Rekenproject: de ‘reform movement’
Ben Wilbrink
Reform - progressivism
For progressivism see also constructivisme.htm
Alan H. Schoenfeld (2007). Problem solving in the United States, 1970–2008: research and theory, practice and politics. ZDM, The International Journal on Mathematics Education, 39, 537-551.
abstract<--reform.htm-->
Abstract
Problem solving was a major focus of mathematics education research in the US from the mid-1970s though the late 1980s. By the mid-1990s research under the banner of “problem solving” was seen less frequently as the field’s attention turned to other areas. However, research in those areas did incorporate some ideas from the problem solving research, and that work continues to evolve in important ways. In curricular terms, the problem solving research of the 1970s and 1980s (see, e.g., Lester in J Res Math Educ, 25(6), 660–675, 1994, and Schoenfeld in Handbook for research on mathematics teaching and learning, MacMillan, New York, pp 334–370, 1992, for reviews) gave birth to the “reform” or “standards-based” curriculum movement. New curricula embodying ideas from the research were created in the 1990s and began to enter the marketplace. These curricula were controversial. Despite evidence that they tend to produce positive results, they may well fall victim to the “math wars” as the “back to basics” movement in the US is revitalized.
Literature
Jo Boaler (2002). Experiencing School Mathematics. Revised and expanded edition. Erlbaum. site
De uitgever heeft een oorlogsverklaring op de achterkant van het boek gedrukt. Let wel: dit boek gaat over een onderzoek waarin driehonderd leerlingen gedurende drie jaar zijn gevolgd. Een heel bescheiden onderzoek dus, waargeen onbescheiden conclusies bij passen.
The book draws some radical new conclusions about the ways that traditional teaching methods lead to limited forms of knowledge that are ineffective in non-school settings.
tekst van de uitgever
Jo Boaler (1997). Equity, Empowerment and Different Ways of Knowing. Mathematics Education Research Journal, 9, 325-342. abstract, of meteeen maar de pdf
Een nogal ideologisch gekleurde — of moet ik zeggen: romantische? — slotverklaring:
In the UK, as in many other parts of the world, we are currently in the midst of a "ba~k to basics" political ... climate, characterised by support for traditional teaching methods (from Labour as well as Conservative politicians). A number of different research projects within mathematics education have contrasted open, progressive or meaning-based approaches to mathematics teaching with closed, traditional, algorithmic approaches (Keedy & Drmacich, 1994; Maher, 1991; Resnick, 1990; Sigurdson & Olson, 1992; ). These studies have all shown that progressive approaches to teaching result in increased attainment, even on traditional tests that are not compatible with the teaching approaches used. But such research is ignored in media and public debates, and schools in the UK are experiencing mounting pressure to conform to one standard model of mathematics teaching with classes set by ability, whole class teaching and procedural textbook lessons. Phoenix Park has now abandoned its project-based lessons and mixed ability groups in favour of textbook lessons and setted groups. The students who left Phoenix Park did so as active mathematical thinkers who liked to use their initiative and were flexible in their use of mathematics. Research suggests that future cohorts of students will not leave Phoenix Park with such positive mathematical capabilities. Nor will they leave the school having experienced the opportunity to work in equitable environments, that enable both separate and connected ways of knowing.
Boaler noemt hier een aantal ‘onderzoekprojecten’ die aangetoond zouden hebben dat reform-didactiek betere resultaten oplevert dan conventionele didactiek, alle andere omstandigheden gelijk zijnde. Ik vraag mij af of zij daarin gelijk heeft, en wil best even voor lief nemen dat zij deze drie projecten zelf heeft gekozen. Ik ga geen moeite doen om de volgende publicaties binnen te halen, het lijkt me dat Boaler wat onvoorzichtig is geweest met haar claim.
-
Keedy, J., & Drmacich, D. (1994). The collaborative curriculum at the school without walls: Empowering students for classroom learning. The Urban Review, 26(2), 121-135. abstract en preview blz. 121-122. Heel erg ambities, maar maken de auteurs het waar? In latere jaren horen we vrijwel niets meer van dit artikel
-
Maher, Carolyn A. (1991). Is dealing with mathematics as a thoughtful subject compatible with maintaining satisfactory test scores? A nine-year study. Journal of Mathematical Behaviour, 10, 225-248. abstract. Ook dit artikel heeft vrijwel geen sporen in de literatuur nagelaten (google.scholar), behalve bij Boaler en de auteur zelf.
