Extractions: Home Published Articles Submitting Manuscripts Editorial Board ... Search This article has been retrieved times since July 11, 2005 Volume 20 Number 8 July 11, 2005 ISSN 1551-0670 This article is also available in pdf Improving Research on Mathematics Learning and Teaching in Rural Contexts William S. Bush University of Louisville Citation: Bush, W. S. (2005, July 11). Improving research on mathematics learning and teaching in rural contexts. Journal of Research in Rural Education, 20 (8). Retrieved [date] from http://www.umaine.edu/jrre/20-8.htm Abstract Issues Regarding Mathematics Education in Rural Contexts At the heart of teaching and learning mathematics in rural contexts are beliefs about schooling and the nature of mathematics. How do rural educators and mathematics educators view the roles of schooling in general and mathematics in particular? The discussion that follows will help lay the groundwork for improving research in mathematics education in rural contexts. Roles of Schooling Mathematics education has undergone several iterations of national reform in the past half century. These varied reforms have been driven by presumed national priorities: the need to fuel the scientific and economic engines of the nation and to be competitive globally.
Bureau Of Curriculum And Instruction Mathematics Main Page Header banner Division of Teaching and Learning with Connecticut State Seal The Connecticut mathematics Program Improvement Resource Kit (CT math PIRK) http://www.state.ct.us/sde/dtl/curriculum/currmath.htm
Carnegie Chronicle - Supplemental Material Developing Discourse Communities Around the Scholarship of Teaching Annual SummerInstitute of the collaboration for the Advancement of College Teaching http://www.ntlf.com/html/lib/carnegie/86huber.htm
Extractions: Washington, DC This draft should not be quoted or cited without permission of the author. Comments and suggestions are most welcome. Please address them to Mary Taylor Huber, Senior Scholar, The Carnegie Foundation for the Advancement of Teaching, 555 Middlefield Road, Menlo Park, CA 94025, or by telephone (650-566-5138) or e-mail: huber@carnegiefoundation.org Something like this is the thinking behind a project we're undertaking at Carnegie in conjunction with the Pew Scholars and Campus programs. As a shorthand, I call it the "cultures of teaching" project, because it aimsultimatelyto explore the ways in which the scholarship of teaching might become positioned within the more general discourse and practice in teaching and learning. The hope, of course, is that as the scholarship of teaching is developed, it will become attractive to a larger number of faculty, and that the enterprise will ultimately raise the level of reflection about teaching and learning for all academicsteachers, administrators, and students . (We can't forget the role of students in shaping a culture of teaching and learning on campus. Their expectations about what a proper course should be can be a powerful conservative force).
OERL: Instruments: Curriculum Development Topics Covered. Attitudes Beliefs (Teacher/Faculty) collaboration Next I dlike to explore the idea of interdisciplinary teaching itself. http://oerl.sri.com/instruments/cd/teachintrv/instr4.html
Extractions: : Instruments : Curriculum Development Return to Instrument Table Instrument Faculty Interview Protocol Project: Anonymous 3 Funding Source: NSF: Course and Curriculum Development (DUE) Purpose: To assess faculty collaboration Administered To: Participating mathematics faculty Topics Covered: collaboration Comparisons: collaboration, student impact Course Evaluation: areas for program improvement, implementation, integration, objectives, organization Impact on Outcomes: instructional practices, student attitudes, student understanding, teacher interest, teacher skills Impact Variables: collaboration, project involvement Implementation Activities: assessment, collaboration, curriculum/materials development, methods use, recruitment Lesson/Curriculum Plan: integration, methods, objectives implementation Perceptions (Teacher/Faculty): implementation, student attitudes, student impact
Extractions: Source: ERIC Clearinghouse for Community Colleges Los Angeles CA. Teacher Education at the Community College: Partnership and Collaboration. ERIC Digest. MEETING THE NEED FOR TEACHERS There is also a great need to increase the number of minority teachers (Anglin, Mooradian, and Hamilton, 1993; Eubanks and Weaver, 2000). Minority children make up about 30% of all public elementary and secondary school students, but minority educators make up only 13% of the public school teacher workforce (NCES, 1997). Research suggests that minority educators are important because they tend to be more responsive to children's cultural backgrounds, they hold higher expectations for minority children, and they tend to incorporate social reform into their teaching. In addition, the global marketplace requires educators who reflect the cultural diversity children will encounter later in life (Eubanks and Weaver, 2000). Since over half of all minorities enrolled in higher education attend community colleges (NCES, 1991), community colleges are a natural choice for recruiting minorities into the teaching profession. COMMUNITY COLLEGE TEACHER EDUCATION PROGRAMS Community colleges are attempting to meet the challenge of providing new teachers to their communities through a variety of programs. Many of the new programs involve collaborating with other educational institutions in recruiting and educating potential teachers. Some involve encouraging people who already have bachelor's degrees to obtain a teaching certificate at the community college, and a few involve offering four-year teaching degrees at the community college.
