1. A Second Opinion Report on the National Mathematics Panel
On April 18, 2006, President Bush created the National Mathematics Advisory Panel through an Executive Order. The panel will advise the President and Secretary Spellings on the best use of scientifically based research on the teaching and learning of mathematics.
Sixteen (16) panelists were appointed together with six ex-officio members. In the past decade, certain mathematicians and others have been vocally opposed to the National Council of Teachers of Mathematics' "Curriculum and Evaluation Standards" and have been publicly critical of the National Science Foundation's Education Directorate for sponsoring the development and dissemination of inquiry based K-12 mathematics curriculum. A number of such individuals have been appointed to this Panel and, together with administration officials, constitute a majority of the membership of this Panel.
Therefore, it is important to broaden the number of voices who can expertly address this important national issue as it relates to American competitiveness, sustainable democratic institutions and equitable opportunities for young people.
Under Sec. 6. General Provisions. "(c) The Panel shall obtain information and advice as appropriate in the course of its work from:
...(iii) experts on matters relating to the policy set forth in section 1; ...(iv) parents and teachers; and
Using a Wiki-based editing system, a broader participation of stakeholders and experts in this debate is now possible. The goal is to have a hundred experts from the fields of mathematics, science, math education, cognitive science, developmental psychology and business collaboratively address each question in scholarly detail with additional input from classoom teachers.
Each question is on a separate page. The end product will be a single document that will be a "second opinion" to the NMP report to the President, Congress and the general public on Strengthening Mathematics Education.
1.1. Questions for the National Mathematics Advisory Panel
A. What are the skills and skill progressions for students to acquire competence in algebra and readiness for higher levels of mathematics?
B. What is the role and appropriate design of standards and assessment in promoting mathematical competence?
C. What are the processes by which students of various abilities and backgrounds learn mathematics?
D. What are the instructional practices, programs, and materials that are effective for improving mathematics learning?
E. What are the training, selection, placement, and professional development of teachers of mathematics in order to enhance students' learning of mathematics?
F. What is the role and appropriate design of systems for delivering instruction in mathematics that combine the different elements of learning processes, curricula, instruction, teacher training and support, and standards, assessments, and accountability?
G. What are needs for research in support of mathematics education?
H. What are ideas for strengthening capabilities to teach children and youth basic mathematics, geometry, algebra, and calculus and other mathematical disciplines?
I. Such other matters relating to mathematics education as the Panel deems appropriate?
J. Such other matters relating to mathematics education as the Secretary may require.
1.2. Summary
Sec. 5. Additional Reports. The Secretary may require the Panel, in carrying out subsection 2(b) of this order, to submit such additional reports relating to the policy set forth in section 1 as the Secretary deems appropriate.
