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Sample records for k-8 mathematics curriculum

  1. Curriculum Activities Guide for Natural History Exhibits, Grades K-8.

    Science.gov (United States)

    International Wildlife Museum, Tucson, AZ.

    A natural history museum is a building where animals, plants, minerals, and other things in nature are kept and exhibited for study. This document is a curriculum guide to provide a variety of activities for educators and their students to use not only when visiting the International Wildlife Museum (Tuscon, Arizona), but also with natural history…

  2. mathematics curriculum

    African Journals Online (AJOL)

    posed' with respect to connections are intended to open up possibilities for thinking ... knowledge in the teaching and learning of mathematics, it is essential to take .... two and three dimensions using various approaches in geometry and trigo-.

  3. Rethinking the mathematics curriculum

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    Hoyles, Celia; Woodhouse, Geoffrey

    1998-01-01

    At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.

  4. Computers in the Mathematics Curriculum.

    Science.gov (United States)

    Ediger, Marlow

    This paper examines ways that mathematics teachers and supervisors can use computers in a quality mathematics curriculum in a school setting. Teachers and supervisors continually need to appraise the present mathematics curriculum and make necessary changes. A modern mathematics curriculum makes much use of technology. Society emphasizes heavy use…

  5. The Changing Curriculum: Mathematics.

    Science.gov (United States)

    Davis, Robert B.

    In this 1967 booklet, influences of technology, the non-achiever and the culturally disadvantaged, and the revolt against formalism are discussed in relation to the modern mathematics curriculum. Some projects and school programs described include PLATO, the Nuffield Project, the Nova School Program, Advanced Placement Program, and teacher…

  6. Mathematical Story: A Metaphor for Mathematics Curriculum

    Science.gov (United States)

    Dietiker, Leslie

    2015-01-01

    This paper proposes a theoretical framework for interpreting the content found in mathematics curriculum in order to offer teachers and other mathematics educators comprehensive conceptual tools with which to make curricular decisions. More specifically, it describes a metaphor of "mathematics curriculum as story" and defines and…

  7. Designing a Mathematics Curriculum

    Directory of Open Access Journals (Sweden)

    Lee Peng Yee

    2010-07-01

    Full Text Available A decade of PMRI saw the changes in the classroom in some of the primary schools in Indonesia. Based on observation, we can say that though the mathematics syllabus in Indonesia did not change, its curriculum has changed under the movement of PMRI. In this article, we put in writing some of the experience gained through the involvement in designing curricula since 1971. Hopefully, some of the observations made may be of use to the colleagues in Indonesia. The discussion below will cover some deciding factors in designing a curriculum, some practices, and the latest trends. For convenience, we keep the discussion general, and do not refer to a specific syllabus. Also, in many cases, we refer mainly to secondary schools, that is, Grade 7 to Grade 10.

  8. Problem-Based Learning in K-8 Mathematics and Science Education: A Literature Review

    Science.gov (United States)

    Merritt, Joi; Lee, Mi Yeon; Rillero, Peter; Kinach, Barbara M.

    2017-01-01

    This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3-14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to…

  9. Learn to Live: Simple and Practical Activities to Promote Health, Nutrition and Physical Fitness in the K-8 Curriculum

    Directory of Open Access Journals (Sweden)

    Ali Ann Y. Dirga

    2008-09-01

    Full Text Available Current health education and physical fitness programs have failed to prevent the youth obesity epidemic. The diminishing emphasis placed on such programs due to curricular and budgetary constraints results in few opportunities to promote students’ active participation in regular physical activity and health education programs. Findings indicate that a successful program to promote healthy nutrition, an active lifestyle, and regular physical exercise requires that the information is easily accessible, and presented in a clear and concise format. Readers are introduced to a comprehensive program, easily adjustable throughout the K-8 curriculum. It is designed to complement regular classroom activities by introducing a series of stand-alone lessons and activities to educate students on the benefits of regular exercise and healthy lifestyle. This program can be used in any community and can offer the youth population the information they need to create healthy habits that will last a lifetime.