Read This: Teaching And Learning Middle Grades Mathematics The MAA Online book review column review of Teaching and Learning Middle Grades collaboration with various educational partners in areas such as http://www.maa.org/reviews/tlmiddlegrades.html
Extractions: by Rheta Rubenstein, Charlene Beckmann, and Denisse Thompson At the outset of Teaching and Learning Middle Grades Mathematics (abbreviated TLMGM below), Rheta Rubenstein, Charlene Beckmann, and Denisse Thompson acknowledge the complexity of teaching middle grades mathematics, and emphasize the practical need for teachers to effectively integrate knowledge of teaching (methods) and knowledge of mathematics (content). One of their goals in writing this text is "to provide research, reading, foundations, experiences, and strategies to support teachers in reaching" the ambitious vision for school mathematics described in the NCTM's Principles and Standards for School Mathematics (2000). They have created a middle grades mathematics content and methods text which challenges both pre-service and in-service teachers to become "reflective practitioners and career-long learners". In this book review, I will offer some thoughts concerning the fundamental concepts and issues it addresses, as well as the abundant professional development resources it offers. As a member of an instructional team delivering a proportional reasoning course this summer to in-service middle grades teachers in Vermont through the Vermont Mathematics Partnership (one of the NSF-sponsored math and science partnership programs ), I am keenly aware of the importance of appropriate mathematics teacher preparation, and I feel that this text makes a significant contribution toward that critical goal.
Collaboration Day 2003 collaboration needs projects and how to accomplish them We should teachsustainability from year one onwards leading to profound curriculum change http://www.aaee.com.au/newsletters/Collaboration Day 2003.htm
Extractions: Following the 2003 AAEE Conference at RMIT, a small group of a dozen or so stayed on for an extra half a day to try to define some collaborative projects for action. Some recommendations included: Review existing teaching resources and apply for grants to fill some gaps. Mobilise the mathematics community. Extend the use of project-based learning. Teaching Sustainability. Establish an information literacy group ( eg around Heather Ross at RMIT and others). This links to knowledge management and lifelong learning. Establish regional and problem-oriented AAEE groups, with leaders/coordinators/champions. These ideas might help us make more progress at this years Collaboration Day, which will follow the conference on Thursday morning, 9-12 noon. A complete summary of the discussion follows. Collaboration needs projects and how to accomplish them We could share common teaching resources (learning objects) We should teach sustainability from year one onwards leading to profound curriculum change multidisciplinary case studies and projects Mathematics in engineering education needs attention Sustainability of learning is helped by activating student-student learning AAEE could foster more special interest groups , eg national coalitions/communities of practice Systems thinking is important Perhaps a national engineering festival?
Extractions: Location(s): New York - Massachusetts "A class of seventh and eight grade students design an investigation of their belief that the water from the third floor drinking fountain at their school is better than that from other fountains at the school. They conduct a blind taste test of the water, analyze the water for acidity, alkalinity and bacterial content and measure the water temperature. They challenge each other's beliefs about differences among water fountains and seek evidence to support their claims. These children are Haitian students doing science in a bilingual classroom, children who came to school with a diversity of experiences and literacies, not all of which conformed easily to the ideas and practices of school and of school science. Yet in conducting this kind of investigation, the children were afforded the opportunity to interweave multiple literacies — literacy in science, literacy in mathematics, and literacies in their first and second languages." How can all students have opportunities to develop deep understanding in science and mathematics? How does sustained engagement in science and mathematics, reflection on teaching and learning, and discussion of relationships between language minority students' ways of knowing and talking and science and mathematics learning support teaching for understanding in linguistically and culturally diverse classrooms?
