Mathematics Education

WE HAVE ALL BECOME LEARNERS OF MATHEMATICS!

In a technological/knowledge age, we have all become learners of mathematics. It is mathematical knowledge that has fueled the fires of technological advances and it is those very technological advances that generate new and more complex mathematics. The task then of mathematics education becomes one of helping students and those who work with them to understand how to learn mathematics, how to problem solve, and how to acquire the automaticity with skills and procedures necessary for problem solving.

Mathematics is best learned in meaningful and memorable contexts. Conceptual and procedural knowledge is best developed when a need for it has been established. Teachers of mathematics need to know the mathematics content itself (this is ever changing), good methodologies, and the pedagogy of mathematics itself. Others who work with students need to know what research says about learning, the importance of inquiry, and need to be aware of the economic setting in which the mathematics of today (stocks, mortgage points, etc.) and of the future is couched.

To survive economically, it is imperative that ALL of today's mathematics students know, understand, and are able to do complex mathematical operations. With predictions that a majority of students will pursue educational endeavors beyond high school, it is likewise necessary that ALL graduating students be able to access additional education; they must have mathematical backgrounds that will allow them to do this. Our students need to be confident in their mathematical abilities and they need to have the mathematical knowledge necessary to fit them for the future.

It is the mission of the mathematics component of the Department of Public Instruction to aid in endeavors that will help achieve the above-mentioned goals. The mathematics consultant is available at district request to work with the districts on evaluating their mathematics programs, on planning for future progress in mathematics programs, and on discussing standards-based curricula, instruction, and assessment to meet state requirements, district goals, and societal demands.

Study of research findings in connection with mathematics instruction is a thrust of the DPI mathematics program. Dissemination of such findings and contemplation of their implications for district mathematics programs is a goal. Networking with national mathematics efforts, with other disciplines, and with state mathematics efforts is also an objective of the program. Communication of those results and consideration of their impact for districts is a desired aim.

This Wisconsin Department of Public Instruction mathematics education site will:

List mathematical education resources available through the state;
Provide links to other state and national sites that also provide mathematics education resources;
List upcoming initiatives in the field.

CONTACT: Jim Marty, 608-266-7712

The above photo by Fuse, T. (1990). Unit origami: Multidimensional transformations. New York: Japan Publications, Inc.

For questions about this information, contact James F. Marty (608) 266-7712

Last updated on 2/25/2008 1:42:46 PM