  10. Leadership in Mathematics Curriculum Development

    Science.gov (United States)

    Alford, Kenneth Ray

    2010-01-01

    This paper discusses mathematics curriculum development throughout the past century and incorporates a discussion of appropriate leadership style needed to bring about effective change. School leaders must be cognizant of the commitment and competence of the faculty within their school for successful curriculum development to take place.…

  11. Mathematics across the Curriculum.

    Science.gov (United States)

    Kleiman, Glenn M.

    1991-01-01

    Except for its relationship to science, mathematics is the forgotten cousin in interdisciplinary teaching and learning. In the Journeys in Mathematics project, teachers engage children in imaginative activities that inspire them to identify patterns and relationships, solve problems, and communicate accurately, using Jonathan Swift's…

  12. Quality and Quantity in the Mathematics Curriculum.

    Science.gov (United States)

    Ediger, Marlow

    This paper presents cognitive, affective, and psychomotor objectives and appraisal procedures in mathematics. It emphasizes the development of achievable mathematics curriculum and ongoing and sequential assessment to provide appropriate order of mathematical experiences for students. (KHR)

  13. Mathematics Curriculum, the Philosophy of Mathematics and its ...

    African Journals Online (AJOL)

    It is my observation that the current school mathematics curriculum in Ethiopia is not producing ... The mathematics curriculum has a great influence on how teachers teach in a classroom. .... method. Content in schools, according to National. Council of Teachers of Mathematics ..... of challenging, unfamiliar and open-ended.

  14. Implementing a new mathematics curriculum: Mathematics teachers’ beliefs and practices

    Directory of Open Access Journals (Sweden)

    Ernest Ampadu

    2013-11-01

    Full Text Available Mathematics has become a ‘critical filter’ in the social, economic and professional development of individuals and forms a core component of the school curriculum in most countries. It is upon this utilitarian nature of mathematics to the individual and the society as a whole that the school mathematics curriculum has been undergoing a number of restructuring over the last three decades. In Ghana, a new mathematics curriculum was introduced in September 2007 which aims at shifting the teaching and learning of mathematics from a teacher-centered approach to more student-centered and participatory teaching and learning. However, since the introduction of the curriculum no study has specifically examined mathematics teachers’ teaching practices in relation to these new curriculum requirements. This study examines Junior High School (12-14 years mathematics teachers’ perceived and actual teaching practices in relation to the curriculum requirements. Participants in the study were 41 mathematics teachers’ from 22 Junior High Schools. A Semi-structured questionnaire was used to collect quantitative data about teachers’ perceived teaching practices, and classroom observation was used to collect qualitative data about actual classroom practices. The key findings include: teachers’ espoused the belief that their teaching practices are consistent with the principles and guidelines of the new mathematics curriculum. Teachers’ perceived teaching practices were not fully consistent with their actual practices. The movement towards a more constructivist approach as outlined in the curriculum was not fully evident in most of the classrooms observed.

  15. Math in Motion: Origami in the Classroom. A Hands-On Creative Approach to Teaching Mathematics. K-8.

    Science.gov (United States)

    Pearl, Barbara

    This perfect bound teacher's guide presents techniques and activities to teach mathematics using origami paper folding. Part 1 includes a history of origami, mathematics and origami, and careers using mathematics. Parts 2 and 3 introduce paper-folding concepts and teaching techniques and include suggestions for low-budget paper resources. Part 4…

  16. Evolution of Singapore's School Mathematics Curriculum

    Science.gov (United States)

    Kaur, Berinderjeet

    2014-01-01

    The evolution of Singapore's school mathematics curriculum is in tandem with developments in the education system of Singapore. In the last six decades, economic policies of the government that are necessary for the survival of Singapore in a fast changing world have shaped the aims of the school mathematics curriculum. The present day curriculum…

