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Mathematics Matters - Host MEC Content Courses

“Due to my own deeper understanding of math, I am able to see my students’ ways of solving problems much better and therefore guide them to their own understanding. I find that by using MEC approaches, my students no longer come to me to see if they are wrong or right. They can determine that on their own, which is so important in mathematics.”  - Middle School Mathematics Teacher 

“Doing mathematics as a learner in MEC sessions has given me new insight into the power of mathematical as inquiry and investigations.”  - District Administrator

“My work with MEC has created in me a love and fascination for mathematics. It has compelled me to confront my own struggles with math, leaving me in a far, far better position to understand deeply the mathematics I am supposed to be teaching; to understand my students’ attitudes about mathematics learning as well as that of their families; and to understand my students’ thinking about math.”  - 1st Grade Teacher

“I started to use ideas from MEC’s summer course within the first two weeks of school to increase number sense.  Later I used more MEC ideas to increase my students’ algebraic understanding.”  - Middle School Mathematics Teacher 

 
 
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Public Awareness

“A well-informed public is essential if sound decisions regarding the mathematics education of our nation’s youth are to be made,” Ruth Parker.

In support of advancing productive dialogue and informed decision-making, MEC’s Public Awareness section is designed for everyone interested in making sound decisions about how to improve mathematics education - educators, families, community leaders, public policy makers, legislators and the public-at-large. We consider the research, information, data, website links and resources shared to be of critical importance when making decisions that impact the future of our nation’s youth. Past entries are posted by date and topic in the Public Awareness Archive.

Public Awareness Archive>

Research: Teacher Content Knowledge Matters

According to the research summary What We Know About Deepening Teachers' Content15 Knowledge: Engaging Teachers in Content-based Investigations in Mathematics/Science posted on the Knowledge Management and Dissemination website:

“Empirical evidence demonstrates that teachers' mathematics/science content knowledge makes a difference in their instructional practice and their students' achievement. Consistent findings across studies include:
•    Teachers' mathematics/science content knowledge influences how teachers engage   students with the subject matter.
•    Teachers' mathematics/science content knowledge influences how teachers evaluate and use instructional materials.
•    Teachers' mathematics/science content knowledge is related to what their students learn.”

Posted November 6, 2008

Read the complete research summary:

Engaging Teachers in Content-based Investigations >

 Learn more about MEC’s inquiry-based mathematics content courses:

MEC’s Mathematics Content Courses >