In This Issue...
ARTICLES & ANNOUNCEMENTS (CALIFORNIA FOCUS)
California Association of Mathematics
Are you actively involved in the preparation and professional
of K-12 mathematics teachers? If so, you are invited to play a
the formulation of the California Association of Mathematics
(CAMTE), a proposed professional organization for California's
teacher educators. We hope that you will join us in Palm Springs
the California Mathematics Council-South (CMC-S) conference on
5-7 as we convene to discuss the goals, vision, and constitution
we anticipate will be the next state affiliate of the
Association of Mathematics
Teacher Educators (http://amte.net).
you would like to nominate yourself or a colleague to serve as
in CAMTE, email Carol Fry Bohlin at email@example.com or call
California State University (CSU) mathematics teacher educators
twice over the past 2 years (http://www.csufresno.edu/mathed/b9.html)
and discussed establishing an organization for California's
teacher educators. At the CSU Mathematics Education Summit held
2004, it was decided that the target audience for an AMTE
should include (a) post-secondary (UC, CSU, and CC) educators
in the preparation of K-12 mathematics teachers and (b)
in the professional development of K-12 teachers. (A PowerPoint
available at http://www.csufresno.edu/mathed/CAMTE-CFB.ppt
provides additional background.)
The 2004 CMC-SS conference program includes a Teacher Educator
for session dates, times, locations, speakers, and descriptions.
will be geared specifically to a discussion of CAMTE and related
(a) CAMTE Organizational Meeting - November 6; 10:30 a.m.-noon;
[Palm Springs] Horizon I - Session Convener: Carol Fry Bohlin
(b) Luncheon and Keynote Address - "Mathematics Teacher
Who Are We and What is Our Role?" - November 6; noon-1:30
Hilton Horizon II - Speaker: Judith E. Jacobs
To attend the luncheon session, you must register by October 22
your name, affiliation, address, and phone number to Judith
In addition, please mail a $30 check (made payable to CAMTE--Judith
Jacobs) to Judith at 1603 Aspen Village Way, West Covina, CA
ARTICLES & ANNOUNCEMENTS (NATIONAL FOCUS)
(1) Paige Delivers Annual Back-To-School
from the National Press Club
Source: U.S. Department of Education
On Wednesday, September 24, U.S. Secretary of Education Rod
his annual back-to-school speech from the National Press Club.
"No Child Left Behind: The Transformation of our Public
was webcast live and is now archived at http://www.connectlive.com/events/deptedu/
(2) "Education Levels Rising in OECD
but Low Attainment Still Hampers Some"
Source: Organisation for Economic Co-operation and
(OECD; Paris, France) - 14 September 2004
URL (Education at a Glance): http://www.oecd.org/dataoecd/34/55/33714494.pdf
More people around the world are completing university courses
forms of tertiary education than ever before, according to the
of Education at a Glance, the OECD's annual compendium of
statistics. However, progress has been uneven across countries
have significantly fallen behind, potentially compromising their
ability to keep up with economic and social progress.
On average across [the 30 OECD member] countries, half of
adults now enter universities or other institutions offering
at some stage during their life. An average of 32% complete a
degree, but this ranges from less than 20% in Austria, the Czech
Germany and Switzerland to 45% in Australia and Finland.
Almost all OECD countries have seen a rise in the education
their citizens over the past decade, and in some countries the
has been spectacular. Enrollment in tertiary education, which
university-level education and high-level vocational programs,
between 1995 and 2002 by more than 50% in the Czech Republic,
Hungary, Iceland, Korea and Poland, and still by more than 20%
Finland, Ireland, Mexico, Portugal, Spain, Sweden and the United
Austria, France and Germany are the only countries which did not
mainly because rising enrollment rates could not make up for the
decline in these countries.
However, in eight OECD countries, 20% or more of 20-to-24-year
at most only lower secondary school qualifications and are not
Mexico is in the least favorable position, with 70% of people in
age group having lower secondary education or less, followed by
(56%), Portugal (47%), Spain (32%), Iceland (29%), Italy (25%),
(21%) and Luxembourg (20%).
