This seminar reports on the first three years of mathematics reform that took place in four high-poverty minority schools in Mobile, Alabama. While data is presented comparing two demographically similar sets of schools on project-constructed interviews, items taken from the Third International Math/Science Study (TIMSS) data set, and Stanford Achievement Test scores, anecdotal information about teacher change and its effect on student achievement will also be shared.
In addition, this seminar will report on the replication of the original study, in four demographically dissimilar schools, and the expansion of the study in three new school systems across the state of Alabama. The model for teacher change will be shared, as will the insights of the researcher, who has continued supporting Alabama teachers in their effort to improve their own understanding of mathematics and their students’ achievement in mathematic
{http://www.towson.edu/math/colloquia/colloquia_math_towson_univ.html}
Contact information:
HONI J. BAMBERGER Ph.D.
Department of Mathematics
Office: Stephens Hall 301-D
Phone: 410-704-5989
FAX: 410-704-4149
Send E-Mail to: {hbamberger@towson.edu}