  17. The Role of Visualization in the Middle School Mathematics Curriculum.

    Science.gov (United States)

    Ben-Chaim, David; And Others

    1989-01-01

    Examines the relationship between visualization and the middle school mathematics curriculum. Gives an overview of where and how visualization interacts with the curriculum. Investigates the role of visualization in developing inductive/deductive and proportional reasoning. (YP)

  18. Development of mathematics curriculum for Medialogy studentsat Aalborg University

    DEFF Research Database (Denmark)

    Timcenko, Olga

    Abstract This paper addresses mathematics curriculum development for Medialogy education. Medialogy as a study line was established in 2002 at Faculty for Engineering and Natural Sciences at Aalborg University, and mathematics curriculum has already been revised tree times. Some of the reasoning...

  19. Curriculum Materials and Its Uses in Teaching and Learning Mathematics.

    Science.gov (United States)

    Li, Yeping; Fuson, Karen

    As an outline of school educational activities, curriculum has been the focus of educational reforms in the past several decades (e.g., National Council of Teachers of Mathematics, 1980, 2000). In contrast, there are very limited research efforts given to examine the nature of mathematics curriculum and its roles in teaching and learning…

  20. Dynamics of Curriculum Change in Mathematics--Lagos State Modern Mathematics Project

    Science.gov (United States)

    Williams, Grace Alele

    1974-01-01

    Discusses the Entebbe Modern Mathematics Project and relates it to the change in curriculum in Lagos. It also discusses problems attendant on curriculum changes in a developing country like Nigeria. (Author)

  1. The Impact of Technology on High School Mathematics Curriculum

    Directory of Open Access Journals (Sweden)

    Cengiz Alacacı

    2014-02-01

    Full Text Available The infusion of technology into school mathematics has intensified in the last two decades. This article discusses the effects of this infusion on the mathematics curriculum. After a review of the different roles technology plays in mathematics and the diversity of the tools and their functions in teaching and learning mathematics, an epistemological perspective is offered to understand how technology could affect our cognition and perception while doing mathematics. With this background, specific examples are offered for the ways in which our curricular  goals are re-prioritized in algebra and geometry. The paper is concluded with a discussion of teachers' proficiency as a factor to promote effective use of technology  in the high school mathematics curriculum based on Beaudin &Bowers' (1997  PURIA model.Key Words: Technology, mathematics curriculum, algebra, geometry, high school

  2. Curriculum Guide for Baccalaureate Oriented Courses in Mathematics.

    Science.gov (United States)

    Darnes, G. Robert, Ed.

    A mathematics curriculum guide is presented for the purpose of offering statewide guidelines to colleges for determining the content of those courses which might be considered standard courses in the first two years of the college curriculum. Courses covered include: intermediate algebra, college algebra, trigonometry, analytic geometry,…

  3. Mathematizing: An Emergent Math Curriculum Approach for Young Children

    Science.gov (United States)

    Rosales, Allen C.

    2015-01-01

    Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…

  4. Mathematizing: An Emergent Math Curriculum Approach for Young Children

    Science.gov (United States)

    Rosales, Allen C.

    2015-01-01

    Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…

  5. Secondary School Mathematics Curriculum Improvement Study Information Bulletin 7.

    Science.gov (United States)

    Secondary School Mathematics Curriculum Improvement Study, New York, NY.

