Publications & Research Supporting Mathematics Education

School districts make decisions about publications and research that will support students in their learning and understanding in mathematics. The Maine Department of Education is providing resources that educators may find helpful as part of our commitment to supporting Maine’s learning community.

Various publications and research exists to support mathematics education. Some of these materials can be downloaded for free, while others you may choose to purchase.

Teaching & Learning Topics

  • Adding it Up: Helping Children Learn Mathematics. This book explores how students in PreK through eighth grade learn mathematics and recommends how teaching, curricula and teacher education should change to improve math learning during these critical years. This book was used as a resource in the development of the CCSSM, specifically in relation to the Eight Mathematical Practices.
  • Integrating Literacy and Math: Strategies for K-6 Teachers. This book thoroughly explains integrated instruction and gives teachers the tools to make it a reality. Grounded in current best practices for both language arts and math, the book includes planning advice, learning activities, assessment strategies, reproducibles and resources, plus a wealth of examples from actual classrooms.
  • Thinkquiry Toolkit 1: Strategies to Improve Reading Comprehension and Vocabulary Development Across the Content Areas. Toolkit 1 is a collection of teacher instructional practices, student learning strategies and collaborative routines that improve reading comprehension and vocabulary learning in grades four through 12. To be selected as a Thinkquiry tool, the practice, strategy or routine had to be research-based, high impact and multipurpose.
  • Math Talk. Using communication in the classroom to represent, explain, justify, agree and disagree shapes the way students learn mathematics. Math Talk aligns with the Common Core State Standards by promoting the use of dialogue and conversation to explore mathematical thinking.
  • How Students Learn Mathematics in the Classroom. This book shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students.
  • How People Learn: Brain, Mind, Experience and School. This popular trade book, originally released in hardcover in the spring of 1999, has been newly expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior.

National Reports and Similar Documents

  • The Mathematical Education of Teachers II (MET II). The Conference Board of the Mathematical Sciences recently released the MET II report. The report focuses on two questions: What mathematics do teachers need to know, and how can mathematicians aid teachers in learning this mathematics, in collaboration with others responsible for teacher education?
  • Report of the National Math Panel. On March 13, 2008, the National Mathematics Advisory Panel presented Foundations for Success: The Final Report of the National Mathematics Advisory Panel to the President of the United States and the Secretary of Education. In response to a panel recommendation, the U.S. DOE, in partnership with the Conference Board of Mathematical Sciences, hosted the first National Math Panel Forum on Oct. 6-7, 2008. The forum brought together various organizations and other interested parties to use the Panel's findings and recommendations as a platform for action.
  • Benefits of Discussion in Mathematics Class. This National Council of Teachers of Mathematics (NCTM) brief describes and provides examples and benefits of recitation and discussion. These recommendations are based on published studies that suggest discussion is a productive alternative to other more passive talk formats.
  • Strategies for Facilitating Productive Classroom Discussions. One area that has been given a great deal of attention in the mathematics education literature world, particularly over the past 25 years, is classroom discourse. This is evident not only in the body of published articles but also in the many policy documents calling for more student talk in mathematics classrooms. Courtesy of NCTM.