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Mathematics Education
Colloquium
Join Us!
The Missing Link between Mathematics Curriculum Effectiveness and Policy: Theory as a Mediator
March 3, 2009
Room 317 at 3:30
Speaker: Karen King (NYU)
Over the years, mathematics curriculum has been defined in different ways. These definitions range from frameworks of content to teach to materials for teachers and students to use in teaching and learning that content. Recent research around mathematics curriculum has focused on what works, where "works" has generally meant students' scores increase on standardized measures of mathematics achievement. However, there has been less empirical attention to why particular mathematics curricula work and this missing link has implications for policy makers as they create policy directives around mathematics curricula including such policy levers as mandated use and pacing calendars. Drawing on research from a large urban district with a policy of mandated use of Connected Mathematics in the middle grades, this talk problematizes the definition of mathematics curriculum, the implications of that definition for theory of the mechanism of impact of mathematics curriculum, and the connections between the current set of research on mathematics curriculum effectiveness and policy in urban districts.
Karen has served as a Program Director at the National Science Foundation in the Division of Elementary, Secondary, and Informal Education as well as a member of the Research Committee for the NCTM. She has been an associate editor for JRME and served on the RAND Mathematics Study Panel. Karens current research focuses on the mathematics preparation of elementary and secondary teachers, the role of mathematical knowledge for teaching in the mathematical integrity of reform mathematics lessons, and the policies of mathematics teacher professional development.
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