Agent of Change: NSF Sponsored Mathematics Curriculum Development

This article identifies factors that make it difficult for publishers of commercial textbooks to make significant changes consistent with curricular visions put forth by the National Council of Teachers of Mathematics (NCTM). Central among these factors is the lack of consensus of state standards on what and when certain topics in mathematics should be addressed. The variability of grade placement of key mathematics learning goals across different state standards results in excessive repetition and superficial treatment of topics in school mathematics textbooks

Nonparametric Regression Density Estimation Using Smoothly Varying Normal Mixtures

We model a regression density nonparametrically so that at each value of the covariates the density is a mixture of normals with the means, variances and mixture probabilities of the components changing smoothly as a function of the covariates. The model extends existing models in two important ways. First, the components are allowed to be heteroscedastic regressions as the standard model with homoscedastic regressions can give a poor fit to heteroscedastic data, especially when the number of covariates is large. Furthermore, we typically need a lot fewer heteroscedastic components, which makes it easier to interpret the model and speeds up the computation. The second main extension is to introduce a novel variable selection prior into all the components of the model. The variable selection prior acts as a self adjusting mechanism that prevents overfitting and makes it feasible to fit high dimensional nonparametric surfaces. We use Bayesian inference and Markov Chain Monte Carlo methods to estimate the model. Simulated and real examples are used to show that the full generality of our model is required to fit a large class of densities

Subject specific demands of teaching: Implications for out-of-field teachers

This chapter provides a framework for thinking about the subject-specific nature of teaching in terms of the knowledge, modes of inquiry and discursive practices that delineate one subject from another in the traditional school curriculum. The chapter will explore how these disciplinary traits are translated into teaching as curriculum, knowledge and pedagogy, and how this subject-specificity of teaching is juxtaposed against the more generic aspects of teaching. The chapter explores the idea that if a teacher’s expertise can be situated within a field, then they can also be positioned out-of-field. Implications for teaching out-of-field are discussed in terms of the subject-specific knowledge, processes and skills, and the difficulties associated with teacher practice. English and Australian illustrations of teacher practices from in-field and out-of-field situations are provided, in particular highlighting the demands of moving across subject boundaries. Cross-fertilisation is especially evident when subjects are integrated, therefore, the issues associated with integrated curriculum are discussed where the traditional subject boundaries are being challenged as schools are reorganised to integrate subjects through, for example, STEM teaching, or holistic curriculum designs

Helping children learn mathematics

ix, 262 p.; 28 cm

Helping children learn mathematics, 8th ed./ Reys (et al)

xiv, 506 hal.: ill.: 30 cm