825:"This militantly empiricist and quantitative movement, this desire for hardness with its claims to produce findings that are verifiable, definitive and cumulative, is set against a softness where interpretation is central and findings are always subject to debate and reinterpretation (Gherardi & Turner, 2002). French feminist theory is premised on the idea that the classic structure is splitting and opening to becoming and that this becoming will be initiated primarily by women as men have more to lose. Irigarayâs (1985) argument is based on psychoanalytic theory. Her concern is that we have so naturalized masculinized language and logic that we do not see the practical aspects of such domination. Regimes of power and systems of philosophy are designed to âpenetrate,â interventions are engineered, âwe encourage one another to be âhardâ on issuesâ (Olkowski, 2000, p. 92).
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are not appropriate for the NCTM summaries, which are based on experimental studies, not "observational studies". I started the research section with some of the firmer experimental findings summarized by NCTM just to get the section started, but my hope is that this section will evolve beyond that initial NCTM list. This should not be a section of NCTM findings, though at the moment those are the only contributions there. Let's delete anything truly controversial or not based on experimental research and add more experimentally-based research. By all means, let's not have any findings based on qualitative research alone.
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functions (with no
Calculus). The students answer it, not knowing that it is a research study or consenting to participate; they think it is a test for their grade. Many people would immediately say that no harm is done, but in the U.S. college students must pay for their college classes. In effect, they are unknowingly losing the time they paid for instruction. Looking at it differently, they have less hours of instruction to qualify for the same degree requirement; however students in other sections are not given the researcher's exam and had to do more hours of instruction to qualify for the degree requirement.
828:"Foucault writes of the âabsolute optimismâ of âa thousand things to doâ (1991, p. 174) in our constant struggle against the very rules of reason and practice inscribed in the effects of power of the social sciences. For those attentive to the demands of different contexts and different communities, this is our moment to act in the struggle for an applied social science that can engage strategically with the limits and the possibilities of the uses of research for social policy toward the improvement of practice."
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researchers, but the ethics of the society at large. Legal requirements, such as
Institution Review Board requirements, are also not discussed. In the U.S. the issue of ethics is tied to other historical factors of the school system and the way the school system becomes the theater for working out its social problems; with the need to provide the same quality of education to all, researching a new method of learning poses the risk that the research group may not learn as well.
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randomized trials to the exclusion of all other research has been privileged in
American political decisions and this is creating serious debate in the US. I think it would be good to go with your paragraph, but keep the sentence on the NMAP. We should keep the sentence about the NMAP because (1) it brought the argument to a head in the United States, (2) the reference at the end of that sentence is a good summary of the many objections currently being discussed.
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Lehrer, Frank K. Lester, Ingram Olkin, Dennis Pearl, Alan
Schoenfeld, Juliet Shaffer, Edward Silver, William Smith, F. Michael Speed, and Patrick Thompson, Using Statistics Effectively in Mathematics Education Research: A report from a series of workshops organized by the American Statistical Association with funding from the National Science Foundation. The American Statistical Association, 2007", but I am not sure why it appears as a footnote
867:. You are right about POV words like "heated discussion". However, it is not original research -- the footnote IS the reference to the debate about the NMAP report and the footnote does not make sense without some reference to the debate the NMAP report caused in the referring sentence. This debate is extremely important (much more so than the Lather article!) as it represents a fairly serious divide in the research community.--
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963:, etc. Nobody has argued for stopping observational studies and qualitative methods, and many statisticians have acknowledged that such studies are invaluable. Why bother quoting people who are opposed to all randomized studies and who are opposed to all "quantitative methods", and who are trying to argue against the value of even a limited number of randomized experiments in schools? Isn't that the current debate?
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Core
Standards (no Knowledge article on that one yet either) which are due to come out soon. These are based on a much broader range of research. I think your suggested paragraph is fine, if we just keep the current last sentence as an "example" of the current debate. The reference at the end of that sentence is a good one because it summarizes input from many different researchers. --
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mathematics to be geometry, logic, measurement and arithmetic. As another example, the French curriculum does not focus on "counting and comparison" at the beginning, but rather orientation in space, shapes, time, abstract relationships and a psychological understanding of cardinal and ordinal numbers. Other countries orient their programs in still different ways.
