Search Results

You are looking at 1 - 6 of 6 items for

  • Author or Editor: Carole E. Greenes x
Clear All Modify Search
Restricted access

Carole E. Greenes

After reviewing the positive and negative impacts of past frameworks, new curricula, instructional methods, and assessment strategies, the author makes recommendations for the next mathematics education movement.

Restricted access

Carole E. Greenes

For the past five years, we educators have been bombarded with data indicating that our students cannot solve problems. Results of the second evaluation of student abilities in mathematics by the National Assessment of Educational Progress not only demonstrated that students' problem-solving ability was poor, but also that this ability has declined in recent years. This is not surprising considering the emphasis placed on computation since the beginning of the “back-to-basics” movement more than seven years ago.

Restricted access

Carole E. Greenes and Linda Schulman

Results of the Priorities in School Mathematics (PRISM) survey and recent curricular recommendations by the National Council of Teachers of Mathematics indicate that problem solving should be the focus of mathematics education in this decade. Mathematics programs should be designed to teach students how to apply known skills to the solution of a variety of types of problems. This instruction in problem solving should begin early in a student's educational program.

Restricted access

Carole E. Greenes and George E. Immerzeel

Edited by Phares G. O'Daffer

Restricted access

Carole E. Greenes, Mary C. Cavanagh, Jenny K. Tsankova and Florence A. Glanfield

Students stroll through distance, rate, and time experiments on the road to strengthening their understanding of proportionality.

Restricted access

Carole E. Greenes and George Immerzeel

Edited by Phares G. O'Daffer