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Research Policies and Mechanisms: Key Points from
the National Mathematics Advisory Panel
Joan Ferrini-Mundy
Director, Division of Research on Learning in Formal and Informal Settings, National Science Foundation
National Math Panel Forum, October 7, 2008, Washington DC
• What standards were used for including research?
• What observations can be made about the state of educational research as it relates to mathematics education policy?
• First things first and continuous improvement; what can we do?
research about mathematics teaching and learning
research about mathematics teaching and learning that could provide
evidence for policy making
research about mathematics teaching and learning
research about mathematics teaching and learning that could provide evidence for
policy making
research about mathematics teaching and learning that could provide evidence for policy making and meets standards of
evidence
Policy questions: cause and effect, inferences from samples to
populations
“Causal knowledge is essential to produce and to evaluate scientific research in crucial areas of national need, including mathematics education.” (p. 63)
research about mathematics teaching and learning that could provide evidence for policy making and meets standards of
evidence
“The Panel’s assertions and recommendations, therefore, are grounded in the highest quality evidence available from scientific studies.”
Place the strongest confidence in studies that:
• Test hypotheses
• Meet the highest methodological standards (internal validity)
• Have been replicated with diverse samples of students under conditions that warrant generalization (external validity)
Standards for studies of the effects of interventions
• High quality: random assignment to conditions, low attrition
• Moderate quality: matching statistical controls, or demonstration of baseline equivalence; low attrition or evidence of small attrition effects; valid and reliable measures
Where to find commentary about research
• Final Report:– Chapter 10, Research Policies and Mechanisms– Appendix C, Standards of Evidence
• Report of the Task Groups and Subcommittees– Chapter 2: Report of the subcommittee on
standards of evidence– Chapters 3-9, individual task group and
subcommittee reports
• The panel and contractors considered ~16,000 research publications and policy documents
• An unprecedented position from which to make comments about research about mathematics teaching and learning that could provide evidence for policy making
We need:
• “Sufficient supply of competent researchers dedicated to areas of critical national need”
• “Sufficient supply of willing schools and practitioners who have the time, resources, and motivation to be partners in research and use the findings of research in decision making”
• “A sufficient and stable source of funding for quality research and training with appropriate peer review”
Something for all:
• Mathematics education research community
• Researchers from a variety of fields• Leaders of graduate programs• State and district education policy
makers• Federal policy makers and funding
agencies
Mathematics education research communityand collaborators from other fields:
More research on the key questions that could provide evidence for policy making:
• “Effective instructional practices and materials• “Mechanisms of learning”• “Ways to enhance teachers’ effectiveness,
including teacher education that focuses on learning processes and outcomes”
• “Item and test features that improve the assessment of mathematical knowledge”
Leaders of graduate programs:
Redesign and improve programs and courses:
• “Attention to research design, analysis, and interpretation for teachers”
• “Increase national capacity to conduct and utilize rigorous research”
Researchers from a variety of fields
Pursue critical research issues in mathematics education:
• “Create cross disciplinary research teams”• “Include expertise from educational
psychology, sociology, economics, cognitive development, mathematics, and mathematics education”
State and district education policy makers
Collaborate in enabling educational research:• “Provide preK-12 schools with incentives and
resources to provide venues for, and encourage collaboration in, educational research”
• Follow progress of “resolutions to make individual student data available to researchers with appropriate safeguards for confidentiality”
A finding of the Instructional Practices group
“All encompassing recommendations that instruction should be entirely ‘student centered’ or ‘teacher directed’ are not supported by research.”
synthesize and theorize
evaluate and generalize
implement, study, and improve
design, develop, and test
hypothesize and clarify
An R&D Cycle for Improving K-12 Education:
Adapted from NSF/DRL solicitations, 2007-08
synthesize and theorize
evaluate and generalize
implement, study, and improve
design, develop, and test
hypothesize and clarify“to be ready for even small scale
experiments, basic research and intervention development studies are needed” (p. 63)
“smaller scale (less costly but highly informative) experiments (p. 63)
Large field trials that address problems of major national importance” (p. 63)