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Another approach suggested by mathematics educators is exposing students to the mathematics of a variety of different cultural contexts, often referred to as multicultural math. This can be used both to increase the social awareness of students and offer alternative methods of approaching conventional mathematics operations, like multiplication ...
In developing a school or district wide plan for multicultural education, Dr. Steven L. Paine, West Virginia State Superintendent of schools gives these suggestions: Involve stakeholders in the decision-making process. Examine the school climate and culture and the roles played by both students and staff.
Requiring Algebra II for high school graduation gained traction across the United States in the early 2010s. [52] The Common Core mathematical standards recognize both the sequential as well as the integrated approach to teaching high-school mathematics, which resulted in increased adoption of integrated math programs for high school.
In a maintenance bilingual education program, the goal is for students to continue to learn about and in both languages for the majority of their education. [5] Students in a maintenance bilingual education program should graduate being able to have a discussion about any content area in either language. [6]
The University of Chicago School Mathematics Project (UCSMP) is a multi-faceted project of the University of Chicago in the United States, intended to improve competency in mathematics in the United States by elevating educational standards for children in elementary and secondary schools. [1]
Mathematics Teaching in the Middle School supports the improvement of grade 5–9 mathematics education by serving as a resource for practicing and prospective teachers, as well as supervisors and teacher educators. It is a forum for the exchange of mathematics idea, activities, and pedagogical strategies, and or sharing and interpreting research.
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