From 2002 to 2013, the Institute of Education Sciences has funded scores of research grants with a focus on improving mathematics education. Many of the outcomes of that research have been captured in a new publication, Synthesis of IES-funded Research on Mathematics.
This Synthesis was co-authored by Bethany Rittle-Johnson, of Vanderbilt University, and Nancy C. Jordan, of University of Delaware, two nationally recognized experts in the area of mathematics education research. The co-authors reviewed published research and organized the synthesis for the public to answer the overarching question—What have we learned? The short answer: A lot!
Here’s a look at the new Synthesis by the numbers:
Between 2002 and 2013, IES has funded almost 200 grants on mathematics learning and teaching through its two research centers—the National Center for Education Research (NCER) and National Center for Special Education Research (NCSER).
The co-authors synthesized what was learned from 69 IES-funded grants that had peer-reviewed publications published between January 1, 2002, and June 30, 2014. Grants that did not have peer-reviewed publications during that time frame were not included in this synthesis.
The Synthesis summarizes 28 contributions that IES grants have made in furthering our understanding of mathematics teaching and learning for students in kindergarten through high school. A summary of research findings is provided for each contribution, along with citations to the publications that will allow practitioners, policymakers, and researchers to access more information about the findings if they are interested.
The research contributions listed in the Synthesis are divided into two sections
- Improving Mathematics Learning in two areas: Whole numbers, operations, and word problem solving in elementary school, and fractions and algebra in the middle grades; and
- Development and Evaluation of Teacher Professional Development Approaches.
The Synthesis cites research that shows that annual income is 65 percent higher among adults who have taken calculus in high school than among adults who have completed only basic mathematics. It is our hope that this Synthesis will spark efforts to improve American students’ math proficiency and increase their interest in taking higher level math.
So, where do we go from here? IES will continue to make significant contributions to mathematics education research and practice. In particular, the co-authors of the Synthesis recommend the following future directions for IES-funded research in mathematics:
- Replication: Studies of promise or ones that demonstrate positive results must be replicated and extended to ensure that the findings can be reproduced in different educational settings, improve student achievement on measures used by teachers and schools, and lead to improvements that can be sustained over time;
- Innovation: Future work should continue to innovate and test new strategies for improving mathematics achievement. Research should examine the features of interventions that most effectively build concepts and skills in mathematics topics and address whether observed gains can be transferred to other areas of mathematics learning; and
- Context: Future research must continue to address what works for whom and under what conditions.
Although the Synthesis provides a broad overview of the contributions IES-funded research has made in mathematics education, it is not exhaustive. There are many more IES-funded studies that did not have published results by June 30, 2014. These studies are likely to produce additional findings on mathematics learning on these topics, as well as on topics not addressed in the Synthesis, such as mathematics learning in high school. Also, it should be noted that other centers and programs within IES conduct research and evaluation on mathematics that can be helpful to researchers, practitioners, and policymakers.
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