Most, if not all, readers are familiar with the criticism of a typical U.S. mathematics curriculum being “a mile wide and an inch deep” (Schmidt, McKnight, & Raizen, 1997). A recent analysis by the Center for the Study of Mathematics Curriculum (Reys, Dingman, Sutter, & Teuscher, 2005) reaffirms the crowdedness of most state mathematics standards. However, criticism of U.S. mathematics curricul...

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members from around the country. The workshops have focused on developing lists of Core Principles or Foundational Concepts in Biochemistry and Molecular Biology, a list of foundational skills, and foundational concepts from Physics, Chemistry, and Mathematics that all Biochemistry or Molecu...

it is used in educational settings in teaching mathematics and reading instruction. aim: the present study examined the impact of direct instruction program on learning math concepts (addition, subtraction, multiplication and division) in children with mathematics disorder. methods: to fulfill the stated goal three students who were referred to malmir’s learning disability research center in ya...

This study investigated mathematics learning at a suburban United States high school that simultaneously adopted a semestered (4 x 4) block schedule and the Interactive Mathematics Program (IMP), a curriculum designed to implement the National Council of Teachers of Mathematics (NCTM) Standards. Previous research has often found that at sites where a block schedule was adopted without changes t...

In this article we describe the mathematics curriculum and teaching practices in a purposive sample of high‐poverty elementary schools working with 3 of the most widely disseminated comprehensive school reform programs in the United States. Data from 19,999 instructional logs completed by 509 first‐, third‐, and fourth‐grade teachers in 53 schools showed that the mathematics taught in these sch...

This paper’s aim is to discuss the concept of width of a proof put forward by Timothy Gowers. It explains what this concept means and attempts to show how it relates to other concepts discussed in the existing literature on proof and proving. It also explores how the concept of width of a proof might be used productively in the mathematics curriculum and how it might fit with the various perspe...

Introducing an elementary form of program semantics early in the curriculum provides a good preamble to formal methods. Microsemantics uses only the most basic concept in formal mathematics, namely substitution, and therefore can be presented as early as the second lecture of a freshman-level course. It can subsequently serve as a bootstrap for gradually introducing most of the other fundamenta...

In this work we present teaching and learning alternatives, through a set of video lessons on Mathematics its Technologies in the tests National High School Exam (ENEM). The objective was to mobilize, from lessons, skills competences mathematical concepts curriculum, pointed out by students diagnosis as difficult understand. videos were produced Degree Mathematics, scholarship holders Tutorial ...