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Executive Summary
Leaving No Child Behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education Through the Science of Measurement and Instruction by Mark W. Ellis - 2008To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Mark Ellis
California State University Fullerton E-mail Author MARK ELLIS is an assistant professor in secondary education at California State University Fullerton, where he is the advisor for the middle grades mathematics teacher credential program. His primary research interest in mathematics education is equity as it relates to access to opportunities to learn, support for developing understanding of important mathematical concepts, and the ways in which learners come to be stratified in mathematics coursework as they enter middle school and transition to high school.
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