In a letter to the editor, EDC’s June Mark and Bryan Wunar comment on the best time to teach students algebra: “Rather than push for all students to take a formal algebra course at any particular grade level…we should focus on improving students’ algebraic instruction and understanding at all levels.”
In her piece for the new Harvard Ed Letter, writer Laura Pappano speaks to EDC’s Paul Goldenberg and others about the right time to teach algebra, and ways to encourage algebraic thinking in students before eighth grade. Grade school math is “what you do with paper,” says Goldenberg, but paper work is typically about computation and answers, not mathematical reasoning. Presenting problems orally and framing them as a continuation of earlier ideas, rather than a “frightening new language,” can help, he says.
EDC co-sponsored a special report on science, technology, engineering, and mathematics (STEM) education in USA Today that appeared over New Year’s weekend. The report, prepared by Media Planet, was distributed in New York, Los Angeles, Chicago, Boston, and Cleveland, reaching more than three million readers.
Eighth-grade students who are “algebra ready” and take an online Algebra I course because their schools do not offer the class, outperform their peers in algebra knowledge and are twice as likely to take advanced mathematics classes in high school. This according to a rigorous new federally funded study conducted by the American Institutes for Research (AIR) and Education Development Center, Inc. (EDC) for the Regional Educational Laboratory Northeast and Islands (REL-NEI).
EDC is cosponsoring the 2011 Massachusetts STEM Summit, a forum for policymakers, educators, and funders to set the course for future state education initiatives in science, technology, engineering, and mathematics (STEM).
EDC has won one grant award—and is a partner in two other awards—in the latest round of the Next Generation Learning Challenges (NGLC), which announced $7 million in funding for 19 innovative programs to help students master seventh- to ninth-grade level math and reading content.
Engaging the interest and passion of young people in science, technology, engineering, and math (STEM) is the goal of educators, researchers, and policymakers attending the eighth annual ITEST Summit, March 3–4, 2011 at the Westin Arlington Gateway in Arlington, Virginia.
EDC has received more than $5.6 million from the National Science Foundation (NSF) to conduct research and develop programs to boost the learning and teaching of science, technology, engineering, and math (STEM).
For his contributions to mathematics education over four decades, Mark Driscoll of Education Development Center, Inc. (EDC), has been awarded the Ross Taylor/Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics (NCSM). Driscoll received the award last month at the annual NCSM conference in San Diego.
High school students are learning some of the critical thinking and mathematics skills they need to make sensible financial decisions.
Most teenagers don’t think twice about spending 99 cents to download their new favorite song as a ringtone. Few of them realize, however, how small financial decisions like that can add up over time and derail plans to save for a car or attend college.
Think Math!™, the newest K–5 mathematics curriculum funded by the National
Science Foundation, has a new publisher. The comprehensive curriculum developed
by Education Development Center, Inc. (EDC), will now be published by the
Wisconsin-based School Specialty Educational Publishing Group.
This year’s ITEST Summit, STEM Career Development: Nurturing Interest, Persistence &STEM Self-Efficacy, will allow participants to share knowledge, best practices, and findings from the first six years of the National Science Foundation program Information Technology Experiences for Students and Teachers, or ITEST.