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Jeremy Kilpatrick

Bio: Jeremy Kilpatrick is an academic researcher from University of Georgia. The author has contributed to research in topics: Math wars & Reform mathematics. The author has an hindex of 29, co-authored 86 publications receiving 8290 citations. Previous affiliations of Jeremy Kilpatrick include Pontifícia Universidade Católica de São Paulo.


Papers
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Book
19 Mar 2013
TL;DR: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.
Abstract: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: * Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. * Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.

3,480 citations

01 Jan 2003
TL;DR: In this article, the authors present a companion to Principles and Standards for anyone seeking to explore the underpinnings of that document in the scholarly literature and present a comprehensive analysis of what research should be expected to do in setting standards for school mathematics.
Abstract: This useful companion to Principles and Standards is for anyone seeking to explore the underpinnings of that document in the scholarly literature. It synthesises a sizeable portion of the professional literature to lend valuable insight into current thinking about school mathematics and presents a comprehensive analysis of what research should be expected to do in setting standards for school mathematics.

605 citations

BookDOI
01 Jan 2003
TL;DR: In this paper, the authors present an overview of recent research and innovation in mathematics education, focusing on the political dimensions of mathematics education and the influence of technology on the mathematics curriculum.
Abstract: Section 1: Political dimensions of mathematics education. Section Editor: C. Keitel. 1. Mathematics, mathematics education and economic conditions D. Woodrow. 2. Is mathematics for all? P. Gates, C. Vistro-Yu. 3. Mathematical literacy E. Jablonka. 4. Lifelong mathematics education G. FitzSimons, D. Coben, J. O'Donoghue. 5. International comparative research in mathematics education D. Clarke. 6. Mathematics education in international and global contexts W. Atweh, P. Clarkson, B. Nebres. Section 2: Responses in mathematics education to technological developments. Section Editor: F.K.S. Leung. 7. Technology and mathematics education: a multidimensional overview of recent research and innovation J.-B. Lagrange, M. Artigue, C. Laborde, L. Trouche. 8. Influence of technology on the mathematics curriculum Ngai-Ying Wong. 9. What can digital technologies take from and bring to research in mathematics education C. Hoyles, R. Noss. 10. Technology as a tool for teaching undergraduate mathematics M. Thomas, D. Holton. 11. Mathematics teacher education and technology J. Mousley, D. Lambdin, Y. Koc. Section 3: Issues in Research in Mathematics Education. Section Editor: J. Kilpatrick. 12. Getting the description right and making it count J. Adler, S. Lerman. 13. The impact of educational research on mathematics education D. Wiliam. 14. Preparing mathematics education researchers for disciplined inquiry J. Boaler, D. Ball, R. Even. 15. Mathematics teachers as researchers C. Breen. 16. Researching mathematics education in situations of social and political conflict R. Vithal, P. Valero. 17. Obstacles to the dissemination of mathematics education research A. Begg. Section 4: Professional Practice in Mathematics Education. Section Editor: K. Clements. 18. Challenging and changing mathematics teaching classroom practices D. Tirosh, A. Graeber. 19. Towards a didactic model for assessment design in mathematics education M. van den Heuvel-Panhuizen, J. Becker. 20. Values in mathematics teaching - The hidden persuaders? A. Bishop, Wee Tiong Seah, Chien Chin. 21. Regulating the entry of teachers of mathematics into the profession: Challenges, new models, and glimpses into the future M. Stephens. 22. Examining the mathematics in mathematics teacher education T. Cooney, H. Wiegel. 23. Educating new mathematics teachers: Integrating theory and practice, and the roles of practising teachers B. Jaworski, U. Gellert. 24. Professional development in mathematics education: Trends and tasks O. Zaslavsky, O. Chapman, R. Leikin.

319 citations


Cited by
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01 Jan 1964
TL;DR: In this paper, the notion of a collective unconscious was introduced as a theory of remembering in social psychology, and a study of remembering as a study in Social Psychology was carried out.
Abstract: Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

5,690 citations

Journal ArticleDOI
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Abstract: Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.

5,199 citations

Journal ArticleDOI
TL;DR: In this paper, the authors developed a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge and applied it to the problem of teaching.
Abstract: This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of p...

4,477 citations

01 Jan 2006
TL;DR: For example, Standardi pružaju okvir koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima.
Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

3,905 citations