Reflections on the National Mathematics Advisory Panel Final Report

Bibliographic Data

ID9730868
AuthorsAnthony E Kelly (0000-0002-6142-1760, ANTHONY E. KELLY is a professor of educational psychology in the College of Education and Human Development, George Mason University, 4087 University Drive, Fairfax VA 22030, . His research interests include design research methods, cognitive neuro-science and mathematics learning), Anthony Kelly (0000-0003-4664-8585, George Mason University, corresponding author)
Year2008
Volume37
Issue9
Pages561-564
Publication date2008-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x08329353
OpenAlexW1983806041
LanguageEN
References cited7

In March 2008, the National Mathematics Advisory Panel final report was released. This report was produced in response to an executive order from President George W. Bush. The report is important because of its subject matter—improving mathematics teaching and learning—its historically significant genesis, and the strong position that the report takes on the primacy of quantitative methods in education research. The author briefly introduces the report and then draws attention to some of the main points in the commentaries offered in this special issue of Educational Researcher. The special issue ends with a rejoinder from the chair and co-chair of the report

Advisory committee · Executive order · George (robot · Library science · Mathematics education · Order (exchange · Panel discussion · Political science · Position (finance · Sociology · Subject (documents · Subject matter · Computer Science · Educational Assessment and Improvement · Law · Mathematics Education and Teaching Techniques · Psychology · Public Administration · School Choice and Performance

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