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In particular, research surrounding students with disabilities in a mathematics classroom is mostly done by special education researchers. Some mathematics education researchers have called for more collaboration across disciplines to better understand supports that could be helpful to mathematics students with disabilities. [43]
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Other optional mathematics courses may be offered, such as statistics (including AP Statistics) or business math. Students learn to use graphical and numerical techniques to analyze distributions of data (including univariate, bivariate, and categorical data), the various methods of data collection and the sorts of conclusions one can draw ...
Extrinsic factors such as feedback motivation by teachers, parents, and peer groups can influence the level of interest in mathematics. [190] Some students studying math may develop an apprehension or fear about their performance in the subject.
Proponents of reform mathematics countered that research showed that correctly-applied reform math curricula taught students basic math skills at least as well as curricula used in traditional programs, and additionally that reform math curricula was a more effective tool for teaching students the underlying concepts. [13]
Psychology in mathematics education is an applied research domain, with many recent developments relevant to elementary mathematics. A major aspect is the study of motivation; while most young children enjoy some mathematical practices, by the age of seven to ten many lose interest and begin to experience mathematical anxiety.
The Interactive Mathematics Program (IMP) is a four-year, problem-based mathematics curriculum for high schools. It was one of several curricula funded by the National Science Foundation and designed around the 1989 National Council of Teachers of Mathematics (NCTM) standards .
Mathematics educators, such as Alan Schoenfeld, question whether traditional mathematics actually teach mathematics as understood by professional mathematicians and other experts. Instead, Schoenfeld implies, students come to perceive mathematics as a list of disconnected rules that must be memorized and parroted. [4]