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Cathy Cook of the North Central Regional Educational Laboratory writes: �When educators begin to see learning as knowledge construction, they change their thinking about curriculum, instruction, and assessment, developing more powerful approaches to connecting thinking and mathematics and designing more mathematically significant instructional learning experiences.� To summarize, she believes a revolution in teaching is necessary in order to keep topics current, students interested, and pedagogy cutting edge. In this article, Cook and the North Central Regional Educational Laboratory present an assessment of mathematics instruction in America today, followed by a series of recommendations for improving and innovating those methods we currently employ. This article would be especially helpful for inexperienced instructors, or those who find a new generation of students are not responding to methods that were effective only a few years ago.

Disciplines:

• Education  / TeacherEd  / Teaching Methods  / Science