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is not correct. I believe this issue is already sufficiently discussed for research in general in the
Methodology section. I am deleting the NCTM header because this really should not be limited to the NCTM, but if others disagree, feel free to restore it. The header can be removed again once we start broadening this section to represent more research. --
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Part of the problem is a growing presence of U.S.-centric descriptions in this article. Much of this is my fault, and I have been thinking this
American content needs to be reduced or put off to the side somewhere. At the very least, edits like this recent one need to mention they are describing U.S.
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Speaking of non-NCTM reasearch, the finding entitled "What can we learn from research?" has been edited to the point where it no longer represents what is on the NCTM page, so I'm removing the NCTM citation. (So the section is now going beyond NCTM, as it should.) Let's get a better citation for this
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Iâm curious why the leading sentence of this page denotes how the phrase âmath educationâ is labeled in Europe. This is a
Eurocentric element, considering math education occurs all over the world, and each geographical region may have a respective term for the subject. Aside from a biased viewpoint,
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Some people(students) have genuine difficulties in understanding and grasping mathematics than other theoretical subjects like biology and chemistry. They are inherently weak in quick logical thinking and grasping abstract concepts of maths.You can see some people can do calculations quickly in mind
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Thelema418, these are all excellent points. I would also like to see the controversy section improved. I would encourage you to write some of them into the article. If you are concerned about missing sources, propose a paragraph here on the talk page. Perhaps someone can improve it and add resources
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Another controversy in methodology concerns "Action
Research". From my understanding, some countries require action research. In terms of thesis requirements for Ed.D. programs in the US, I have heard that action research has become questioned for various ethical reasons concerning the positioning
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a law requiring that only programs proven by randomized trials be accepted. Sorry, this is much too brief a summary, and I know this article is international in scope, but it would still be good to have a one sentence mention of the US problem. The debate is being tempered somewhat by the new Common
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Thanks for checking. Wow, we really need a
Knowledge article on the NMAP. No, it's not a law, just a report, but a very influential one setting the direction for future curriculum changes. And it's not just "some" randomized trials, it's "only" randomized trials. The committee decided to base all of
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I'm all for eliminating straw man arguments or poor references! Your paragraph looks good. The only thing it fails to address (and the current paragraph is not much better) is that, even though most researchers agree that conducting more randomized trials is good and all kinds of research is needed,
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If you have specific other synonyms for this which are reflective of reliable sources, feel free to add those. The point of including synonyms in Knowledge articles is to help people with different backgrounds understand what the topic is supposed to be about, not to promote particular terminology.
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For the countries where the term used is a direct translation of "mathematical education", this is certainly not useful to provide such a translation. Here the European term is far from the English one. So many people who have encountered the two terms may be confused by the fact that they refer to
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removed it, saying that it was only relevant to the United States. Are there other countries where students do not learn counting and comparison at a very young age, and then arithmetic, as well as measurement and shapes, in primary school? I thought this must be universal. Is your concern with the
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The New Math method was the topic of one of Tom Lehrer's most popular parody songs, with his introductory remarks to the song: "...in the new approach, as you know, the important thing is to understand what you're doing, rather than to get the right answer."<< The popular culture comics songs
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I will delete the findings on homework because they appear to be controversial (though they are experimental findings). Let's stick to the clearer findings. I will also delete the lead sentence part again because it is implying that the list of findings are not based on experimental research, which
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I notice that you tagged the sentence "the teaching of mathematics within the classical education syllabus of the Middle Ages, which was typically based on Euclid's Elements taught as a paradigm of deductive reasoning". Which part do you think is dubious - is it the claim that Euclid's Elements was
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I think it should be written that some countries are far behind others when it comes to level of math. Just yesterday I found out a friend of mine who left Israel and went to Singapore several years ago, started learning in tenth grade material which is learned in Israel only in the university. And
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I think that mathematics education and research all over the world are somewhat connected, but it seems that if the "deep" coverage is US-centric, then starting another page particularly for the US would be the best way of handling it. I'd be more than willing to head this move up, if others think
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is far to cut and dried a statement for quite a subjective area. The actual reference is lacking footnote 2 just gives a link to a selection of articles. As the same reference is repeated so many times it would be better to link to the individual item, the Briefs seem more substantial sources than