The statistics in Education at a Glance provide a basis
debate and decisions in the world's most developed countries.
the report highlights factors affecting the future supply of
people and the relationship between educational attainment and
In general, people with tertiary qualifications command
higher salaries than those with only secondary education. In the
earnings for tertiary graduates are 86% higher on average than
people with only secondary education, and in Hungary they are
double. At the other end of the scale, the difference is
smallest in Denmark,
where graduates earn on average 25% more than non-graduates, and
where they earn 29% more...
Improved education also contributes to a country's overall
helping to raise labor productivity and technological progress
boosting economic growth. The long-run impact in the OECD area
additional year of education is estimated to increase economic
by between 3% and 6%.
Tertiary education is rapidly becoming an international domain.
1.9 million students were enrolled in the OECD area outside
of origin, with nearly three quarters of them choosing
Germany, the United Kingdom and the United States as their
On average, foreign enrolment increased by 34% between 1998 and
and the share of foreign students from throughout the world as a
of all students increased in the Czech Republic, Iceland, Korea,
and Sweden by 60% or more. In contrast, in Austria, Ireland,
and the United States, increases in the share of foreign
between only 8% and 13%...
Significant progress has also been achieved in reducing the
in educational qualifications. Younger women today are far more
to have completed a tertiary qualification than women 30 years
19 of the 30 OECD countries, more than twice as many women aged
34 have completed tertiary education than women aged 55 to 64.
In 21 of
27 OECD countries with comparable data, the number of women
from university-level programs is equal to or exceeds that of
but not least, 15-year-old girls tend to show much higher
for their careers than boys of the same age.
What has remained broadly unchanged, though, is that women still
less on average than men in all OECD countries, whatever their
education. On average, women without upper secondary education
60% of the earnings of men with the same level of education.
upper secondary and tertiary qualifications average 65% of
In mathematics and computer science, gender differences in
remain persistently high: the proportion of women among
in mathematics and computer science is only 30%, on average,
countries. In Austria, Belgium, Germany, Hungary, Iceland, the
Norway, the Slovak Republic and Switzerland, it is only between
Further information on Education at a Glance 2004 can be found
as well as country chapters on France, Germany, Italy, Mexico,
Switzerland, United Kingdom and United States.
(3) Request for Proposals: Mathematics and
Institute of Education Sciences; U.S. Department
The Institute of Education Sciences (Institute) invites
research projects that will contribute to its research program on
and Science Education... The application deadline is 28 October
The Institute intends for the research program on Mathematics and
Education (Math/Science) to fulfill three goals: (a) to support
of new interventions and approaches to mathematics and science
that will eventually result in improving mathematics and science
(b) to establish the efficacy of existing interventions and
mathematics and science education with small efficacy or
and (c) to provide evidence on the effectiveness of mathematics
interventions taken to scale. The long-term outcome of this
will be an array of tools and strategies (e.g., curricula,
have been demonstrated to be effective for improving mathematics
learning and achievement...
Over the past 20 years, cognitive and developmental researchers
the growth of young children's scientific knowledge and numeracy.
In mathematics, for example, researchers have described the
of children's knowledge of number, quantity, and basic
In the sciences, researchers have examined how knowledge develops
scientific domains and described the development of children's
in the domains of physics, biology, and psychology. Cognitive
and cognitive developmental researchers have built bodies of
the development of general cognitive processes critical to
identifying basic principles of learning, and elaborating distinct
in the ways that experts and novices organize scientific
However, it is not evident that curricula in mathematics and the
and approaches to mathematics and science instruction have
findings from this accumulation of research. In addition, little
been conducted to evaluate the effectiveness of mathematics and
curricula and instructional practice for improving student
achievement. To address these needs, the Institute seeks to fund
that address one of the three following goals...
Goal One addresses development of new interventions in mathematics
education, with preliminary testing of effects. Goal Two is to
the efficacy of existing mathematics or science education
with small-scale efficacy or replication trials. Goal Three
of mathematics or science education interventions taken to scale.
