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Elementary and Middle School Mathematics at the Crossroads


by Douglas A. Grouws & Kristin J. Cebulla — 2000

Our goal in this chapter is to provide an accurate characterization of the current state of elementary and middle school mathematics education in the United States and to highlight “crossroads” points where crucial reevaluations are needed.


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This article originally appeared as NSSE Yearbook Vol 99, No. 2.


Cite This Article as: Teachers College Record Volume 102 Number 8, 2000, p. 209-255
http://www.tcrecord.org ID Number: 18711, Date Accessed: 10/20/2017 1:16:25 AM

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About the Author
  • Douglas Grouws
    University of Iowa
    E-mail Author
    DOUGLAS A. GROUWS is Professor of Mathematics Education at the University of Iowa. He was a Visiting Scholar at the Pacific Mathematics and Science Consortium at Pacific Resources for Education and Learning (PREL) when this chapter was written and he gratefully acknowledges their support.
  • Kristin Cebulla
    University of Iowa
    E-mail Author
    KRISTIN J. CEBULLA is a Ph.D. student in mathematics education at the University of Iowa and a former teacher and research chemical engineer.
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