    The background, objectives, and design of Secondary School Mathematics Curriculum Improvement Study (SSMCIS) are summarized. Details are given of the content of the text series, "Unified Modern Mathematics," in the areas of algebra, geometry, linear algebra, probability and statistics, analysis (calculus), logic, and computer…

  6. Computational experiment approach to advanced secondary mathematics curriculum

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    Abramovich, Sergei

    2014-01-01

    This book promotes the experimental mathematics approach in the context of secondary mathematics curriculum by exploring mathematical models depending on parameters that were typically considered advanced in the pre-digital education era. This approach, by drawing on the power of computers to perform numerical computations and graphical constructions, stimulates formal learning of mathematics through making sense of a computational experiment. It allows one (in the spirit of Freudenthal) to bridge serious mathematical content and contemporary teaching practice. In other words, the notion of teaching experiment can be extended to include a true mathematical experiment. When used appropriately, the approach creates conditions for collateral learning (in the spirit of Dewey) to occur including the development of skills important for engineering applications of mathematics. In the context of a mathematics teacher education program, this book addresses a call for the preparation of teachers capable of utilizing mo...

  7. The Fragmentation of the College Mathematics Curriculum

    Science.gov (United States)

    Singleton, Cynthia

    2008-01-01

    The purpose of this paper examines to what extent and asking reason the fragmentation of college mathematics have attained the present development in the course of looking at the history of mathematics education. (Contains 1 table.)

  8. Mathematical Texts as Narrative: Rethinking Curriculum

    Science.gov (United States)

    Dietiker, Leslie

    2013-01-01

    This paper proposes a framework for reading mathematics texts as narratives. Building from a narrative framework of Meike Bal, a reader's experience with the mathematical content as it unfolds in the text (the "mathematical story") is distinguished from his or her logical reconstruction of the content beyond the text (the…

  9. Measuring the utility of the Science, Technology, Engineering, Mathematics (STEM) Academy Measurement Tool in assessing the development of K-8 STEM academies as professional learning communities

    Science.gov (United States)

    Irish, Teresa J.

    The aim of this study was to provide insights addressing national concerns in Science, Technology, Engineering, and Mathematics (STEM) education by examining how a set of six perimeter urban K-12 schools were transformed into STEM-focused professional learning communities (PLC). The concept of a STEM Academy as a STEM-focused PLC emphasizes the development of a STEM culture where professional discourse and teaching are focused on STEM learning. The STEM Academies examined used the STEM Academy Measurement Tool and Rubric (Tool) as a catalyst for discussion and change. This Tool was developed with input from stakeholders and used for school-wide initiatives, teacher professional development and K-12 student engagement to improve STEM teaching and learning. Two primary goals of this study were to assess the levels of awareness and use of the tool by all stakeholders involved in the project and to determine how the Tool assisted in the development and advancement of these schools as STEM PLCs. Data from the STEM Academy Participant Survey was analyzed to determine stakeholders' perceptions of the Tool in terms of (i) how aware stakeholders were of the Tool, (ii) whether they participated in the use of the Tool, (iii) how the characteristics of PLCs were perceived in their schools, and finally (iv) how the awareness of the Tool influenced teachers' perceptions of the presence of PLC characteristics. Findings indicate that school faculty were aware of the Tool on a number of different levels and evidence exists that the use of the Tool assisted in the development of STEM Academies, however impact varied from school to school. Implications of this study suggest that the survey should be used for a longer period of time to gain more in-depth knowledge on teachers' perceptions of the Tool as a catalyst across time. Additional findings indicate that the process for using the Tool should be ongoing and involve the stakeholders to have the greatest impact on school culture

  10. Functions in the Secondary School Mathematics Curriculum

    Science.gov (United States)

    Denbel, Dejene Girma

    2015-01-01

    Functions are used in every branch of mathematics, as algebraic operations on numbers, transformations on points in the plane or in space, intersection and union of pairs of sets, and so forth. Function is a unifying concept in all mathematics. Relationships among phenomena in everyday life, such as the relationship between the speed of a car and…

  11. Cooperative Learning and Adaptive Instruction in a Mathematics Curriculum.

    Science.gov (United States)

    Terwel, Jan; And Others

    1994-01-01

    Maintains that current research suggests that heterogeneous grouping is preferable. Reports on a study of a new mathematics curriculum using 600 students in 6 Dutch schools. Finds that students in heterogeneous classes taught with cooperative-learning techniques achieved more than students in traditional ability-grouped classrooms. (CFR)

