1 national math panel an update…. 2 panelists dr. larry faulkner, chairdr. larry faulkner, chair...
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National Math Panel
An update…
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PanelistsPanelists
• Dr. Larry Faulkner, ChairDr. Larry Faulkner, Chair– President of Houston Endowment, President of Houston Endowment,
President Emeritus of the University of President Emeritus of the University of TexasTexas
• Dr. Camilla Persson Benbow, Vice Dr. Camilla Persson Benbow, Vice ChairChair– Dean of Education and Human Dean of Education and Human
Development at Vanderbilt’s Peabody Development at Vanderbilt’s Peabody CollegeCollege
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Panelists (cont.)Panelists (cont.)
• Dr. Deborah Loewenberg BallDr. Deborah Loewenberg Ball– Dean of the School of Education, University of Dean of the School of Education, University of
MichiganMichigan
• Dr. A. Wade BoykinDr. A. Wade Boykin– Director of the Graduate Program in Director of the Graduate Program in
Psychology, Howard UniversityPsychology, Howard University
• Dr. Francis (Skip) FennellDr. Francis (Skip) Fennell– Professor of Education, McDaniel College and Professor of Education, McDaniel College and
President of the National Council of Teachers of President of the National Council of Teachers of MathematicsMathematics
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Panelists (cont.)Panelists (cont.)
• Dr. David C. GearyDr. David C. Geary– Professor of Psychology, University of Professor of Psychology, University of
MissouriMissouri
• Dr. Russell M. GerstenDr. Russell M. Gersten– Executive Director of Instructional Executive Director of Instructional
Research Group, Long Beach, CAResearch Group, Long Beach, CA
• Ms. Nancy IchinagaMs. Nancy Ichinaga– Retired Principal, Inglewood, CA Retired Principal, Inglewood, CA
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Panelists (cont.)Panelists (cont.)
• Dr. Tom LovelessDr. Tom Loveless– Director of the Brown Center, Brookings Director of the Brown Center, Brookings
Institution, Washington, D.C.Institution, Washington, D.C.
• Dr. Liping MaDr. Liping Ma– Senior Scholar, Carnegie Foundation for Senior Scholar, Carnegie Foundation for
TeachingTeaching
• Dr. Valerie ReynaDr. Valerie Reyna– ResearcherResearcher
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Panelists (cont.)Panelists (cont.)
• Dr. Robert S. SieglerDr. Robert S. Siegler– Professor of Cognitive Psychology, Professor of Cognitive Psychology,
Carnegie Mellon UniversityCarnegie Mellon University• Dr. Wilfred SchidDr. Wilfred Schid
– Professor of Mathematics, Harvard Professor of Mathematics, Harvard UniversityUniversity
• Dr. James SimonsDr. James Simons– President of Renaissance Technologies President of Renaissance Technologies
Corp.Corp.
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Panelists (cont.)Panelists (cont.)
• Dr. Sandra StotskyDr. Sandra Stotsky– Independent Researcher and Independent Researcher and
Consultant, MAConsultant, MA• Mr. Vern WilliamsMr. Vern Williams
– Middle School Mathematics Teacher, Middle School Mathematics Teacher, Fairfax County, VAFairfax County, VA
• Dr. Hung His WuDr. Hung His Wu– Professor of Mathematics, University of Professor of Mathematics, University of
California at BerkeleyCalifornia at Berkeley
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Ex Officio SupportEx Officio Support
• Dr. Dan BerchDr. Dan Berch– Associate Chief, NIHAssociate Chief, NIH
• Ms. Diane JonesMs. Diane Jones– Deputy to the Associate Director for Deputy to the Associate Director for
Science at the White HouseScience at the White House
• Mr. Tom LuceMr. Tom Luce– Assistant Secretary of EducationAssistant Secretary of Education
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Ex Officio Support (cont.)Ex Officio Support (cont.)
• Dr. Kathie L. OlsenDr. Kathie L. Olsen– Deputy Director, NSFDeputy Director, NSF
• Mr. Ray SimonMr. Ray Simon– Deputy Secretary of EducationDeputy Secretary of Education
• Dr. Grover J. (Russ) WhitehurstDr. Grover J. (Russ) Whitehurst– Director of the Institute of Education Director of the Institute of Education
Services, Department of EducationServices, Department of Education
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What have we done…What have we done…
• Appointed, Introduced, Sworn inAppointed, Introduced, Sworn in• Reviewed chargeReviewed charge• Narrowed scopeNarrowed scope• MeetingsMeetings
– May 22, 2006 – Washington, D.C.May 22, 2006 – Washington, D.C.– June 28-29, 2006 – Chapel Hill, NCJune 28-29, 2006 – Chapel Hill, NC– September 12-14? – Boston, MASeptember 12-14? – Boston, MA– November 6-8? – West Coast or D.C.November 6-8? – West Coast or D.C.