-
Resnick, L. (1990). From protoquantities to number sense. In G. Booker, P. Cobb & M. T. Mendicuti (Eds.), Proceedings of the Fourteenth International Conference for the Psychology of Mathematics Education (pp. 305-311). Mexico: PME. abstract; pdf bij Eric voorlopig nog niet beschikbaar. Dit ziet er wel serieus uit, ERIC geeft een uitvoerig abstract, maar ik heb de oorspronkelijke tekst nodig. Lauren Resnick staat niet helemaal neutraal tegenover de reform-beweging.
-
Sigurdson, S., & Olson, A. (1992). Teaching mathematics with meaning. Journal of Mathematical Behaviour, 11, 37~57. Beetje wonderlijk experiment, geen ondubbelzinnige resultaten.
Aan het eind van het boek (de laatste blz. 188) noemt Jo Boaler andere literatuur, en geeft in de laatste zinnen van haar boek nog eens glashelder haar ideologische positie weer, niet de resultaten van glashelder onderzoek:
“ . . . . the enormous wealth of research evidence, spanning over 60 years, that has shown the advantages of these approaches [‘an open apporach’’, i.e. problem-based learning. b.w.] (Baird & Northfield, 1992; Benezet, 1935a, 1935b, 1936; Charles & Lester, 1984; Cobb, Wood, Yackel & Perlwitz, 1992). Phoenix Park’ open, project-based approach has been eliminated, and there is a real possibility that the students who left the school in 1995 as active mathematical thinkers will soon be replaced by mathematics students who are submissive and rule-bound and who see no use for the methods, facts, rules, and procedures they learn in their school mathematics lessons . . . ”
-
J. R. Baird & J. R. Northfield (Eds.) (1992). Learning from the PEEL experience. Monash University. html [Dit mag amusant zijn, maar oo hier zie ik niet wat Boaler ermee wil aantonen, behalve die zestig jaar dan]
-
R. Charles & F. Lester, Jr. (1984). An evaluation of a process-oriënted program in mathematical problem solving in grades 5 and 7. Journal for Research in Mathematics Education, 15(1), 15-34. preview [Zie ook http://goo.gl/FEBHO ] [Dit is een experimentje met een cursus probleemoplossen klas 5 en 7, ik zie het verband met het werk van Boaler niet; over probleemoplossen is ondertussen wel het een en ander bekend, en echt iets anders dan wat in dit experimentje aan de orde is]
-
P. Cobb, T. Wood, E. Yackel & M. Perlwitz (1992). A follow-up assessment of a second-grade problem-centered mathematics project. Educational Studies in Mathematic, 23, 483-504. preview [constructivisme]
Alan Schoenfeld mag dit allemaal prachtig vinden, voor mij geven de laatste woorden van Jo Boaler getuigenis van een onwetenschappelijk onderzoekhouding. Die indruk wordt bevestigd door het merkwaardige literatuurlijstje hierboven, waaraan zij zo’n grote betekenis hecht (wat mij echt een raadsel is). Ik ben niet meer in staat om haar op haar woord te vertrouwen. Dat zal ook het gevoelen zijn geweest bij Bishop en Milgram, aan wie zij kennelijk ook in dit boek refereert (zonder de namen te noemen, een hinderlijke gewoonte die mij doet denken aan Hans Freudenthal) op blz. 187.
Mary Kay Stein, Barbara W. Grover and Marjorie Henningsen (1996). Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms. American Educational Research Journal, 33, 455-488 abstract
Mary Kay Stein, Barbara W. Grover & Marjorie Henningsen (1996). Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms. American Educational Research Journal, 33, 455-488. [nog geen pdf]
abstract
Erin R. Ottmar, Sara E. Rimm-Kaufman, Ross A. Larsen & Robert Q. Berry (2015). Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach. American Educational Research Journal, 52, 787-821. [researchgate.net]
abstract
Erin R. Ottmar, Sara E. Rimm-Kaufman, Robert Q. Berry, and Ross A. Larsen (2013). Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?: Results from a Randomized Controlled Trial. The Elementary School Journal, 113, 434-457. researchnet.rtf
Jan de Lange (1991). Hard tegen hart. Vernieuwing in het wiskundeonderwijs. Rede (hoogleraar in de didactiek van het wiskunde- en informaticaonderwijs)
Alan J. Bishop & Helen J. Forgasz (2009). Issues in access and equity in mathematics education. In: F. Lester, Second handbook of research on mathematics teaching and learning 1145-1167. National Council of Teachers of Mathematics.