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My thanks to Kiefer.Wolfowitz for continuing to improve this section. The lead sentences are much better now, but I am still concerned that they are misleading in that position. The two citations concerning the quality of education research are good references for the methodology section. But they
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randomized experiments in education. Some researchers have claimed that an expectation that research methods be subjected to randomized experiments is influential particularly in the United States. Arguments against randomized experiments continue; such criticisms argue that randomized trials are
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Thanks for the great edits. Feel free to replace the Lather article (and Howe) with something better (or delete that Lather sentence entirely). Lather is not my cup of tea, but she is very popular in some circles and I'm just trying to be fair to all viewpoints. I had to make one change where you
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scores should be updated with more recent data which can be found on the main article. Whoever generated the chart in current use left some countries out of the ordering, and also decided to break up US scores by racial background. What's up with that? Don't you think it'd be more appropriate to
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Another controversy that is not indicated in this article is the origin of mathematical education research. Mathematics education research can "start from the top", from university researchers who have an idea for research and bring it to a participating school for study. Alternatively, it can
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Now that I understand what was meant by the passage, I've removed the dubious tag. The passage does not, in my opinion, give a clear description of what is meant by a classical mathematics education. Seberle, I do think that we should work toward more distinction between classical education, as
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This seems like an interesting report: "Richard Scheaffer, ed. Working Group on Statistics in Mathematics Education Research (Richard Scheaffer, Martha Aliaga, Marie Diener-West, Joan Garfield, Traci Higgins, Sterling Hilton, Gerunda Hughes, Brian Junker, Henry Kepner, Jeremy Kilpatrick, Richard
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There were chunks of material about controversies in modern U.S. mathematics education scatterd throughout the article. This broke up the flow of the article and made it difficult to read. I have re-arranged the article to collect all the material about modern U.S. mathematics education into one
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Also, what level of knowledge should participants be given about being in a study? Some people say that educational questions can only do minimal harm, but this really is not a simple matter. Near the end of a freshman Calculus class, a researcher gives the professor a test question on linear
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How does our computer world makes Science not by Mathematics rather by clear abstraction study and still tries to advance its ability on Norms which is observed, however it could differ when Astronomy Metrics slightly goes on in different settings, so all got slightly varies by rather. Kind of
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Yes, the term "pre-algebra" is an American catch-all term which doesn't really describe what topics are being learned. Also the choice of what math education focuses on. Each country emphasizes different areas of math. For example, the country where I live considers the core topics of primary
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This is a very new start on this narrow/specialized, but very important topic. Eventually, it may or may not make sense to merge it - but right now it is very much under development. References and links can be added - why not give some time (more than 4 days!) for the group developing this?
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I think the points you raise are important and should be included, with the caveat that the controversy section should not get too long (much of the controversy is really over education in general, whereas this article is supposed to be about mathematics education only) and should not be too
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The controvery section is well annotated, but may benefit from clarification about the ethical issues concerning mathematics education research. The article may benefit from acknowledging origins of these ethical issues, i.e. these ethical considerations may not be those of the community of
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Certainly, I appreciate your input and viewpoint. Perhaps it would be best to conserve the alternative terminologies, but place them in a subsequent sentence or a later section? I have no personal stake in this matter; rather I'd like for the article's style to be as inclusive as possible.
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My apologies if the comment was misleading. The sentence "Notwithstanding the lack of experimental evidence, the National Council of Teachers of Mathematics states that the following results have been established" seemed to me to be implying that the NCTM was depending on non-experimental
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A Manual tag was added to the research section. Since many research findings are about what works in teaching, it is difficult to see how to report on such research without reporting on what research has found to work. Please discuss reasons for this tag. I don't see what to fix.
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Thanks for the comment. I am writing from Sweden, and so have limited knowledge of USA debates. I will include some mention of the NMAP law of the USA, per your guidance. As I understand it, then, even though most studies from educational schools or about educational methods are
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he's not attending a geniuses' school (it's a private one, but it works according to some international standard). There is a lad from China who's learning with me in the same math class (5 units) material he learned in China when he was a ninth grader (we're now 11th graders).
