Although LSCs are "systemic" initiatives in that they serve whole school districts and align professional development with curricula and assessment, each lives within a larger context. When the project's goals, aims, or vision become out of sync with those promoted by their State or powerful political groups, differences must be negotiated. Such difficulties have perhaps been faced most directly by LSCs in states engaged in fierce debates over math curricula and standards. In our first panel, "Public Engagement," we present three cases from Indiana, Philadelphia, Pennsylvania, and California. We invite you to share your experience from your state.
This panel builds on the Special LSC Public Engagement Mathematics Conference held on April 22nd in Las Vegas, Nevada at that conference Steven Cohen and Bill Jacob presented a paper, Surviving California: Lessons from the Epicenter, which is available in the Resource section
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