  12. Effects of an Online Mathematics Curriculum for English Language Learners

    Science.gov (United States)

    Crawford, Lindy

    2013-01-01

    This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language…

  13. Effects of an Online Mathematics Curriculum for English Language Learners

    Science.gov (United States)

    Crawford, Lindy

    2013-01-01

    This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language…

  14. Designing a High School Mathematics Curriculum for All Students.

    Science.gov (United States)

    Alper, Lynne; Fendel, Dan; Fraser, Sherry; Resek, Diane

    1997-01-01

    Describes the characteristics that must exist for a secondary school curriculum to be successful with all students and the crucial elements needed for its implementation. An example of one such program, the Interactive Mathematics Program, is discussed along with the program's outcomes, some political consequences of the activity, and the…

  15. Using Curriculum-Based Measurement to Monitor Kindergarteners' Mathematics Development

    Science.gov (United States)

    Seethaler, Pamela M.; Fuchs, Lynn S.

    2011-01-01

    The purpose of this study was to examine technical and instructional features of a kindergarten curriculum-based measurement (CBM) tool designed to track students' mathematics progress in terms of computational concepts, procedures, and counting strategies. Students in 10 kindergarten classrooms in three elementary schools completed alternate…

  16. Diploma Examination. Curriculum Specifications for Mathematics 30. April 1986.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    Curriculum specifications are given for one secondary school mathematics course. The percentage emphases of six components in the course are stated: trigonometry, 25%; quadratic relations, 22%; sequences, series, limits, 19%; statistics, 15%; logarithms, 9%; and polynomial functions, 10%. Objectives for each component are then listed, with their…

  17. Consumer Citizenship Curriculum Guides for Social Studies, English, Science, Mathematics.

    Science.gov (United States)

    MacKenzie, Louise; Smith, Alice

    These four consumer citizenship curriculum guides for social studies, English, science, and mathematics incorporate consumer education into these subject matter areas in grades 8-12. Each guide is organized around 10 main component/goals. They are basic economics in the marketplace, credit, consumer law/protection, banking skills, comparison…

  18. Biological Applications in the Mathematics Curriculum

    Science.gov (United States)

    Marland, Eric; Palmer, Katrina M.; Salinas, Rene A.

    2008-01-01

    In this article we provide two detailed examples of how we incorporate biological examples into two mathematics courses: Linear Algebra and Ordinary Differential Equations. We use Leslie matrix models to demonstrate the biological properties of eigenvalues and eigenvectors. For Ordinary Differential Equations, we show how using a logistic growth…

  19. Biological Applications in the Mathematics Curriculum

    Science.gov (United States)

    Marland, Eric; Palmer, Katrina M.; Salinas, Rene A.

    2008-01-01

    In this article we provide two detailed examples of how we incorporate biological examples into two mathematics courses: Linear Algebra and Ordinary Differential Equations. We use Leslie matrix models to demonstrate the biological properties of eigenvalues and eigenvectors. For Ordinary Differential Equations, we show how using a logistic growth…

  20. Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

    Directory of Open Access Journals (Sweden)

    Antonijević Radovan M.

    2006-01-01

    Full Text Available This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

  1. Mathematics Teachers’ Opinions about New Sub Learning Domains in Elementary Mathematics (6-8 Curriculum

    Directory of Open Access Journals (Sweden)

