the political and practitioner communities regarding the coherence and utility of mathematics education research. Issues of values and feasibility are highlighted, and a broader definition of theoretical and empirical scholarship is promoted. The committee proposes that the mathematics education research community take up the mantle of authority for defining rigor and evidence in much the same way as NCTM did when facing similar criticism in earlier crises (e.g., the AgendaforAction and the Standards).

Issues of validity in reporting the number of doctorates in mathematics education

Standards-based middle grades mathematics instructional materials are designed to engage and challenge students in mathematical investigation. The content is sophisticated compared with current content expectations, with increased concentration on rational numbers, algebra, geometry, and statistics. Instruction focuses on conceptual development, integrates content within mathematics, connects mathematics to real world applications, and builds increasing reasoning and problem solving skills. The materials are based on and consistent with the principles outlined in the National Council of Teachers of