eric.ed.gov har udgivet: This document is an introduction to a larger manual on the Pac-TEC project. The Pac-TEC project organizes educational reform around the problem statement that mathematics, science, technology, and engineering education is not inclusive of all thinking and learning styles, and therefore is not addressing the present and future needs of the expanding, evolving culture base of the United States. The Pac-TEC project has a research component consisting of interviews, classroom trials, literature, research, discussions, textbook analysis, and visits to the learning environments of classroom teachers (N=26). The teachers were chosen from elementary to university level and 15 of those teachers are members of groups that are underrepresented in science, mathematics, engineering, and technology. The questions that guided the research phase pertained to the reasons why some students… Continue Reading →
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eric.ed.gov har udgivet: This booklet describes the goals and activities of 20 exemplary programs in mathematics, science and technology for students and teachers in schools operated or funded by the Bureau of Indian Affairs. The programs are: “Computer Home Improvement Reading Program,” Beclabito Day School (New Mexico); “Cherokee High School Science: Honoring Tradition/Seeking the Future,” Cherokee Central High School (North Carolina); “Making Connections,” Cheyenne-Eagle Butte School (South Dakota); “Effective Math and Science Strategies on the Navajo Reservation,” Cove Day School (New Mexico); “Dennehotso Boarding School Library-Media Center,” (Arizona); “Image Processing for Teaching,” Dzilth-Na-O-Dith-Hle Community School (New Mexico); “Radio Broadcasting Program,” Greyhills Academy High School (Arizona); “Haskell Math and Science Summer Workshop,” Haskell Indian Nations University (Kansas); “Reclaiming the Desert with Native Plants,” Little Singer Community School (Arizona); “SMILE: Science and… Continue Reading →
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eric.ed.gov har udgivet: In January 2000 a network of discipline-based centers was established for higher education in the UK, including a Mathematics, Statistics & Operational Research (MSOR) Network which will: support and enhance academic practice in teaching MSOR; coordinate networks of MSOR academics; disseminate innovation and good practice in learning, teaching and assessment; create a forum for the exchange of information, ideas, philosophies and research findings; and exploit and harness change associated with new technology, integrating this into pedagogic developments. The presentation will outline our current and future plans to take full advantage of technology to make teachers of Mathematics, Statistics and Operational Research more effective in Higher Education. The prize will be that students will be educated to their full potential in these subjects. (Author) Link til kilde
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on approximation and estimation. It consists of: (1) an instructor’s text; (2) an instructor’s guide and solutions to student exercises; (3) student materials and exercises; and (4) student summary and review. The instructor’s text provides specific directions for guiding lessons and commentary on mathematics content and mathematics attitudes. This is accomplished by a “facing pages” format whereby the right-hand page provides step-by-step teaching directives while the left-hand page provides teaching insights, other options of instruction, and psychological or attitudinal strategies, when appropriate. The instructor’s text also contains content objectives, specified to indicate the scope and structure of the module, and student evaluation materials. The instructor’s guide and solutions to exercises provides teaching approaches and solutions to problems. Student… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on probability. It consists of: (1) an instructor’s text; (2) an instructor’s guide and solutions to student exercises; (3) student materials and exercises; and (4) student summary and review. The instructor’s text provides specific directions for guiding lessons and commentary on mathematics content and mathematics attitudes. This is accomplished by a “facing pages” format whereby the right-hand page provides step-by-step teaching directives while the left-hand page provides teaching insights, other options of instruction, and psychological or attitudinal strategies, when appropriate. The instructor’s text also contains content objectives, specified to indicate the scope and structure of the module, and student evaluation materials. The instructor’s guide and solutions to exercises provides approaches and solutions to problems. Student materials and exercises… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) module is designed to increase awareness of the fact that, historically, women have contributed to mathematical knowledge and mathematics education, that they continue to do so at the present time, and that these women may serve as important role models. It contains an instructor’s text and student materials. The instructor’s text provides (1) specific directions for the instructor to follow in guiding lessons and (2) commentary designed to help in building positive mathematics attitudes. The directions tell how to proceed step-by-step, while the commentary articulates a philosophy and provides explanations, attitudinal interventions, and instructional alternatives. This is accomplished with a special “facing pages” format. The right-hand page provides teaching directives, while the left-hand page, “commentary and notes” (or just “notes” when… Continue Reading →
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eric.ed.gov har udgivet: This paper describes the EQUALS teacher education program to assist educators in increasing participation of females in mathematics courses. The goal of the program was to increase educators’ awareness of the issues surrounding the problem of mathematics avoidance among females, and particularly the future consequences for those students who avoided mathematics. Teaching strategies and materials were provided to actively engage students in doing mathematics and understanding the relevance of math to their future career options. The materials were presented in a workshop format to K-12 educators, as well as counselors, curriculum specialists, and principals. The impact of the workshop on participating educators was measured by surveying their satisfaction with program elements, their implementation of program activities, and their continued professional growth. (Author/DS) Link til kilde
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) module focuses on women, mathematics, and careers. Module goals include (among others) increasing students’ awarenesss of the role that mathematics plays in almost all careers and their ability to pinpoint mathematics behaviors used in specific careers. The module consists of an instructor’s text and student materials. The instructor’s text provides (1) specific directions for guiding the lessons and (2) commentary designed to help teachers build positive mathematics attitudes. The format is one of “facing pages” whereby the right-hand page provides step-by-step teaching directives and the left-hand page furnishes commentary that articulates a philosophy, provides explanations, and suggests psychological approaches. The “commentary and notes” page also allots space for the instructor’s use and when no commentary applies, the entire page is alloted… Continue Reading →
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eric.ed.gov har udgivet: Disability Research Encompassing Native Americans in Math and Science (DREAMS) is a comprehensive program that offers math and science experiences to Native American students with disabilities and encourages systems change in schools on or near Indian reservations in related domains. These domains include development of science instructional models based on hands-on learning and conceptual development, approaches to meet national science and mathematics standards, infusion of Native American culture into instruction and methods, accommodations for students with disabilities in science and math instruction, and career exploration in technical fields. DREAMS is a partnership between the University of North Dakota and 10-12 public and tribal schools in North Dakota. Project activities include curriculum and materials development; two annual week-long summer institutes for students, parents, and teachers; teacher education in… Continue Reading →
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eric.ed.gov har udgivet: Four nontraditional teacher education programs to attract and train mathematics and science teachers are described. Three of the programs are aimed at midcareer professionals; the fourth is aimed at recent college graduates who did not prepare to become teachers as undergraduates. All are small programs; they provide models for other institutions to follow. The programs are at Harvard University, the University of Massachusetts, the University of Vermont, and Washington University in St. Louis, Missouri. The study was organized around six research questions: (1) What are the characteristics of these programs? (2) What are the characteristics of their students? (3) What attracted the students to the programs? (4) What are students’ evaluations of the programs? (5) What are the career plans and motivations of the students? and (6)… Continue Reading →
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