The Great Curriculum Debate: How Should We Teach Reading and Math?

封面
Tom Loveless
Brookings Institution Press, 2004年5月13日 - 328 頁

Since the early twentieth century, American educators have been engaged in a heated debate over what schools should teach and how they should teach it. The partisans—"education progressives" and "education traditionalists"—have usually kept their disagreements within the walls of the nation's schools of education. Periodically, however, arguments have erupted which have generated headlines and attracted public attention, making clear the potential for bitterness and rancor in education politics. In the 1990s, progressives and traditionalists squared off in a dispute over reading and mathematics. Arguments over how best to teach these two subjects is detailed in The Great Curriculum Debate: How Should We Teach Reading and Math? This book includes contributions from distinguished scholars from both sides of the debate, as well as influential nonpartisans. The proponents of "whole language" and "phonics" present their opposing views on reading. Advocates and opponents of "NCTM math reform"—the agenda of the National Council of Teachers of Mathematics (NCTM)—discuss their differing opinions about math. Although the authors disagree on many of the most important aspects of learning, they agree on one point: the school curriculum matters. Decisions made now about the content of reading and mathematics will have long term consequences, not only for students and schools, but for society as a whole. Contributors include E. D. Hirsch Jr. (University of Virginia), Gail Burrill (Mathematical Sciences Education Board), Michael T. Battista (Kent State University), David C. Geary (University of Missouri, Columbia), Roger Shouse (Penn State University), Adam Gamoran (University of Wisconsin, Madison), Richard Askey (University of Wisconsin, Madison), Diane Ravitch (New York University), Catherine E. Snow (Harvard University), Margaret Moustafa (California State University, LA), Richard L. Allington (University of Florida), William Lowe Boyd (Penn State University), and Douglas E. Mitchell (University of California, Riverside).

 

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內容

Introduction TOM LOVELESS
1
The Roots of the Education Wars E D HIRSCH JR
13
Mathematics Education The Future and the Past Create a Context for Todays Issues GAIL BURRILL
25
Research and Reform in Mathematics Education MICHAEL T BATTISTA
42
A Darwinian Perspective on Mathematics and Instruction DAVID C GEARY
85
The Impact of Traditional and ReformStyle Practices on Student Mathematics Achievement ROGER SHOUSE
108
Beyond Curriculum Wars Content and Understanding in Mathematics ADAM GAMORAN
134
Good Intentions Are Not Enough RICHARD ASKEY
163
It Is Time To Stop the War DIANE RAVITCH
210
Preventing Reading Difficulties in Young Children Precursors and Fallout CATHERINE E SNOW
229
Contemporary Reading Instruction MARGARET MOUSTAFA
247
Does State and Federal Reading Policymaking Matter? RICHARD L ALLINGTON
268
The Politics of the Reading Wars WILLIAM LOWE BOYD DOUGLAS E MITCHELL
299
Contributors
343
Index
345
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A Tale of Two Math Reforms The Politics of the New Math and the NCTM Standards TOM LOVELESS
184

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熱門章節

第 1 頁 - Subdivide each topic into studies; each study into lessons; each lesson into specific facts and formulae. Let the child proceed step by step to master each one of these separate parts, and at last he will have covered the entire ground.

關於作者 (2004)

Tom Loveless is director of the Brown Center on Education Policy and senior fellow in the Governance Studies program at the Brookings Institution. He is the author of the annual Brown Center Reports on American Education.

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