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Topic: [ncsm-members] Moursund bol on NCTM Math Education Grand Challenge
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David Moursund

Posts: 77
From: Eugene, Oregon 97403
Registered: 5/9/08
[ncsm-members] Moursund bol on NCTM Math Education Grand Challenge
Posted: Jun 16, 2014 8:10 PM
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This is a brief announcement of my recent IAE Blog entry titled: Grand Challenges in Math Education. The document discusses the 13 June, 2014 announcement from the National Council of Teachers of Mathematics Research Council that they are undertaking such a Grand Challenges project and seeking input from NCTM members.

You can read my response at Given below I have quoted the ?guts? of my response.

My Personal Answers to the Math Education Grand Challenge Question

For more than two decades I have believed that we should provide all students with the computer capabilities of a modern laptop or tablet computer and with good connectivity to the Internet. My goal is to substantially improve students? quality of math content education and math maturity education for life in our current and future Information Age. Within the discipline of math, course materials and other resources should include:

1. Excellent quality Highly Interactive Intelligent Computer-assisted Learning (HIICAL) math materials for both students and teachers that cover the K-14 math curriculum and other math content that students might want to explore on their own.

2. A substantial library of math-oriented books and other learning resources, including math problem-solving software. The collection of materials would include books, articles, videos, guided access to appropriate websites, and so on, designed to help students learn about roles of math in each of the disciplines they are required to study and/or might be interested in studying. Students need good opportunities to learn about what math they will need if they want to pursue various disciplines and careers after they finish high school.

3. Very good self-assessment materials that include diagnostic tests with links to appropriate remediation and to more advanced and challenging work.

4. An overall math curriculum of study that thoroughly integrates the resources and content from items 1-3 above into the content, formative assessment, and summative assessment of the required math courses.

5. Math teachers who are skilled in working in this 1-4 type of a highly individualized math education environment. See .

I hope that you will read the entire document and share it with other math teachers and teachers of math teachers.


Dave Moursund

Dave Moursund
Emeritus Professor
University of Oregon


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