    Kürşat YENİLMEZ

    2013-06-01

    Full Text Available Purpose: There are mathematical behaviors in all levels from the preschool education to higher education programs. These behaviors are in mathematics curriculum as objectives. Elementary Mathematics (6-8th grades curriculum was developed in 2005 at last and applied gradually from the 6th grade in 2006-2007 academic year. Thematic approach was considered in regulating context in new mathematics curriculum and determined learning domains and sub learning domains. Some subjects were taken out and some new subjects were added in developing program studies. Patterns and relations in integers, translation, tessellations, structural drawings, transformation geometry, fractals, geometric movements, histogram, kinds of probability, standard deviation, combination, perspective drawings, intersections of objects, polyhedral objects, symmetries of geometric objects are some new subjects in mathematics (6-8th grades curriculum. Patterns and relations in integers and special number patterns are in Patterns and Relations in Algebra learning domain, translation, reflection, rotation, geometric movements and symmetries of geometric objects, tessellations and fractal, structural drawings, intersections of objects and polyhedral objects are in Geometry learning domain, histogram, kinds of probability, standard deviation, combination are in Probability and Statistics learning domain. The purpose of this study was to determine mathematics teachers’ opinions and qualifications about new sub learning domains in elementary mathematics (6-8th grades curriculum. The descriptive survey method was used in the study. The work group of the study consists of 27 mathematics teachers from primary schools in Tekirdağ. Data were collected by a questionnaire which has been developed by the researchers. The questionnaire has 9 open-ended and 17 close-ended questions. Open-ended questions were used to determine mathematics teachers’ views about new sub learning domains were

  2. Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. Studies in Mathematical Thinking and Learning Series

    Science.gov (United States)

    Remillard, Janine T., Ed.; Herbel-Eisenmann, Beth A., Ed.; Lloyd, Gwendolyn M., Ed.

    2011-01-01

    This book compiles and synthesizes existing research on teachers' use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on--but not restricted to--those materials developed in the 1990s in response to the NCTM's Principles and Standards for School Mathematics. Despite…

  3. Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

    Science.gov (United States)

    Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz

    2015-01-01

    One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…

  4. Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

    Science.gov (United States)

    Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz

    2015-01-01

    One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…

  5. Inquiry-Based Mathematics Curriculum Design for Young Children-Teaching Experiment and Reflection

    Science.gov (United States)

    Wu, Su-Chiao; Lin, Fou-Lai

    2016-01-01

    A group of teacher educators and practitioners in mathematics education and early childhood education generalized a set of inquiry-based mathematics models for Taiwanese young children of ages 3-6 and designed a series of inquiry-based mathematics curriculum tasks in cultivate the children's diverse mathematical concepts and mathematical power. In…

  6. Teaching a High-Level Contextualized Mathematics Curriculum to Adult Basic Learners

    Science.gov (United States)

    Showalter, Daniel A.; Wollett, Chelsie; Reynolds, Sharon

    2014-01-01

    This paper reports on the implementation of a high level contextualized mathematics curriculum by 12 adult basic instructors in a midwestern state. The 10-week pilot curriculum embedded high level mathematics in contexts that were familiar to adult learners. Instructors' weekly online posts were coded, and the following themes emerged: (a)…

  7. Teaching a High-Level Contextualized Mathematics Curriculum to Adult Basic Learners

    Science.gov (United States)

    Showalter, Daniel A.; Wollett, Chelsie; Reynolds, Sharon

    2014-01-01

    This paper reports on the implementation of a high level contextualized mathematics curriculum by 12 adult basic instructors in a midwestern state. The 10-week pilot curriculum embedded high level mathematics in contexts that were familiar to adult learners. Instructors' weekly online posts were coded, and the following themes emerged: (a)…

  8. An Analysis of the New Elementary Mathematics Teacher Education Curriculum in Turkey

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    Isiksal, Mine; Koc, Yusuf; Bulut, Safure; Atay-Turhan, Tulay

    2007-01-01

    The purpose of this paper is to describe and reflect on the changes in the new elementary mathematics teacher education curriculum in Turkey. It is our goal to share the revised teacher education curriculum with the outside mathematics teacher education community. The paper is organized around four major sections: An overview of the teacher…

  9. An Analysis of the New 9-Year Basic Education Mathematics Curriculum in Nigeria

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    Awofala, Adeneye O. A.