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My opinion is that there is not enough substance to the research section to make a separate article. We should probably even consolidate a bit to eliminate the subsections. I hope someday there will be more substance, but nothing much has been done with it for a quite a while.
897:'s kind words, given my cutting of the introductory paragraph on qualitative versus quantitative methods (which was a good and fair minded representation of the quantitative/qualitative apartheid ), and my severe remark about the Howe and Lather articles (above). Thanks!
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their conclusions exclusively on results of randomized trials without any consideration at all of what is known in the field of math education outside of these results. The recommendations of the report were therefore very controversial. This is all related to
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Thank you. I inserted the footnote late in Sweden, and it's late again, so pardon my brevity. I thank the other editors for creating a section on "debates", which I shortened today, along with trying to correct some strawmen misrepresentations of Cook,
379:. I created that article as an outlet for those students who feel compelled to write Knowledge articles on Applicable mathematics, Maths X, and what have you. You're welcome to AfD the poor thing; I'll probably vote weak keep without much conviction!
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as well, plus the problem of which side is the multiplier. There were some heated debates on the talk page on that! There may be something that can be merged into that article as well or if it isn't merged a link to the debate at multiplication.
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and some have hard time doing the same.It seems to me as one of the reasons why some people dislike or fear maths. Where is this point addressed in the article?. I think this point should be addressed if not already present in the article.
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Citations do not refer to these studies, nor to summaries by NCTM. These citations are already in the general discussion in next section. Citation needed here specifically accusing NCTM of being guilty of reporting poor quality research.
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I disagree. While such a section in this article would be an excellent addition, it would take a lot of research to write intelligently, and I'm not sure that a broad comparison should include even the scant amount of detail found at
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be merged into this one, perhaps in a section highlighting mathematics education in various countries around the world. I don't feel the other article deserves its own place (the orphan status should be evidence enough of that).
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Funding is another controversy not addressed. In the U.S., the NSF is the major funder of mathematics education research, but this comes with provisions of the NSF's agenda which has an outline of "what works".
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No objections here, but at the risk of making the list unnecessarily long or US-focused, this would be my list of the five most influential mathematics educators of the past 50 years in the U.S.: Max Beberman,
992:" (or alleged "physical-scientific" or "positivist") methods on human subjects. While statisticians have urged an increase in the number of randomized experiments---which again have been rare in most areas of
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section. I did not attempt to edit any of this material - I have just done a cut-and-paste job. It would be a good idea if someone edited this section to remove duplication and make it more NPOV - but
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Under the "Mathematical Difficulties" header in the "See also" section, there are links to Knowledge articles on these subjects. Feel free to add a section in this article on this important topic. --
1762:"start from the bottom" where teachers see reason to implement changes and a researcher steps in to document this work. From my understanding, there are international differences in this respect.
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The fact remains that randomized experiments have been rare in the evaluation of teaching methods in recent decades. For decades, many scholars in educational schools have raised objections against
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Finally, any edit needs references. The deleted edit does not really line up with how the Common Core (the most widely used official standards) describe the primary mathematics curriculum.
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Its closer to rational behavior of some precision even when Maths Probabilistic Monotony defined by, terms & distribution, and its integration/summation. Bit of Intro required like
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methods means that any use of randomized trials is attacked on ideological grounds. Nobody says that randomized experiments are perfect. The statisticians and scientists want to do
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flawed or of limited usefulness in educational studies Almost all participants in the debates agree that randomized experiments need to be combined with observational studies.. The
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Like many other authors, Raudenbush argues that randomized trials are preferred for evaluating treatments on human subjects, but notes that observational studies are also needed.
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is a central part of primary school mathematics, beginning with addition and subtraction, followed by multiplication and division. Children in primary school also learn about
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Murnane, Richard; Nelson, Richard (2007), "Improving the Performance of the Education Sector: The Valuable, Challenging, and Limited Role of Random Assignment Evaluations",
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published its report based on only studies using randomized experiments; this report's exclusive reliance on randomized experiments received criticism from some scholars.
834:"Neoclassical experimentalism is little more than a throwback to the Campbell-Stanley era and its dogmatic adherence to an exclusive reliance on quantitative methods."