The three goals can be seen as a progression from development
to efficacy (Goal 2), to effectiveness at scale (Goal 3).
must be clear in the application as to the goal under which they
because the requirements for the research vary by goal.
should indicate the goal under which they are applying in the
on the application form...
Please note that the Institute intends research under the
to address questions related to the effectiveness of mathematics
curricula and instructional approaches--that is, what is being
or varied is what students receive. Applicants who are interested
in conducting research on different approaches to professional
for those who teach mathematics or science should see the
program on Teacher Quality (http://www.ed.gov/programs/edresearch/applicant.html
Researchers who are interested in other questions related to
and science learning are encouraged to consider the Institute's
and Student Learning research program (http://www.ed.gov/programs/edresearch/applicant.html
research programs in the National Science Foundation's Directorate
Behavioral, and Economic Sciences (http://nsf.gov/home/sbe/
and Directorate for Education and Human Resources (http://nsf.gov/home/ehr/
), and the
Institute of Child Health and Human Development's Program in
and Science Cognition and Learning -- Development and Disorders (http://www.nichd.nih.gov/crmc/cdb/math.htm
(4) Request for Proposals: Fund for the
of Postsecondary Education (FIPSE)--Comprehensive Program
U.S. Department of Education (via Susie Hakansson)
ELIGIBLE FIELDS AND/OR INDIVIDUALS:
All public and private nonprofit institutions and organizations
postsecondary education programs--including two- and four-year
and universities; graduate and professional schools; libraries;
student groups; community organizations; trade and technical
consortia; state and local government agencies; non-profit
and associations--are eligible to submit proposals. Proposals may
by newly formed as well as established organizations. FIPSE grants
in support of any academic discipline, program, or student support
The Comprehensive Program welcomes all innovative proposals
and all topics of postsecondary improvement and reform. FIPSE
the seed capital for experiments in educational reform as they are
in local settings, with the knowledge gained through those
to benefit postsecondary education from a national perspective.
The most unusual feature of FIPSE is its broad mandate, allowing a
capacity to respond to postsecondary needs and problems as they
needs are highlighted each year through the establishment of
in each Comprehensive competition. The FY 2005 program continues
to be particularly
interested in applications that meet one or more of the following
-- Improving PreK-12 Teaching
-- Promoting Reform of Curriculum and Instruction
-- Designing More Cost-Effective Ways to Improve Instruction and
-- Improving Access, Student Retention, and Program Completion
The FY 2005 FIPSE Comprehensive Program competition is expected to
available approximately $12.7M for an estimated 60 new awards.
provide funding for up to three years of activities, depending on
design, and are expected to range from $150,000 to $600,000 or
the project period. In 2005, the Department may also award a few
grants making innovative use of new technologies that involve
multiple partners, and wide geographic scope.
RESTRICTION: There is no mandated matching requirement. However,
the host institution and its partners to make a significant
the project in the form of direct cost sharing if it intends to
the programs or activities in the long-term after the initial
TO APPLY: The FY 2005 FIPSE Comprehensive Program information and
materials may be accessed on the Internet. This program has a
application and review process. The two-stage application
ideas to be evaluated before an applicant prepares a full
applicants are required to submit five-page preproposals; after
a select number of applicants will be invited by the sponsor to
November 3, 2004 - Mandatory Preliminary Proposals
March 22, 2005 - Invited Full Proposals
FOR MORE INFORMATION:
U.S. Department of Education
Phone: (202) 502-7668 (Levenia Ishmell)
Phone: (202) 502-7500 (FIPSE Office)
FAX: (202) 245-6272 (Application Control Center)
COMET is sponsored in part by a grant
California Mathematics Project.
COMET is produced by:
Carol Fry Bohlin, Ph.D.
Professor, Mathematics Education
California State University, Fresno
5005 N. Maple Ave. M/S 2
Fresno, CA 93740-8025