Paul Ernest (2009). New philosophy of mathematics: Implications for mathematics education. In Brian Greer, Swapna Mukhopadhyay, Arthur B. Powell & Sharon Nelson-Barber: Culturally responsive mathematics education. Routledge. fc
Constructivisme van heb ik jou daar. Tjonge. Een tussenkopje als 'Mathematical knowledge as a socially constructed human invention' geven het al weg. Overal een kern van waarheid, maar dan een ideologische saus erover. Ik had er een kopie van, die heb ik weggeflikkerd. Ooit was ik gecharmeerd van werk van Paul Ernest, nog voordat ik met Daan en Sanne kennis maakte, zal ik maar zeggen. Verontrustend hoe aantrekkelijk romantiek blijkt te zijn! Ik heb overal op mijn website Paul Ernest verwijderd, of naar de constructivisme-pagina gedirigeerd. [Ernest geeft zelf een tijdschrift uit dat online op zijn website staat, voor de liefhebbers van constructivisme zal ik maar zeggen.] abstract
Izzak Wirszup & Robert Streit (Eds.) (1991). Developments in School Mathematics Education Around the World Vol. 3. ICME Proceedings of the UCSMP International Conference on Mathematics Education. University of Chicago School Mathematics Project. National Council of Teachers of Mathematics. isbn 0873533569
- The Goal of Mathematics for All
- Will everybody ever count? / Lynn Arthur Steen 3-13
- Mathematics education: an indurstrial view / Keith W. McHenry 14-24
- The popularization of mathematics / Jean-Pierre Kahane 25-34
- Is there a real chance for "mathematics and science for all Americans"? / Christine Keitel 35-48
- Higher order (un-)teaching / Jan de Lange 49-72
- Mathematics for all students: technology and the power of visualization / Franklin Demana, Bert K. Waits 73-83
- MAS-MATHICS: a curriculum for non-college bound students in Israel / Nitsa Movshovitz-Hadar
- Equity, assessment, and thinking mathematically: principles for the design of model-eliciting activities / Richard Lesh, Mark Hoover, Anthony E. Kelly 104-132
- The Process and Evaluation of Reform Efforts
- "America is likewise bestirring herself": a century of mathematics education as viewed from the United States / Jeremy Kilpatrick
- The mathematical sciences education board: preparing for the twenty-first century / Linda P. Rosen
- What does it mean to be modern in mathematics education? / Ubiratan D'Ambrosio
- Reflections on the mathematics assessments of the national assessment of educational progress [NAEP] / Mary Montgomery Lindquist 163-185
- Certifying accomplishments in mathematics: the new standards examining system / Lauren B. Resnick, Diane Briars, Sharon Lesgold 186-207
- Assessing mathematics: enhancing understanding / John A. Dossey 208-222
- The Content of Reform
- Toward a world class curriculum in the United States / Thomas A. Romberg
- What are the goods and how do we deliver them? / Paul J. Sally, Jr.
- Investigations in number, data, and space: a new elementary curriculum / Susan Jo Russell - The UCSMP elementary mathematics specialist project / Sheila Sconiers
- Reflections on inservice work with U.S. teachers of mathematics / Jerry P. Becker
- The effects of technology on the mathematics curriculum: what goes in? What goes out? / Wade Ellis, Jr.
- Computers, understanding of concepts, and problem solving / Lars-Eric Björk, Hans Brolin
- Getting students to function in algebra / Judah L. Schwartz
- Statistics in the mathematics curriculum: why and what? / David S. Moore
- Algorithmics in school mathematics: why, what and how? / David C. Johnson 330-345
- Applications and modeling in school mathematics-directions for future development / Mogens Niss
- International Comparisons
- -- The third international mathematics and science study: issues and questions / David F. Robitaille 365-386
- School mathematics in the U.S. and U.K.: similarities and differences / David C. Johnson 387-404
- School mathematics in Japan and the U.S.: focusing on recent trends in elementary and lower secondary school / Tatsuro Miwa 405-427
- Results of U.S.-Japan cross-national research on students' problem solving behaviors / Jerry P. Becker 428-467
- Some puzzling questions arising from mathematics education in China / Dianzhou Zhang 468-480
- Competition and cooperation in school mathematics / Zalman Usiskin. 481-492
Bert Zwaneveld (1974). Rapport over een vorm van wiskundeonderwijs waarbij differentiatie naar tempo centraal staat. Didactiek Commissie van de Nederlandse Vereniging van Wiskundeleraren NVvW.
Op het Ignatiuscollege te Amsterdam wordt sinds 1969 op de onderbouw van de atheneum-havo-afdeling een vorm van wiskundeonderwijs in praktijk gebracht, waarbij de leerlingen van een bepaalde klas in groepjes van twee in hun eigen tempo de leerstof doorwerken.
blz. 1
NVvWL; NLO/SLO Samenwerkingsgroep (1982). Examen anders bekeken
Martin Kindt e.a. Hewet Project: Eindverslag. Voorwoord: Van der Blij. OW & OC
Magdalene Lampert & Deborah Loewenberg Ball (1998). Teaching, Multimedia, and Mathematics. Investigations of Real Practice. Teachers College, Coumbia University. isbn 0807737577 info
As reformed as reform can be ;-) Quite interesting is that these researchers are ractising teachers themselves (Lampert in grade five, Ball in grade three). The project is bout the mathematics teaching specifically.