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You cannot delete sourced material on homework so casually. Simon and Anderson have been international leaders in cognitive and experimental psychology.
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anecdotal/qualitative, the NMAP requires some randomized trials be done and be reported and this requirement was thought to be controversial? Thanks,
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in recent decades---statisticians recognize that observational studies remain valuable in education---just as observational studies remain valuable in
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The comment about van Hiele Levels was completely erroneous, so I removed it. The Van Hiele model only applies to geometry and is NOT age-dependent.
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inserted the comment <Â !-- Avoid Original Research about heated discussion following report; a citation to a reliable source is needed -- : -->
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1503:.) Perhaps in this article we could reword the sentence to make clear which system we are referring to? Thanks for helping clarify this, Cliff. --
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However so Maths is that it makes Science could precise by when it heads up. Its that Mathematics gives the Metrics, not the fact of Actuals.
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address that issue on the PISA article, or one of the numerous controversial articles on "race" differences in standardized test scores?
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If the section contains no general insterest for "Mathematics education", than the material should be moved to a US specific article.--
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is currently a long, mostly unreferenced essay about methodology in maths education. Any objection to a content merge to this article?
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The research section does seem to be heavily reliant on one source and some of the ways the results are reported are problematic, say
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U.S.-centric. But another paragraph or two would be good, even if they used the U.S. as an example of worldwide controversy. --
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https://web.archive.org/web/20081208070250/http://georgetown.edu/faculty/irvinem/theory/McLuhan-Understanding_Media-I-1-7.html
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The term "curriculum" would probably be an improvement over "syllabus". I think much of the confusion is connected to the
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Okay, I tried to improve a few phrases, particularly the footnote's intelligibility (by itself). Thanks for the feedback.
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Knowledge:Redirects for discussion/Log/2023 January 4 § Mathematics education effects on the economy of the United States
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I was thinking about including Mary P. Dolciani in the Mathematics Educators list. Any objections or comments? Regards,
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understood in its modern usage, and the Medieval University. Do any object to changing the term syllabus to Curriculum?
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published its report based on only studies using randomized experiments, which received criticism from some researchers.
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The fact remains that randomized experiments have been rare in the evaluation of teaching methods in recent decades.
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the same thing. This is true for people originated from anywhere in the world, even for American and Chinese ones.
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Mathematics Education why it is important always needs to be rephrased for one who reads in a just a simple grasp.
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Here means "in this Knowledge article" or "in this context". The point is, the subject commonly in America called
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Lather claims that recent demands for randomized experiments have been motivated more by politics than by science.
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757:'s comment, I've attempted to change all mentions of "math" to "mathematics," which does seem to help the flow.
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Hello, How is the topic of standards in the field of mathematics education included in the lead of the article?
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to delete these "External links modified" talk page sections if they want to de-clutter talk pages, but see the
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to delete these "External links modified" talk page sections if they want to de-clutter talk pages, but see the
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Okay, I feel pretty silly--I didn't even see that Polya was already listed under Mathematics Educators. Sorry!
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This description does not fit my understanding of classical education. The classical education link links to
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increasing the number of randomized experiments, often because of philosophical objections to the use of "
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Counting and comparison are the most basic ideas, which are taught in preschool or early primary school.
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topics on Knowledge. If you would like to participate, please visit the project page, where you can join
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https://web.archive.org/web/20040409131958/http://www-gap.dcs.st-and.ac.uk/~history/Education/index.html
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until a consensus is reached, and readers of this page are welcome to contribute to the discussion.
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until a consensus is reached, and readers of this page are welcome to contribute to the discussion.
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until a consensus is reached, and readers of this page are welcome to contribute to the discussion.
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Good points. I also struggle with these issues. It would be good if others also discussed this issue.
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and deserves deletion on the same premise: Knowledge sources must be reliable, not exhibits from a
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https://web.archive.org/web/20140714233214/https://cee.mit.edu/undergraduate/1C-degreerequirements
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I would appreciate some help improving the article and perhaps including a mention at this page.
