1. 1 This resource was developed by CSMC faculty and doctoral students with support from the National Science Foundation under Grant No. ESI-0333879. The opinions and information provided do not necessarily reflect the views of the National Science Foundation. 4-01-05

2. 2 National Science Board Commission on Pre-college Education in Mathematics, Science and Technology 1983 Committees and Reports that Have Influenced the Changing Mathematics Curriculum This set of PowerPoint slides is one of a series of resources produced by the Center for the Study of Mathematics Curriculum. These materials are provided to facilitate greater understanding of mathematics curriculum change and permission is granted for their educational use. Educating Americans for the 21 st Century http://www.mathcurriculumcenter.org

3. 3 Educating Americans for the 21 st Century National Science Board Commission on Pre-college Education in Mathematics, Science and Technology 1983

4. 4 Why? Between the late 1960s and the early 1980s… –Enrollment in high-school level mathematics and science courses decreased. –Standardized test scores declined. –25% of students were not graduating, and even those who did graduate seemed unprepared for either college or work.

5. 5 The Nation is Failing Its Children A 1960s education will not prepare students for the 21 st century. All students need a solid education in mathematics, science, and technology. “By 1995, the Nation must provide, for all its youth, a level of mathematics, science and technology education that is the finest in the world, without sacrificing the American birthright of personal choice, equity and opportunity.” (p. v)

6. 6 What? The National Science Board, in 1982, appointed a Commission on Precollege Education in Mathematics, Science and Technology. Educating Americans for the 21st Century: A plan of action for improving mathematics, science and technology education for all American elementary and secondary students so that their achievement is the best in the world by 1995 is the report produced by that Commission. Numerous other reports had already described the problem. This report suggested solutions and estimated the cost of those solutions.

7. 7 Who? Co-chaired by William T. Coleman, Jr., former Secretary of Transportation and Cecily Cannan Selby of the North Carolina School of Science and Mathematics. The other 18 members consisted primarily of faculty, deans, and presidents of universities, although there was one high school teacher, one industry leader, and Bill Cosby.

8. 8 Conclusions The report concluded that dramatic change was needed. Six categories of recommendations: –Building a new national commitment –Pointing the direction for widespread dramatic change –Solutions to the teaching dilemma –Improving what is taught and learned –Promise of the new information technologies –Informal education.

9. 9 Building a new national commitment At the national and state levels, councils should be formed which will: –Develop educational goals, –Monitor progress toward those goals, –Make recommendations, and –Generate public support.

10. 10 Building a new national commitment The federal government should finance and maintain a national assessment mechanism that allows comparisons among states and districts. –Work should build on the assessments of the National Assessment for Educational Progress. Each school district should identify and eliminate discriminatory barriers to full educational opportunity.

11. 11 Pointing the direction for widespread dramatic change Educational examples from foreign countries, such as Japan, reaffirm the importance of the American values of commitment, motivation, and hard work. Characteristics of successful programs lead to the following lessons: –Top priority must be placed on ensuring the quality of teachers and recruiting additional teachers. –Top priority must be placed on increasing the quality of instruction, particularly in grades K - 6. –The school day, week, and/or year must be substantially lengthened. The federal government should help finance exemplary schools or programs in mathematics, science, and technology.

12. 12 Solutions to the teaching dilemma “The teacher is the key to education.” (p. 27) Issues –Severe shortages of mathematics, science, and technology teachers exist in many areas of the country. –In 1980-81, about 4% of teachers in these areas left the profession. –During the 1970s, the SAT scores of education majors declined.

13. 13 Solutions to the teaching dilemma Recommendations for Improving Quality –State governments, universities, and science museums should cooperate in developing teacher training programs in mathematics, science, and technology. The federal government should provide funding for these teacher training programs. –“States should adopt rigorous certification standards for incoming mathematics and science teachers.” Teacher education programs should increase admission, curriculum, and graduation standards. (p. 31) –“States should modify certification requirements for [individuals] who are qualified in the subject matter but lack certain education credits.” (p. 33)

14. 14 Solutions to the teaching dilemma Recommendations to improve working conditions –School systems should explore ways to increase compensation for high quality mathematics, science, and technology teachers. –Governments should reward teaching excellence without requiring teachers to leave the classroom. –Local school systems, industry, the military, and government should furnish summer or part-time employment for teachers who wish to supplement their income. –States should develop at least one regional training center for supporting mathematics and science teachers.