    2012-01-01

    The intention of this paper is to describe and reflect on the changes in the new 9-year basic education mathematics curriculum in Nigeria. The paper is divided into four major themes: history of curriculum development in mathematics education at the basic education level in Nigeria, the motivations for the revision of the primary and junior…

  10. The Challenge of Learning Physics before Mathematics: A Case Study of Curriculum Change in Taiwan

    Science.gov (United States)

    Chiu, Mei-Shiu

    2016-01-01

    The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without…

  11. From Curriculum Guides to Classroom Enactment: Examining Early Career Elementary Teachers' Orientations toward Standards-Based Mathematics Curriculum Implementation

    Science.gov (United States)

    Gujarati, Joan

    2011-01-01

    This article examines three early career elementary teachers' orientations toward standards-based mathematics curriculum implementation in New York City public schools. It is important to have a greater understanding of teachers who are responsible for enacting standards-based curriculum in authentic teaching situations in order to learn more…

  12. Debates on the Basic Education Curriculum Reform and Teachers' Challenges in China: The Case of Mathematics

    Science.gov (United States)

    Li, Qiong; Ni, Yu-jing

    2012-01-01

    Focusing on the case of mathematics, this paper reviews debates on China's new Basic Education Curriculum Reform program, including the status of knowledge within the reformed curriculum, the arrangement of the curriculum system, and the push toward real-life applicability and hands-on participation. It discusses the related challenges that…

  13. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 1--Teacher. Experimental. Level 6. Revised.

    Science.gov (United States)

    Berman, David; And Others

    The Comprehensive Instructional Management System (CIMS) is a unified mathematics curriculum for grades K-7. The curriculum is cyclical in design, and reflects the most recent New York City and New York State guidelines. Utilizing the experience of classroom teachers, a teacher-designed curriculum was developed that includes a rich selection of…

  14. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 2--Teacher. Experimental. Level K.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This is the teacher's manual to accompany part 2 of the workbook for kindergarten pupils in the Comprehensive Instructional Management System, a teacher-designed unified mathematics curriculum for kindergarten through grade 7. It is composed of a curriculum, a testing component, and a computer-managed reporting system. The curriculum is organized…

  15. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 1--Teacher. Experimental. Level K.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This is the teacher's manual to accompany part of the workbook for kindergarten pupils in the Comprehensive Instructional Management System, a teacher-designed unified mathematics curriculum for kindergarten through grade 7. It is composed of a curriculum, a testing component, and a computer-managed reporting system. The curriculum is organized…

  16. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 1--Teacher. Experimental. Level 2.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This is the teacher's manual to accompany part 1 of the workbook for grade 2 pupils in the Comprehensive Instructional Management System, a teacher-designed unified mathematics curriculum for kindergarten through grade 7. It is composed of a curriculum, a testing component, and a computer-managed reporting system. The curriculum is organized into…

  17. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 2--Teacher. Experimental. Level 1.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This is the teacher's manual to accompany part 2 of the workbook for grade 1 pupils in the Comprehensive Instructional Management System, a teacher-designed unified mathematics curriculum for kindergarten through grade 7. It is composed of a curriculum, a testing component, and a computer-managed reporting system. The curriculum is organized into…

  18. A Curriculum Innovation Framework for Science, Technology and Mathematics Education

    Science.gov (United States)

    Tytler, Russell; Symington, David; Smith, Craig

    2011-01-01

    There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation and an innovation framework were developed, through which the case studies were analysed to make sense of the significance of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning.

  19. Mathematics Learners and Mathematics Textbooks: A Question of Identity? Whose Curriculum? Whose Mathematics?

    Science.gov (United States)

    Macintyre, Tom; Hamilton, Sheila

    2010-01-01

    One of the challenges for policy-makers and educationalists today is to increase participation levels and success rates within the study of mathematics. Patterns of inclusion and exclusion in mathematics education are difficult to tie down but it is widely recognised that there are issues about "maths" that affect participation. For…

  20. Examination of Mathematics Intended Curriculum in China from an International Perspective

    Science.gov (United States)

    Wang, Yehui; Bian, Yufang; Xin, Tao; Kher, Neelam; Houang, Richard T.; Schmidt, William H.

