期刊名称：International Journal for Mathematics Teaching and Learning
电子版ISSN：1473-0111
出版年度：2000
出版社：Centre for Innovation in Mathematics Teaching
摘要：In December 1998, the California State Board of Education adopted a newMathematics Framework. The state had adopted Mathematics Standards the previousyear and the legislature appropriated one billion dollars for new standards-basedinstructional materials. The foreword of the new Framework claims it provides"research-based information about how children learn". The research described in theFramework supports an extreme (and expensive) shift in state policies on instructionalmaterials, classroom instruction, professional development and assessment. In thisarticle the authors examine the history and content of the Framework's research base.Since the State Board adopted the Framework with such enthusiasm it is important forthe research community to understand why. In part this was due to a public perceptionof a need for more "basics". But a major reason is that prominent mathematiciansauthored key Framework sections and then endorsed the instructional strategies outlinedby the psychologists who assembled the research. The Framework was supposed topresent a balanced program including basic skills, conceptual understanding andproblem solving. This paper takes a close look at the mathematician and psychologistauthors views of each. The analysis reveals that although many of their ideas aboutmathematics teaching and learning are incompatible, overall their positions werecombined in a way to mutually reinforce each other
