Many people are unduly intimidated by the thought of teaching probability. At its most basic level, probability revolves around being able to predict whether a future event is certain, possible, or impossible. These basic concepts grow and develop into a more mathematical understanding of likelihood as children learn to quantify that…

During the 2021-22 school year, the Mathematics Standards Review Committee reviewed the 2007 Minnesota K-12 Academic Standards in Mathematics, other states' recently revised standards, current academic research, K-12 instructional best practices and public feedback. This review process followed the guidelines in Minnesota Statutes 2023, section…

This study was prompted by the Arizona Department of Education's (ADE) interest in learning more about the progress of English learner students toward English proficiency in the early grades. The study examined, for the 2013/14 kindergarten cohort in Arizona, the English language proficiency of non-native English speaker students and their English…

The American School District Panel (ASDP) is the newest addition to the RAND Corporation's American Educator Panels (AEP), which are designed to survey panels of educators several times each year. RAND recruits AEP members using probabilistic sampling methods, which allow researchers to weight survey results to generalize to the national…

This guide was created as a resource to help families better understand "Measures of Academic Progress"® (MAP®), and their child's results. The guide provides answers to a variety of questions such as: "What is MAP?"; "What does MAP measure?"; "How do schools and teachers use MAP scores?"; "Can MAP tell…

High academic standards are an important first step in ensuring that all Alaska's students have the tools they need for success. These standards reflect the collaborative work of Alaskan educators and national experts from the nonprofit National Center for the Improvement of Educational Assessment. Further, they are informed by public comments.…

It is important to use rich problem-solving tasks to develop students' understanding of important mathematical ideas (NCTM 2000). Rich tasks are complex, nonalgorithmic, and nonroutine, requiring reasoning, problem solving, and communication of thinking. Evidence has shown that using rich tasks in student-centered classrooms is especially…

We present evidence that the positive relationship between kindergarten entrance age and school achievement primarily reflects skill accumulation prior to kindergarten, rather than a heightened ability to learn in school among older children. The association between achievement test scores and entrance age appears during the first months of…

For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards…

This paper describes a classroom teaching experiment, concerning the concept of probability, with children aged 5 in a kindergarten school. The teaching experiment was based on constructivist and interactionist theories about the learning of school mathematics and lasted one month. The collection of the information was based on the tape-recorded…

This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006--Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997--Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997--Readiness…