LEADER 00737nam0-22002651i-450- 001 990001126820403321 035 $a000112682 035 $aFED01000112682 035 $a(Aleph)000112682FED01 035 $a000112682 100 $a20000920d1884----km-y0itay50------ba 101 0 $aeng 200 1 $aLogarithmisch Trigonometrische Tafeln$fTh. Albrecht. 210 $aBerlin$cDruck und Verlag$d1884. 610 0 $aLogaritmi$aTavole 676 $a515 700 1$aAlbrecht,$bKarl Theodor$f<1843-1915>$0437240 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001126820403321 952 $a3-A-28$b944$fMA1 959 $aMA1 996 $aLogarithmisch Trigonometrische Tafeln$9345054 997 $aUNINA DB $aING01 LEADER 04001nam 22006014a 450 001 9910220136403321 005 20200520144314.0 010 $a1-282-28287-5 010 $a9786612282874 010 $a0-8330-3411-1 035 $a(CKB)111087028057516 035 $a(EBL)202795 035 $a(OCoLC)52731602 035 $a(SSID)ssj0000199175 035 $a(PQKBManifestationID)11172688 035 $a(PQKBTitleCode)TC0000199175 035 $a(PQKBWorkID)10204482 035 $a(PQKB)10956980 035 $a(Au-PeEL)EBL202795 035 $a(CaPaEBR)ebr10056209 035 $a(MiAaPQ)EBC202795 035 $a(oapen)doab114535 035 $a(EXLCZ)99111087028057516 100 $a20021218d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMathematical proficiency for all students $etoward a strategic research and development program in mathematics education /$fRAND Mathematics Study Panel, Deborah Loewenberg Ball, Chair 205 $a1st ed. 210 $aSanta Monica, CA $cRAND$d2003 215 $a1 online resource (123 p.) 300 $a"MR-1643." 311 08$a0-8330-3331-X 320 $aIncludes bibliographical references (p. 81-93). 327 $aPREFACE; CONTENTS; FIGURES; SUMMARY; ACKNOWLEDGMENTS; RAND MATHEMATICS STUDY PANEL AND RAND STAFF; Chapter One INTRODUCTION; GOALS AND EXPECTATIONS; CHALLENGES AND CONFLICTS; RESEARCH KNOWLEDGE NEEDED TO MEET CURRENT NEEDS; A PROGRAM OF RESEARCH AND DEVELOPMENT IN MATHEMATICS EDUCATION; FOCUS AREAS OF THE PROPOSED PROGRAM; PROGRAM GOALS; FOUNDATIONAL ISSUES; ORGANIZATION OF THIS REPORT; Chapter Two TEACHERS' MATHEMATICAL KNOWLEDGE: ITS DEVELOPMENT AND USE IN TEACHING; BENEFITS OF A FOCUS ON MATHEMATICAL RESOURCES FOR TEACHING; WHAT DO WE NEED TO KNOW ABOUT MATHEMATICAL KNOWLEDGE FOR TEACHING? 327 $aChapter Three TEACHING AND LEARNING MATHEMATICAL PRACTICESMATHEMATICAL PRACTICES AS A KEY ELEMENT OF PROFICIENCY; BENEFITS OF A FOCUS ON MATHEMATICAL PRACTICES; WHAT DO WE NEED TO KNOW ABOUT LEARNING AND TEACHING MATHEMATICAL PRACTICES?; Chapter Four TEACHING AND LEARNING ALGEBRA IN KINDERGARTEN THROUGH 12TH GRADE; ALGEBRA AS A MATHEMATICAL DOMAIN AND SCHOOL SUBJECT; BENEFITS OF A FOCUS ON ALGEBRA; WHAT DO WE NEED TO KNOW ABOUT TEACHING AND LEARNING ALGEBRA?; IMPACT OF POLICY CONTEXTS ON STUDENT LEARNING 327 $aChapter Five TOWARD A PARTNERSHIP BETWEEN GOVERNMENT AND THE MATHEMATICS EDUCATION RESEARCH COMMUNITYTHE NATURE OF THE PROPOSED PROGRAM OF RESEARCH AND DEVELOPMENT; CRITERIA FOR THE QUALITY OF THE RESEARCH AND DEVELOPMENT PROGRAM; AN ORGANIZATIONAL STRUCTURE TO CARRY OUT THE WORK; THE ROLE OF OERI IN CONDUCTING PRACTICE-CENTERED RESEARCH AND DEVELOPMENT; INITIAL STEPS IN IMPLEMENTING THE PROPOSED PROGRAM; FUNDING RESOURCES; Chapter Six CONCLUSIONS; BIBLIOGRAPHY 330 $aA clear need exists for substantial improvement in mathematics proficiency in U.S. schools. The RAND Mathematics Study Panel was convened to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel identified three areas for focused R&D: development of teachers' mathematical knowledge used in teaching; teaching and learning of skills needed for mathematical thinking and problem-solving; and teaching and learning of algebra from kindergarten through the 12th grade. 606 $aMathematics$xStudy and teaching$zUnited States 606 $aMathematics teachers$xTraining of$zUnited States 615 0$aMathematics$xStudy and teaching 615 0$aMathematics teachers$xTraining of 676 $a510/.71/073 701 $aBall$b Deborah Loewenberg$f1954-$0904751 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910220136403321 996 $aMathematical proficiency for all students$92023225 997 $aUNINA