15. 15 Solutions to the teaching dilemma Recommendations to improve classroom conditions –Rigorous student discipline policies should be adopted. –Teachers need reasonable class sizes. Recommendations to increase student involvement –Use normed achievement measures effectively to direct academic activities. –Use classroom time for purposeful, substantive content. –Assign specific homework regularly. –Curtail social promotion.

16. 16 Improving what is taught & learned Students should spend more time studying mathematics, science, and technology. –In grades K-6, students should spend at least 60 minutes per day studying mathematics and at least 30 minutes per day studying science. –“A full year of mathematics and of science and technology should be required each year in grades 7 and 8.” (p. 39) –All high-school students should take at least three years of high-school level mathematics (including a year of algebra) and three years of science (including a semester of computer science).

17. 17 Improving what is taught & learned Colleges and universities should raise entrance requirements in mathematics and science. High school guidance counselors should be more carefully selected and trained.

18. 18 Improving what is taught & learned The curriculum needs to be reviewed to help students become problem solvers and not just technicians. –At the elementary level, instruction should help students understand the operations and when they are used, including the use of mental arithmetic. –At the secondary level, the curriculum needs to be reviewed in light of technology. –Some geometry is important for all students, so the tradition of studying geometry in a single year should be challenged.

19. 19 Improving what is taught & learned The National Science Foundation should take a leadership role in curriculum evaluation and development. –Federal funds should support research into teaching and learning, including into cognitive sciences.

20. 20 Promise of new information technologies There are three educational uses of computers. –Learning about computers –Learning through computers drill-and-practice, diagnostic testing, question-and- answer tutorials –Learning with computers Microworlds, educational games, spreadsheets, simulations

21. 21 Promise of new information technologies The National Science Foundation should help schools implement educational technology. “States should consider establishing regional teacher education and computer centers for the demonstration of and training in new technologies.” (p. 55) National and state education councils should work with local school districts to develop plans to increase use of technology in schools.

22. 22 Informal education Youth organizations, museums, and broadcasters should cooperate with schools to provide learning opportunities outside of the schools. Television shows such as “3-2-1 Contact” are an “important and cost-effective vehicle of informal learning and should continue to receive substantial Federal investment and support.” (p. 60)

23. 23 Informal education Television stations should be required to broadcast some educational programming for children. The federal government should help finance museums that have a science, mathematics, or technology focus. Private businesses, the military, and other governmental agencies should allow children to tour their facilities to see science and technology in operation.

24. 24 How the nation should finance educational improvements “The President should immediately establish a Council on Educational Financing, which would examine the methods through which the Nation could marshal the resources to implement the Commission’s recommendations.” (p. 66)

25. 25 Supporting Materials The main report includes five exhibits: –A listing of programs developed by states, local entities, or professional associations that were reviewed by the commission –A suggestion for topics in various courses and criteria for inclusion –Costs of recommended initiatives –Ideas for enhancing teacher compensation –A listing of ways and programs to use computers in schools.

26. 26 Supporting Materials A second volume contained 11 source documents reporting on activities supported by the commission or conferences/papers, including the following of particular interest to mathematics education: –The Mathematical Sciences Curriculum K-12: What is Still Fundamental and What is Not –Integrating Concepts of Engineering and Science into Instruction in Grade Levels K-12 –Research on Cognition and Behavior Relevant to Education in Mathematics, Science and Technology –Results of a 50-state Survey of Initiatives in Science, Mathematics, and Computer Education –An Assessment of Programs that Facilitate Increased Access and Achievement of Females and Minorities in K-12 Mathematics and Science Education (Summary) –Business’ Role in Precollegiate Education

27. 27 Significance of Educating Americans for the 21st Century This report recommended that the National Science Foundation “take the leadership role in promoting curriculum evaluation and development.” In the early 1990s, the NSF did, in fact, promote curriculum reform in mathematics.