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Adding It Up: Helping Children Learn Mathematics
Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.
- GenresEducationMathematics
460 pages, Paperback
First published November 1, 2001
6 people are currently reading
78 people want to read
About the author
National Research Council
6,278 books43 followersThe National Research Council (NRC) functions under the auspices of the National Academy of Sciences (NAS), the National Academy of Engineering (NAE), and the Institute of Medicine (IOM). The NAS, NAE, IOM, and NRC are part of a private, nonprofit institution that provides science, technology and health policy advice under a congressional charter signed by President Abraham Lincoln that was originally granted to the NAS in 1863. Under this charter, the NRC was established in 1916, the NAE in 1964, and the IOM in 1970. The four organizations are collectively referred to as the National Academies.
The mission of the NRC is to improve government decision making and public policy, increase public education and understanding, and promote the acquisition and dissemination of knowledge in matters involving science, engineering, technology, and health. The institution takes this charge seriously and works to inform policies and actions that have the power to improve the lives of people in the U.S. and around the world.
The NRC is committed to providing elected leaders, policy makers, and the public with expert advice based on sound scientific evidence. The NRC does not receive direct federal appropriations for its work. Individual projects are funded by federal agencies, foundations, other governmental and private sources, and the institution’s endowment. The work is made possible by 6,000 of the world’s top scientists, engineers, and other professionals who volunteer their time without compensation to serve on committees and participate in activities. The NRC is administered jointly by the NAS, NAE, and the IOM through the NRC Governing Board.
The core services involve collecting, analyzing, and sharing information and knowledge. The independence of the institution, combined with its unique ability to convene experts, allows it to be responsive to a host of requests.
The portfolio of activities includes:
* Consensus Studies: These comprehensive reports focus on major policy issues and provide recommendations for solving complex problems.
* Expert Meetings and Workshops: By convening symposia, workshops, meetings, and roundtables, the NRC connects professionals as well as the interested public and stimulates dialogue on diverse matters.
* Program and Research Management: At the request of state and federal agencies, the NRC manages and evaluates research programs, conducts program assessments, and reviews proposals.
* Fellowships: The NRC administers several postdoctoral fellowship programs.
Free Scientific Information: Publishing more than 200 reports and related publications each year, the institution is one of the largest providers of free scientific and technical information in the world. Most of it is now on the Web at www.nap.edu.
The mission of the NRC is to improve government decision making and public policy, increase public education and understanding, and promote the acquisition and dissemination of knowledge in matters involving science, engineering, technology, and health. The institution takes this charge seriously and works to inform policies and actions that have the power to improve the lives of people in the U.S. and around the world.
The NRC is committed to providing elected leaders, policy makers, and the public with expert advice based on sound scientific evidence. The NRC does not receive direct federal appropriations for its work. Individual projects are funded by federal agencies, foundations, other governmental and private sources, and the institution’s endowment. The work is made possible by 6,000 of the world’s top scientists, engineers, and other professionals who volunteer their time without compensation to serve on committees and participate in activities. The NRC is administered jointly by the NAS, NAE, and the IOM through the NRC Governing Board.
The core services involve collecting, analyzing, and sharing information and knowledge. The independence of the institution, combined with its unique ability to convene experts, allows it to be responsive to a host of requests.
The portfolio of activities includes:
* Consensus Studies: These comprehensive reports focus on major policy issues and provide recommendations for solving complex problems.
* Expert Meetings and Workshops: By convening symposia, workshops, meetings, and roundtables, the NRC connects professionals as well as the interested public and stimulates dialogue on diverse matters.
* Program and Research Management: At the request of state and federal agencies, the NRC manages and evaluates research programs, conducts program assessments, and reviews proposals.
* Fellowships: The NRC administers several postdoctoral fellowship programs.
Free Scientific Information: Publishing more than 200 reports and related publications each year, the institution is one of the largest providers of free scientific and technical information in the world. Most of it is now on the Web at www.nap.edu.
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Displaying 1 - 4 of 4 reviews
November 3, 2011
This 2001 report from the National Research Council is the greatest articulation of an expanded vision for the desired outcomes of mathematics education I have ever read.
The reports foundation is rooted in the concept of braided strands of mathematical proficiency. The reports authors articulate a vision of mathematical proficiency that encompasses procedural fluency, conceptual understanding, strategic competence, adaptive reasoning, and productive disposition. This view suggests that students don't just need the basic skills and knowledge articulated in most state standards and on many standardized tests, but they also need conceptual understanding and adaptive problem solving skills. These are ideas mirrored in Frank Levy and Richard Murnane's concept of expert thinking articulated in their book, The New Division of Labor.
Building on this robust definition of what does it mean to be well educated in mathematics, the reports authors go on to explore every facet of how students develop proficiency from the content of the curriculum, to the instructional practices that promote proficiency, to the training of teachers that lead them to be effective at realizing proficiency for students.
I should have read this sooner. It is a ground breaking report that reaffirms all of my work. The one thing that saddens me is that in many ways we aren't much closer to developing proficiency in our students than we were 10 years ago as described in this report.
The reports foundation is rooted in the concept of braided strands of mathematical proficiency. The reports authors articulate a vision of mathematical proficiency that encompasses procedural fluency, conceptual understanding, strategic competence, adaptive reasoning, and productive disposition. This view suggests that students don't just need the basic skills and knowledge articulated in most state standards and on many standardized tests, but they also need conceptual understanding and adaptive problem solving skills. These are ideas mirrored in Frank Levy and Richard Murnane's concept of expert thinking articulated in their book, The New Division of Labor.
Building on this robust definition of what does it mean to be well educated in mathematics, the reports authors go on to explore every facet of how students develop proficiency from the content of the curriculum, to the instructional practices that promote proficiency, to the training of teachers that lead them to be effective at realizing proficiency for students.
I should have read this sooner. It is a ground breaking report that reaffirms all of my work. The one thing that saddens me is that in many ways we aren't much closer to developing proficiency in our students than we were 10 years ago as described in this report.
Want to read
November 10, 2010Jodi Guarino recommended this book. It contains research that supports the CGI teaching strategy. In essence, the research shows that the more time a student spends analyzing a problem, the greater the success in solving the problem. This is because the student has spent time on conceptual problem solving rather than rote problem solving.
April 7, 2021
From "Devlin's Angle"
Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.
Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.
Read
August 7, 2012Nice insights into mathematics teaching!
Displaying 1 - 4 of 4 reviews