The Research Council for Diagnostic and Prescriptive Mathematics seeks to stimulate, generate, coordinate, and disseminate research efforts designed to understand and/or overcome factors that inhibit maximal mathematics learning.
C A L L F O R P A P E R S Twenty-third Annual Meeting
The twenty-third annual meeting of RCDPM will be held in Melbourne, Florida on February 29 - March 2, 1996. Presentations that address topics associated with the mission of RCDPM are being solicited.
Theme: DIAGNOSIS WITHIN AND BETWEEN COMMUNITIES OF LEARNERS
The NCTM Standards indicate, among other things, that the study of mathematics should include opportunities to make connections that allow students to see mathematics in other curriculum areas (pp. 32, 146). This recommendation has led to an emphasis on interdisciplinary, authentic instruction at all grade levels.
As students and teachers experience this interdisciplinary approach to learning mathematics, it is logical to assume that diagnostic and prescriptive techniques employed in a segregated mathematics setting may no longer be appropriate. As RCDPM seeks to understand and overcome factors that inhibit maximal learning of mathematics in an interdisciplinary setting, it becomes imperative that we enter into a dialogue with other learning communities. Such communities would include other disciplines (Reading, Social Studies, Science, etc.) as well as nontraditional classrooms (museums, science centers, banks, etc.).
To date the literature discussing diagnostic and prescriptive approaches to teaching is largely subject specific. It is the aim of this conference to draw members of the wider community of learners together in an effort to join forces. It is hoped that such efforts will result in an increased ability to provide the most appropriate instruction to individual children, thus affording them a greater opportunity to reach the goals set forth by the NCTM Standards.
Proposals are sought that discuss such things as:
Innovative programs and research efforts involving inclusion of other curriculum areas in the mathematics diagnostic and prescriptive process.
Diagnosing the whole child. How can this be done in a classroom setting?
What can we learn from research on language acquisition, the writing process, and/or children's literature that can be used when teaching mathematics as a language?
What is the place of technology in interdisciplinary diagnosis?
How will the diagnostic/prescriptive process change as we become more interdisciplinary?
How can these issues be addressed at the University level?
What is the relationship between the research on multiple intelligences and the mathematics assessment process?
Proposals will be accepted until June 1, 1995.
**DEADLINE EXTENDED UNTIL JULY 07.**
Please include the following information on all proposals submitted:
Name and position/title Preferred address Telephone Title of Presentation Type of presentation (session, panel, other ________) Preferred length of presentation (60 min., 90 min., other _____) Discussion of how the proposed session responds to the mission of RCDPM. Abstract of the proposed presentation/paper
Send all proposals to: Marty Hopkins P.O. Box 1793 Winter Park, Florida 32790 email: HOPKINM@MAIL.FIRN.EDU