APEC Conference on Replicating Exemplary Practices in Mathematics Education
From APEC HRDWG Wiki
The APEC Conference on Replicating Exemplary Practices in Mathematics Education was part of the APEC project, 21st Century Mathematics Education for All in the APEC Region: Strengthening Developing Economies and Gender Equity Through Standards, Assessments, and Teachers led by the U.S. Agency for International Development, U.S. Department of Education and the Ministry of Education, Thailand.
The main goals of this project were to:
- Share exemplary practices in mathematics education from around the APEC region
- Develop technical assistance from these promising practices to help developing economies in APEC to effectively replicate these practices based on their individual contexts.
Conference Details
The conference was held on March 8 to March 12, 2010, with March 8 designated as a special one-day preconference event focusing on gender equity in mathematics and science education. More details can be found in the agenda. The conference is being held at the International School of Tourism, Suratthani Rajabhat University, Samui Island. More details can be found on the administrative circular.
Conference Materials
APEC released the complete report for the Replicating Exemplary Practices in Mathematics Education among APEC Economies conference, compiling all papers and reports submitted and delivered at the conference.
The one-day preconference event focusing on gender equity in mathematics and science produced a Summary Report on Gender Equity in Mathematics Education. This report summarises gender equity in education in terms of its challenge and the approaches recommended to promote women's access to education in math and science.
The table below provides the presentations delivered at the conference as well as some papers written for conference.
| Presentation | Author | Description | Available Materials |
|
Promoting Gender Equity in Mathematics / |
Alan Ginsburg, U.S. Department of Education |
Opening presentation at one-day seminar on achieving gender equity in math and science that introduces the issues and stresses the importance of thinking about gender concerns when planning and implementing math and science courses. | |
|
What do Cross-National Studies of Student Achievement tell us about Gender Differences in Mathematics? |
Gary N. Marks, Australian Council for Educational Research |
Discusses issues relating to the gender gap in mathematics using evidence from a large number of cross-national studies in student achievement. | |
|
Principles of Effective Learning |
Soh Thian Ping, Republic Polytechnic, Singapore |
Presents principles of effective learning, and suggests means by which learning can be enhanced. | |
|
Practice to Enhance the Capability of High School Students Who Have a Talent in Mathematics and Science: The DPST Project |
Jaruwan Sangtong and Kosoom Kreetong, Instutite for the Promotion of Teaching Science and Technology, Thailand |
Introduces the Institute for the Promotion of Teaching Science and Technology (IPST)'s mission, objectives, projects, and progress thus far. | Presentation |
|
Building Educators' Awareness and Knowledge of Strategies to Promote Equity in the Math Classroom |
Róger Saavedra, Ministerio de Educación, Peru |
Presents results from a national math assessment and explains equity gaps in students' performance. | Presentation |
|
Doing What Works: Research-Based Practices Online |
Jennifer Ballen Riccards, United States Department of Education; Nicola Filby, WestEd; and Rebecca Herman, American Institutes of Research |
Discusses the Doing What Works initiative, a free online resource from the U.S. Department of Education. Doing What Works translates research-based practices into examples and practical tools to support and improve classroom instruction. | Presentation |
|
Open Educational Resources |
Brian Fu, United States Department of Education |
Discusses the concept of open education resources and how they can benefit Economies participating in APEC projects. | Presentation |
|
Discussant’s Comments / Questions for the Standard Plenary Sessions |
Chap Sam LIM, |
Provides an expert's commentary on the content of three monographs being developed on standards. | Presentation |
|
Informing Grades 1–6 Mathematics Standards Development: What Can be Learned from High-Performing Hong Kong, Korea, and Singapore? |
Alan Ginsburg, U.S. Department of Education; Steven Leinwand, American Institutes for Research; and Katie Decker, University of Iowa |
Compares the content standards context in the United States with similar structures in Hong Kong, Korea, and Singapore, with suggestions for replicating promising practices from the higher-performing economies. | |
|
Learning Progressions in Mathematics Content in Grades 7-12 |
Zalman Usiskin, University of Chicago, Illinois, USA |
Discusses the concept of Progressions based on the needs and goals of mathematic education. | |
