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How do we resolve the conflict between reform curricula and the typical standardized assessment? We talk about this incessantly, but we still need better strategies for educating the public (and in some cases, the faculty) about the legitimacy of reform mathematics. One of the most successful secondary schools in Massachusetts which uses interdisciplinary themes presents teachers with content knowledge across disciplines. Does anyone have experience with this?
Thomas E Foley,
1/20/1999
Professional Development, Leveraging Support, Student Outcomes
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