Comments on the National Academies’ Report, ‘Rising Above the Gathering Storm’
Raising the floor: Progress and setbacks in the struggle for quality mathematics education for all
May 09, 2006 07:30 PM to 08:30 PM
Speakers:
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Summary: |
Biography:
Phillip A. Griffiths is a Professor in the School of Mathematics at the Institute for
Advanced Study. He was the Institute’s Director from 1991 to 2003 and previously
Provost at Duke University. He has taught mathematics at Duke, Harvard, Princeton,
and UC Berkeley. As Chairman of the Science Initiative Group, Dr. Griffiths provides
scientific guidance, oversight and coordination for the Millennium Science Initiative
(MSI), a program whose objective is to build capacity in modern science and
engineering in developing countries as a vehicle for economic and social progress. Dr.
Griffiths serves as a special advisor to the Mellon Foundation, and he is a Distinguished
Presidential Fellow for International Affairs at The National Academies. He served on the
National Science Board from 1991-1996. |
Abstract: |
This NAS report, issued last fall, warns that US leadership in science and engineering is
likely to wane as other nations invest heavily in STEM education and research. In
response, the report urges strong steps to strengthen the US S&E enterprise, beginning
with improved K-12 teacher preparation and measures to attract and retain more US
students to STEM fields. A NY Times editorial recently laid part of the blame for the
current state of K-12 education on education colleges and part on the federal
government and the states for not forcefully addressing the unqualified teacher
problem. Reforms must certainly begin with education schools, but mathematics
departments also have a critical role to play. State legislatures and the public also need
to understand that teaching itself is a science as well as an art, and that teacher
education, evaluation and hiring ought to give weight to both. In addition, the actions
recommended in the report should be complemented by attention to flaws in
undergraduate and graduate STEM education, identified by previous NAS reports, to
ensure that a new round of investment to attract and retain highly talented students
yields the desired result. |
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