Extractions: By Stone Wiske P opular views of educational technology tend to exaggerate both its promise and its peril. Advocates tout computers and the Internet as instant remedies for dry curriculum and didactic instruction in schools. Alarmists worry that computers will replace teachers and that the World Wide Web will poison the minds of young people. Both extreme positions place too much emphasis on the technology itself. People-especially teachers-shape the impact of computers in schools more than the features of hardware and software. If we want to understand how to improve learning in schools, we need to pay more attention to the conditions affecting the culture and profession of teaching. Certainly, interactive, networked, portable technologies have potential as educational tools beyond that of static materials like pencils and books, or broadcast media like radio and television. When used by knowledgeable teachers in a supportive educational context, these new technologies can significantly enhance teaching and learning.
TI Success Story: TI-Navigator System Enhances Teacher Collaboration TINavigator System Enhances Teacher collaboration and Helps Increase Mathematics Thirty-four years ago, Fred Decovsky started teaching mathematics at http://education.ti.com/educationportal/story/story_detail.do?storyId=195
Science And Technology Newsletter :: January 2003 Integrating Teaching and Research in Mathematics collaboration in mathematicscan be difficult because the field is so diverse and complex, http://www.brynmawr.edu/sandt/2003_january/teaching.html
Extractions: By Jennifer Fisher Wilson Panama Geer "Ants don’t have a mathematical notion of a line, and yet they’re able to organize in this way," Geer says. "The geometry of that intrigued me." She set out to learn how the discrete parts (individual ants) of a complex system (the ant colony) are able to collectively describe a straight line, a circle or a curve. Kristopher Tapp’s inspiration came when he picked up a textbook on differential geometry in graduate school. "I loved the material. It made a lot of sense to me," Tapp says.
Extractions: Login English KNAW Research Information NOD - Dutch Research Database ... Organisation entire www.onderzoekinformatie.nl site fuzzy match Print View Is part of Centre for Science and Mathematics Education Is part of Faculty of Science Is part of Utrecht University Address Expertisecentrum reken-wiskundeonderwijs, Aidadreef 12, 3561 GE, Utrecht Postal address Postbus 9432, 3506 GK, Utrecht Telephone Fax Url http://www.fi.uu.nl/ Email fi@fi.uu.nl Assignment The Freudenthal Institute conducts research into aspects of math education and how mathematics is taught. Its aims are to understand and improve the teaching of arithmetic and mathematics at all levels, but particularly in kindergarten, primary, secondary and vocational education.
TEECH Lectures Support the collaboration among scientists, mathematicians, science and matheducators, Yet college faculty, who do all the science teaching and may be http://teech.terc.edu/lectures/lectures/kuerbis_nsta96.htm
Extractions: back to list of Lectures Colorado College - Integrated Science Teacher Enhancement Project by Paul Kuerbis , presented at the 1996 NSTA Workshops Paul Kuerbis discusses Colorado College's Integrated Sciences Teacher Program (CC-ISTEP), a theme-based summer institutes. The project's goal is to initiate and establish long-term collaboration among Colorado College scientists and mathematicians, science and mathematics educators, and local/regional science and mathematics educators. Colorado College - Integrated Science Teacher Enhancement Project: (CC-ISTEP) Education Dept., Colorado College The purpose of the Colorado College Integrated Sciences Teacher Program (CC-ISTEP) is to initiate and establish long-term collaboration among Colorado College scientists and mathematicians, science and mathematics educators, and local/regional science and mathematics educators. The CC-ISTEP involves theme or issued-based summer institutes through which teacher-participants (middle level) improve their science content understandings and instructional skills, and result in long-term changes in participants' teaching behaviors through sound implementation efforts.
Teaching Middle School Math With Technology - Home Designed for middle school math teachers (grades 48) who want to meet the B. apply current research on teaching and learning with technology when http://www.uwstout.edu/soe/profdev/middlemath/
Extractions: Participants who complete the online course will be able to: Analyze current trends and research-based mathematics instructional strategies Analyze student responses to mathematical problems to detect typical error patterns and recommend specific approaches that address learning problems of middle grades math students to increase math achievement scores Apply the National Council for Teachers of Mathematics (NCTM) standards Analyze how to help students develop an understanding of math concepts using real-world and unit theme connections Apply interactive Web-based math resources Utilize technology to extend basic software applications such as word processing and spreadsheets, and graphic organizers with math instructional activities. Past participants' comments You will connect to learning modules via the World Wide Web and interact with other participants and the instructor through email and a private online class discussion board. Each module provides opportunities for participants to share ideas and participate in discussion with the instructor and peers. Participants may work with one other participant as a team.