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on Knowledge. If you would like to participate, please visit the project page, where you can join
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https://web.archive.org/web/20111120085344/http://www.math.unl.edu/~s-kfield1/203currentevent.htm
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This article was the subject of a Wiki Education Foundation-supported course assignment, between
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before doing mass systematic removals. This message is updated dynamically through the template
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before doing mass systematic removals. This message is updated dynamically through the template
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Unfortunately, I don't know any sources to quote on any of these ideas on the top of my head.
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to see a discussion about making mathematics articles more accessible to a general readership.
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https://katu.com/news/local/debate-emerges-over-racism-and-white-supremacy-in-math-instruction
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for one thing, it's the only section with subsections in the present article; your thoughts?
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The citations given preceded the reference to the NCTM. Nobody accused the NCTM of anything.
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I'm not sure I understand either. Cliff, are you protesting the confusion between the modern
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This has been a very helpful and productive editing experience. I am especially grateful for
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I question the description of classical education as using a syllabus from the middle ages.
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of researcher (as a teacher) and participants; as well as the validity of the results.
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This is really interesting. Perhaps you could find some sources and write about it?
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Formative assessment is both the best and cheapest way to boost student achievement
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etc. a few days ago? Wouldn't it be more appropriate to merge their content into
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I never knew the article existed. There's a little bit about this in the lead of
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Cook (2002, see above reference) disputes claims that the methodology is flawed.
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Knowledge:Redirects for discussion/Log/2023 January 4 § Algebra II/Trigonometry
2439:"Mathematics education effects on the economy of the United States" listed at
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2140:. No special action is required regarding these talk page notices, other than
1968:. No special action is required regarding these talk page notices, other than
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The authors argue that randomized trials have limited usefulness in education.
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I welcome discussion of how we can make this section useful and universal. --
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For decades, scholars in educational schools have raised objections against
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I am finding this short conversation difficult to follow Where is "Here"?
400:(which would then be long enough to justify its independent existence)? â
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https://www.tvo.org/article/what-does-an-anti-racist-math-class-look-like
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1360:) or the claim that it was tuaght as a paradigm of deductive reasoning ?
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In education research, the current near exclusive teaching & use of
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Indeed, the desirability of randomized experiments has been questioned.
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these points should not be in the lead sentence due to cluttering (see
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1311:"Reflections on the National Mathematics Advisory Panel Final Report"
1263:"Reflections on the National Mathematics Advisory Panel Final Report"
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education syllabus of the Middle Ages ..." - would that be better ?
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part of the classical education syllabus (specifically, part of the
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This is the introductory article to an issue devoted to this debate.
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This is the introductory article to an issue devoted to this debate.
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Making mathematics articles more accessible to a general readership
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I'm restoring the material. It's just bizarre to ignore homework.
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Here is the current final paragraph on the rarity of experiments:
2453:
Mathematics education effects on the economy of the United States
2371:
Knowledge:Redirects for discussion/Log/2023 January 4 § Algebra I
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split Mathematics education research section into its own article
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This page is pretty rampant with non-NPOV sentiments, isn't it? -
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What if we change it to "the teaching of mathematics within the
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1004:, political science, economics, etc. In the United States, the
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Knowledge level-5 vital articles in Society and social sciences
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An editor has identified a potential problem with the redirect
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An editor has identified a potential problem with the redirect
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An editor has identified a potential problem with the redirect
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Howe criticizes the placing of internal over external validity.
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This paragraph is shorter and avoids straw-man targets. Thanks
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http://www-gap.dcs.st-and.ac.uk/~history/Education/index.html
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over our Linear Algebra which could convulse its heads on.
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for additional information. I made the following changes:
1940:
for additional information. I made the following changes:
1162:"Scientific research in education: a critical perspective"
2102:
http://www.math.unl.edu/~s-kfield1/203currentevent.htm%20
649:
Knowledge:Village pump (proposals)/Archive 35#Easy as pi?
1438:
in the modern sense? Are you doubting the status of the
2651:
Knowledge vital articles in Society and social sciences
2112:
https://cee.mit.edu/undergraduate/1C-degreerequirements
1933:
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history of mathematics instruction in the United States
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I suggest spinning of one or two articles, either just
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I submit the following paragraph as an improvement: I
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B-Class vital articles in Society and social sciences
281:
Wiki Education Foundation-supported course assignment
221:, a collaborative effort to improve the coverage of
112:, a collaborative effort to improve the coverage of
2144:using the archive tool instructions below. Editors
1972:using the archive tool instructions below. Editors
533:I have started a math education for the US page at
2031:Mathematics Education must've Note on bit of Intro
951:randomized experiments in education, just like in
818:I would urge the editors to consider deleting the
2242:. Around ages 11 to 14, most students will learn
1434:? Are you protesting the existence of a Medieval
504:(note the inconsistent use of math/mathematics).