|
How to Encourage Students to Learn Math Themselves |
Shangzhi Wang, Capital Normal University, Beijing, China |
Describes recent changes to China's mathematics education system and encourages collaboration between the fields of teaching, learning, and informational technology to create methods of self-guided instruction. | |
|
Teachers Plenary Session: |
Catherine P. Vistro-Yu, the Philippines |
Provides an expert’s commentary on four papers written on teacher education and professional development in mathematics. | |
|
Principles and Processes for Publishing Textbooks and Alignment with Standards: A Case in Japan |
Shizumi Shimizu, Teikyo University, Tokyo, Japan and Tad Watanabe, Kennesaw State University, United States |
Mathematics textbooks play a central role in mathematics classrooms throughout the world. This paper discusses how mathematics textbooks are produced in Japan, whose curriculum is often cited as an example of a focused, rigorous, and coherent curriculum. | |
|
Principles and Processes for Publishing Textbooks and Alignment with Standards: A Case in Singapore |
Lianghuo Fan, Nanyang Technological University |
This paper presents six principles and discusses relevant processes for developing mathematics textbooks, mainly drawing on the author’s experience in textbook development for Singapore schools and research in this area. | |
|
Adapting Lesson Study in APEC Member Economies |
Maitree INPRASITHA, |
Provides an overview of how lesson study was adapted to the Thai context, the implementation problems that were confronted, and how the process was then exported to other APEC Economies. | |
|
Prospective and Practicing Teacher Professional Development |
Akihiko Takahashi, Depaul University, USA |
Provides an overview of the phases of teacher professional development. | |
|
Lesson Study: Japanese Problem Solving Approaches |
Masami Isoda, University of Tsukuba, Japan |
Overview of lesson study and its uses in Japan to improve classroom instruction and teacher development. | |
|
Mathematics Lesson Plan: What’s in the Box? Geometric Shapes |
Khon Kaen University, |
Walks teachers through a lesson on how to teach about geometric shapes. | |
|
Rating Teachers & Rewarding Teacher Performance: |
Christine Kim-Eng Lee and Mei Ying Tan, National Institute of Education, Singapore |
Walks through the systemic teacher professional development, evaluation, and reward system in Singapore. | |
|
Taking Off With Numeracy: Helping Kids Catch Up |
Peter Gould, New South Wales Department of Education and Training, Australia |
Describes an instructional program for grades 3 to 6 that focuses on developing numeracy skills and includes a diagnostic assessment. | |
|
Preventing Students from Becoming Low-Math Achievers<span /> |
Nell Cobb, DePaul University; and William Crombie, Algebra Project |
The Algebra Project’s Cohort Model is a program to accelerate the mathematical learning of students previously under-performing in mathematics. The authors identify features of the cohort model that we find will enable students who enter high school performing in the bottom quartile on national or state tests to become prepared for college study. | |
|
Combined Abduction-Induction Strategy in Teaching Mathematics To Gifted Students With Computers Through Dynamic Representations |
Tran Vui, Hue University |
This study investigates the effectiveness of experimental environments for gifted | |
|
Feedbacks for Assessment Plenary Session |
Nanik Suwaryani, Indonesia |
Reviews papers written for the assessment section of the conference program and raises germane issues applicable to each. | |
|
High School Competency Exams in Hong Kong and Teaching Training Programme |
CHENG Chun Chor Litwin, |
Provides an overview of the Hong Kong education system and how mathematics teachers are trained, as generalists or specialists, and the implications of these two types of teachers for instruction. The paper presents many mathematics problems. | |
|
Formative Assessment: a key component in improving student achievement in mathematics in New Zealand |
Ian Stevens, New Zealand |
Provides an overview of the formative assessment system in New Zealand and how it is applied in mathematics. | |
|
Learning Progressions: Informing and Supporting Instruction and Formative Assessment |
Erma Anderson, United States Office of Overseas Schools |
Provides examples of formative assessment practices. | |
|
Discussant’s comments/questions for the Implementation Plenary Sessions |
Jiansheng Bao, |
Provides an expert’s commentary on three papers written on mathematical interventions for students. | |
|
The Algebra Project: Building Math Literacy |
2009 Teachers 4 Social Justice Conference, |
Overview of The Algebra Project, Inc., a national, nonprofit organization that uses mathematics as an organizing tool to ensure quality public school education for every child in America. |