• Open session with public commentOpen session with public comment– All future meetings (1-4 PM, second day)All future meetings (1-4 PM, second day)
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Sub GroupsSub Groups• Task Group 1Task Group 1 ("Conceptual Knowledge and Skills"): ("Conceptual Knowledge and Skills"):
PreK-8 mathematics concepts and skills which lead to PreK-8 mathematics concepts and skills which lead to algebra (regardless of whether algebra is defined as a algebra (regardless of whether algebra is defined as a middle school or high school course offering).middle school or high school course offering).
• Task Group 2Task Group 2 ("Learning Processes"): The processes ("Learning Processes"): The processes by which students of various abilities and backgrounds by which students of various abilities and backgrounds learn mathematics.learn mathematics.
• Task Group 3Task Group 3 ("Instructional Practices"): Instructional ("Instructional Practices"): Instructional practices, programs, and materials that are effective for practices, programs, and materials that are effective for improving mathematics learning.improving mathematics learning.
• Task Group 4Task Group 4 ("Teachers"): The preparation, selection, ("Teachers"): The preparation, selection, placement, and professional development of teachers of placement, and professional development of teachers of mathematics in order to enhance students' learning of mathematics in order to enhance students' learning of mathematics.mathematics.
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Conceptual Knowledge & SkillsConceptual Knowledge & Skills
• Francis (Skip) Fennell, ChairFrancis (Skip) Fennell, Chair• Larry FaulknerLarry Faulkner• Tom LovelessTom Loveless• Liping MaLiping Ma• Wilfred SchmidWilfred Schmid• Hung Hsi WuHung Hsi Wu
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Learning ProcessesLearning Processes
• Dave Geary, ChairDave Geary, Chair• Wade BoykinWade Boykin• Valerie ReynaValerie Reyna• Bob SieglerBob Siegler• Dan BerchDan Berch
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Instructional PracticesInstructional Practices
• Russell Gersten, ChairRussell Gersten, Chair• Camilla BenbowCamilla Benbow• Vern WilliamsVern Williams• Diane JonesDiane Jones
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TeachersTeachers
• Deborah Ball, ChairDeborah Ball, Chair• Nancy IchinagaNancy Ichinaga• Jim SimonsJim Simons• Sandra StotskySandra Stotsky• Russ WhitehurstRuss Whitehurst
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IssuesIssuesMakeup of Math Panel Shows ˜Glaring OversightMakeup of Math Panel Shows ˜Glaring Oversight
To the Editor:To the Editor:
I was relieved to read in your May 24, 2006, article "Some Worry About I was relieved to read in your May 24, 2006, article "Some Worry About Potential Bias on the National Math Panel" that there are others who are Potential Bias on the National Math Panel" that there are others who are concerned about the backgrounds of the National Mathematics Advisory concerned about the backgrounds of the National Mathematics Advisory Panel members. I am a middle school mathematics teacher with over 30 Panel members. I am a middle school mathematics teacher with over 30 years of experience, and I am certain that it would be helpful to have more years of experience, and I am certain that it would be helpful to have more classroom teachers represented on the panel. Moreover, as a teacher of classroom teachers represented on the panel. Moreover, as a teacher of students who speak English as a second language, I am disappointed that students who speak English as a second language, I am disappointed that there are no panelists who have expertise in both reaching students who there are no panelists who have expertise in both reaching students who are English-language learners and teaching mathematics. The educational are English-language learners and teaching mathematics. The educational needs of this growing population must be addressed if the charge of the needs of this growing population must be addressed if the charge of the panel is to be completed in a meaningful way. According to data from the panel is to be completed in a meaningful way. According to data from the U.S. Census Bureau, there were 3.4 million students with limited English U.S. Census Bureau, there were 3.4 million students with limited English proficiency in 2000. Over 70 percent of these students are Spanish-proficiency in 2000. Over 70 percent of these students are Spanish-speakers. It is my hope that this glaring oversight in the composition of the speakers. It is my hope that this glaring oversight in the composition of the panel will be corrected, and that the mathematical needs of Hispanic panel will be corrected, and that the mathematical needs of Hispanic students will be an important part of the panel’s deliberations.students will be an important part of the panel’s deliberations.
Bob McDonald Tempe, Ariz. Vol. 25, Issue 40, Page 28 Bob McDonald Tempe, Ariz. Vol. 25, Issue 40, Page 28
EDUCATION WEEK Published: June 14, 2006EDUCATION WEEK Published: June 14, 2006
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Questions?Questions?