1495:article which confuses the modern movement with
1036:I wish some other editors would chime in here!--
2130:This message was posted before February 2018.
1958:This message was posted before February 2018.
981:the common wording. I ask for your comments:
626:Knowledge:Village pump (proposals)#Easy as pi?
1673:are irrevelant to the topic. Please remove.
8:
1928:I have just modified one external link on
1210:Economics of Innovation and New Technology
554:Mathematics education in the United States
535:Mathematics Education in the United States
167:
58:
2080:I have just modified 3 external links on
312:Template:Dashboard.wikiedu.org assignment
2041:Binomial Expansion, Polynomial Expansion
822:"article" by Lather, from which I quote:
454:Collected U.S. material into one section
340:Maybe. Why don't you try to fix it? :P
1852:2401:4900:51DF:C970:5C06:57B7:5A9D:93A7
1793:until it's good enough for the article.
1144:was invoked but never defined (see the
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426:I'm going to reply on "in Australia"'s
411:Knowledge:Articles for deletion/Maths A
310:Above undated message substituted from
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2073:External links modified (January 2018)
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1131:
831:The article by Howe is almost as bad,
556:to conform to page title conventions.
2310:White supremacy in Oregon and Ontario
2030:
7:
2394:"Algebra II/Trigonometry" listed at
1813:Difficulties in learning mathematics
1700:Multiplication and Repeated Addition
1695:Multiplication and Repeated Addition
1529:Seberele's edit made this summary:
1499:. (I have noted my concerns on that
1166:British Educational Research Journal
352:I propose that the orphaned article
215:This article is within the scope of
106:This article is within the scope of
1538:Seberle's comment was misleading.
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1006:National Mathematics Advisory Panel
937:National Mathematics Advisory Panel
463:keep it all together in one place.
49:It is of interest to the following
398:Mathematics education in Australia
377:Mathematics education in Australia
354:Mathematics education in Australia
348:Mathematics education in Australia
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2691:Mid-priority mathematics articles
2676:Low-importance education articles
2084:. Please take a moment to review
1932:. Please take a moment to review
235:Knowledge:WikiProject Mathematics
2646:Knowledge level-5 vital articles
2459:. This discussion will occur at
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2414:. This discussion will occur at
2401:
2369:. This discussion will occur at
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1340:. I'd like to see more sources.
486:history of mathematics education
298:. Further details are available
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238:Template:WikiProject Mathematics
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1186:"A Critique of Experimentalism"
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150:This article has been rated as
130:Knowledge:WikiProject Education
2681:WikiProject Education articles
2656:B-Class level-5 vital articles
2627:03:54, 18 September 2024 (UTC)
2560:in other parts of the world. â
2552:, is also known by such names
1603:11:36, 26 September 2011 (UTC)
1586:11:29, 26 September 2011 (UTC)
1558:13:45, 25 September 2011 (UTC)
665:15:57, 28 September 2008 (UTC)
422:Since this is no longer about
133:Template:WikiProject Education
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1350:22:28, 10 February 2011 (UTC)
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586:Differences between countries
514:23:49, 29 November 2007 (UTC)
229:and see a list of open tasks.
124:and see a list of open tasks.