Extractions: The Marcopolo program provides standards-based Internet content for the K-12 teacher classroom, developed by the nation's content experts at no cost to you. Online resources include, professionally developed lesson plans, classroom activities, and materials to help with daily classroom planning. Instructional Media Design:
NS&M 197A: Exploring Math And Science Teaching EDUC/NS M 197A Exploring math and Science Teaching. Fall 2001 Encouragecollaboration among science faculty, education faculty, and K12 teachers. http://people.umass.edu/afeldman/197A.html
Extractions: http://www-unix.oit.umass.edu/~afeldman Course Goals Course Overview The first half of the semester will be devoted to setting up appropriate K12 connections and teaching experiences, and examining prevailing themes of mathematics and science teaching and learning. Some of these sessions will be led by participating K12 teachers. Students will observe K12 classrooms and teach practice lessons. Course Requirements 3 crs 2 crs 1 cr Attend all class sessions and participate actively in discussion and activities. Carefully read assigned readings. Come to class prepared to contribute your critical reflections on both your own experiences and ideas and those of others as presented in the readings. Respond in writing to reflection questions for each of the readings.
Special Connections Teaching mathematics to students with special needs can be an exciting and While math educators and special educators have often disagreed about what http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instr
Analogy, Mathematics & Poetry Reflections on a LongTerm Interdisciplinary collaboration Literature andMathematics. Journal for the Art of Teaching. IX.1 (Spring 2002) 121-130. http://www.rit.edu/~mkbsma/analogy/reference/birkencoon.html
Extractions: Introduction Course Information Calendar Classroom Resources ... Reference Material Our work on Analogy, Mathematics & Poetry is the outgrowth of a collaboration which began in 1985. We have explored critical thinking and problem solving, bridging the content and cultural gap of mathematics and English, and have team-taught in a variety of settings. Throughout our years of working together, we have referred to analogy as the "glue" or underpinning of much of our thinking. We are now exploring analogy in many senses - its origins in the brain, its applications in language and learning, and its role in human expression. In this course we will look at the many uses of analogy that are employed in both poetry and mathematics, including explanation, expression, description, discovery, and invention. Below you will find a summary of our collaborative work. Publications Coon, Anne C. and Marcia Birken. "Reflections on a Long-Term Interdisciplinary Collaboration: Literature and Mathematics." Journal for the Art of Teaching. IX.1 (Spring 2002): 121-130. Birken, Marcia and Anne C. Coon. "The Pedagogical and Epistemological Uses of Analogy in Poetry and Mathematics." Consciousness, Literature and the Arts, Peer-Reviewed Onlline Journal, http://www.aber.ac.uk/tfts/journal/march2001/articles.html vol.2, No.1, March 2001.
Understanding Evolution: Credits He has been teaching human and primate evolution for over twenty years. Integrative Biology and a Ph. D. in Science and math Education at UC Berkeley. http://evolution.berkeley.edu/evosite/credits.shtml
Extractions: Home This site is a collaborative project of the University of California Museum of Paleontology and the National Center for Science Education Team Members: Roy Caldwell is a professor in the Dept. of Integrative Biology at UC Berkeley and Interim Director of UCMP. Though Roy's early research centered on insect migration, now his interests lie in tropical marine invertebrate behavior and ecology. His current research is focused on the behavioral ecology of stomatopod crustaceans, a group of tropical marine predators commonly known as mantis shrimp. Roy received his Ph.D. from the University of Iowa in 1969. Jennifer Collins is a secondary life science teacher with a Masters Degree in Educational Technology. She has experience at both the middle school and high school level. In addition to teaching, she loves to design curriculum, lead workshop sessions, and assist her husband in biological field work. Josh Frankel is the UCMP webmaster. He majored in Integrative Biology at UC Berkeley and has worked as a website producer/designer for several years. He's also a cartoonist. Alan D. Gishlick