The pedagogy of investigation is at the heart of current efforts to improve schools. Whether students are studying temperature or democracy or poetry or probability, they are to learn from investigating practice, that is, from working on problems, talking with others about potential solutions, building on their own ways of thinking about concepts, and engaging with significant disciplinary ideas.
p. ix
Walter G. Secada, Elizabeth Fennema & Lisa Byrd Adajian (Eds.) (1995). New Directions for Equity in Mathematics Education. Cambridge University Press. info
All three projects [chapters 1-3, b.w.] are cognizant of the reform movement in mathematics education as exemplified, in part, by recent publications of the National Council of Teachers of Mathematics (1989, 1991) and the National Research Council (1989), and they provide evidence that it is possible to teach in ways that the reformers endorse, as well as in ways that make mathematics come alive to a wide range of students.
p. 2-3
The chapters by Keynes and Campbell are set firmly in out-of-school settings that provide different perspectives on ways by which those settings might inform efforts to make learning in-school more like learning out-of-school (Resnick, 1987).
p. 4
Also, there are tensions across these chapters and we invited Michael Apple, who has written about the current school mathematics reform movement (Apple 1992a, 1992b), to end this book with his reflections on some of those tensions.
p. 4
- Edward A. Silver, Margaret Schwan Smith & Barbara Scott Nelson: The Quasar project: equity concerns meet mathematics education reform in the middle school 9-56
- Harvey B. Keynes: Can equity thrive in a culture of mathematical excellence? 57-92
- Deborah A. Carey, Elizabeth Fennema, Thomas P. Carpenter & Megan L. Franke: Equity and mathematics education 93-125
- Gloria Ladson-Billings: Making mathematics meaningful in multicultural contexts 126-145
- Walter G. Secada: Social and critical dimensions for equity in mathematics education 146-164
- Marilyn Frankenstein: Equity in mathematics education: class in the world outside the class 165-190
- William Tate: Economics, equity, and the national mathematics assessment: are we creating a national tollroad? 191-2007
- Gilah C. Leder: Equity inside the mathematics classroom: Fact or artifact? 209-224
- Patricia B. Campbell: Redefining the 'girl problem in mathematics' 225-241
- Suzanne K. Damarin: Gender and mathematics from a feminist standpoint 242-257
- George M. A. Stanic & Laurie E. Hart: Attitudes, persistence, and mathematics achievement: qualifying race and sex differences 258-277
- Lena Licón Khisty: Making Inequality: Issues of Language and Meanings in Mathematics Teaching with Hispanic Students 279-297
- Beth Warren & Ann S. Roseberry: Equity in the future tense: redefining relationships among teachers, students, and science in linguistic minority classrooms 298-328
- Michael W. Apple: Taking power seriously: new directions in equity in mathematics education and beyond 329-347
Jo Boaler (2015). Mathematical mindsets. Jossey-Bass. isbn 9780470894521 info
Marcus Nührenbörger ao (2016). Design Science and Its Importance in the German Mathematics Educational Discussion
free
Jan de Lange a.o. (1993). Innovation in maths education by modelling and applications. Ellis Horwood. 0130173517
scans
- a.o.
-
J. de Lange: Innovation in mathematics educaton using applications: Progress and problems 3-18 scans
- M. Niss: Assessment of mathematical applications and modelling in mathematics teaching 41-52
- H. Bauersfdeld: Fundamental theories for elementary mathematics education 69-83
- K. Gravemeijer: The empty number-line as an alternative means of representing addition and subtraction 141-150
- S. Kemme: Teachng and learning statistics by computer 187-194
- D. Janssens: Implementation of teaching mathematics by applications 203-210
- P. Kupari: Changes in the teaching and learning of applications in Finnish comprehensive school mathematics 1979-1990 375-384
Greg Ashman (September 5, 2018). Fuzzy maths failure in Australia blog
Ben Wilbrink (9 november 2018). Curriculumpunt nu, kent u dat? Komenski Post
Elizabeth Eley & Mere Berryman (2018). Leading Transformative Education Reform in New Zealand Schools. New Zealand Journal of Educational Studies abstract
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014).
Realistic Mathematics Education. In S. Lerman (Ed.),
Encyclopedia of Mathematics Education (pp. 521-525).
Dordrecht, Heidelberg, New York, London: Springer. pdf
Zie ook dit draadje
http://www.benwilbrink.nl/projecten/reform.htm
http://goo.gl/oRjro