2686:B-Class mathematics articles
2558:the didactics of mathematics
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2275:17:32, 1 February 2021 (UTC)
2217:22:34, 21 October 2019 (UTC)
2198:11:45, 21 January 2018 (UTC)
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1493:Classical education movement
1428:classical education movement
1285:Raudenbush, Stephen (2005),
1237:Raudenbush, Stephen (2005),
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1846:05:16, 29 August 2013 (UTC)
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601:10:20, 9 January 2008 (UTC)
552:I moved the new US page to
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2671:B-Class education articles
2161:(last update: 5 June 2024)
2077:Hello fellow Wikipedians,
1989:(last update: 5 June 2024)
1925:Hello fellow Wikipedians,
1916:16:49, 21 April 2016 (UTC)
1860:14:22, 12 April 2021 (UTC)
1732:12:52, 30 March 2012 (UTC)
1712:12:02, 30 March 2012 (UTC)
581:16:37, 11 April 2007 (UTC)
478:12:58, 5 August 2007 (UTC)
409:Yep, they were deleted in
388:Weren't there articles on
156:project's importance scale
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1748:00:48, 3 April 2012 (UTC)
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2484:Unnecessary Eurocentrism
2441:Redirects for discussion
2396:Redirects for discussion
2351:Redirects for discussion
2026:14:53, 5 June 2017 (UTC)
1895:16:19, 9 July 2014 (UTC)
1879:22:53, 7 July 2014 (UTC)
1753:Controversies and Ethics
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1085:21:50, 22 May 2010 (UTC)
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647:It has been archived at
261:project's priority scale
2455:and has thus listed it
2410:and has thus listed it
2408:Algebra II/Trigonometry
2365:and has thus listed it
1921:External links modified
1807:20:26, 8 May 2012 (UTC)
1787:04:38, 3 May 2012 (UTC)
1309:Kelly, Anthony (2008),
1261:Kelly, Anthony (2008),
498:traditional mathematics
218:WikiProject Mathematics
2641:B-Class vital articles
2349:"Algebra I" listed at
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1442:in the Middle Ages? --
1315:Educational Researcher
1291:Educational Researcher
1267:Educational Researcher
1243:Educational Researcher
1184:Howe, Kenneth (2004),
1160:Lather, Patti (2004),
2554:mathematical pedagogy
2546:mathematics education
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1930:Mathematics education
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424:Mathematics education
302:. Student editor(s):
109:WikiProject Education
36:level-5 vital article
2255:word "prealgebra"? â
2142:regular verification
1970:regular verification
1140:The named reference
945:qualitative research
749:Math vs. Mathematics
241:mathematics articles
2132:After February 2018
1960:After February 2018
1497:Medieval university
1432:Medieval university
1338:Medieval university
1332:Classical education
1190:Qualitative Inquiry
919:Suggested paragraph
519:it's a good move.
2186:InternetArchiveBot
2137:InternetArchiveBot
2014:InternetArchiveBot
1965:InternetArchiveBot
607:DoomedToBeTeaching
300:on the course page
210:Mathematics portal
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2244:pre-algebra
2236:measurement
1871:Fgnievinski
1838:Lokesh 2000
1593:finding. --
759:Therealcaro
539:Therealcaro
521:Therealcaro
502:reform math
232:Mathematics
223:mathematics
179:Mathematics
2635:Categories
2232:Arithmetic
2209:Eglegg2019
2193:Report bug
2021:Report bug
1901:Manual tag
1779:Thelema418
1704:Scopecreep
1440:quadrivium
1402:quadrivium
1358:quadrivium
1297:(5): 25â31
1249:(5): 25â31
1196:(1): 42â61
1123:References
953:psychology
841:freak show
755:Dialectric
728:John Saxon
657:Wavelength
634:Wavelength
506:Dialectric
2592:jacobolus
2562:jacobolus
2468:Steel1943
2423:Steel1943
2378:Steel1943
2363:Algebra I
2203:Standards
2176:this tool
2169:this tool
2065:Sadasivam
2004:this tool
1997:this tool
1740:Henry1776
1629:Wolfowitz
1553:Wolfowitz
1501:talk page
1406:Gandalf61
1362:Gandalf61
1146:help page
998:didactics
961:economics
843:. Thanks
798:Gandalf61
736:Downclimb
572:Van Hiele
558:Gandalf61
494:math wars
465:Gandalf61
428:talk page
127:Education
114:education
70:Education
39:is rated
2548:or just
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2284:content.
2270:contribs
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1436:syllabus
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772:footnote
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402:Blotwell
381:Melchoir
316:PrimeBOT
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2296:seberle
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2252:Seberle
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394:Maths B
390:Maths A
304:Bmart20
259:on the
154:on the
41:B-class
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