    2012-01-01

    This study aimed to examine and track the transformations in the mathematics intended curriculum during the latest reform in China from a neutral and objective perspective. Following the document analysis used in TIMSS (the Third International Mathematics and Science Study), the results indicated that a more modern system of mathematics knowledge…

  1. What Would the Mathematics Curriculum Look Like if Values Were the Focus?

    Science.gov (United States)

    Seah, Wee Tiong; Andersson, Annica; Bishop, Alan; Clarkson, Philip

    2016-01-01

    The crucial reason for the common dislike, fear, and even hatred of mathematics by students and others is probably not the nature of mathematics itself, but the way the subject is portrayed and taught. We propose that instead of a mathematics curriculum that focuses on concepts and techniques (which is often seen), it might be more productive if…

  2. University of Chicago School Mathematics Project 6-12 Curriculum. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2011

    2011-01-01

    The "University of Chicago School Mathematics Project ("UCSMP") 6-12 Curriculum" is a series of yearlong courses--(1) Transition Mathematics; (2) Algebra; (3) Geometry; (4) Advanced Algebra; (5) Functions, Statistics, and Trigonometry; and (6) Precalculus and Discrete Mathematics--emphasizing problem solving, real-world applications, and the use…

  3. The Development of the Estonian National School Mathematics Curriculum in 1990-2005

    Science.gov (United States)

    Afanasjev, Juri; Lepmann, Tiit

    2006-01-01

    The article describes the development of the Estonian school mathematics syllabus in 1990-2005 on the context of changes in the national general education curriculum. The major steps of the development, the background and the main problems are observed: project of the Estonian mathematics syllabus from 1989; first mathematics syllabuses…

  4. The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum

    Science.gov (United States)

    Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand

    2015-01-01

    The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD).…

  5. The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum

    Science.gov (United States)

    Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand

    2015-01-01

    The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD).…

  6. Curriculum Planning and Development in Mathematics from the Formative Stages

    Science.gov (United States)

    Festus, Azuka Benard; Kurumeh, Mary Seraphina

    2015-01-01

    Curriculum of a school consists of all the experiences that a learner encounters under the direction of the school. The curriculum of any educational system is planned and developed according to the needs of the society. Just as the society is dynamic, the curriculum is also dynamic. Hence, curriculum is usually changed from time to time. This…

  7. The place of discrete mathematics in the school curriculum: An analysis of preservice teachersâ perceptions of the integration of discrete mathematics into secondary level courses

    OpenAIRE

    2007-01-01

    The integration of discrete mathematics into the secondary school curriculum (grades 7-12) is an important consideration because the mathematical area is dynamic and interesting, providing students the development of mathematical thinking. Also, it provides for teachers the opportunity to develop innovative mathematics instruction. Since the publication of the document Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989), it has been difficult to determine how many schools ...

  8. School-Based Communities of Practice as Mechanisms for Standards-Based Mathematics Curriculum Implementation

    Science.gov (United States)

    Hodges, Thomas E.; Jong, Cindy

    2014-01-01

    The authors drew upon Remillard and Bryans' categorization of curriculum use in observating two middle-grade teachers' integration of Standards-based curriculum materials produced by the National Council of Teachers of Mathematics. Each teacher participated in a two-year professional development program focused on increasing content knowledge and…

  9. Mathematics Curriculum Outline and Sample Activities for Gifted Students Grades 2 through 8.

    Science.gov (United States)

    Barson, Alan; And Others

    This document includes a statement of 11 basic considerations for a mathematics curriculum for the gifted in grades two through eight and a series of activities appropriate for such a curriculum. The activities are grouped under five strands: (1) logic; (2) combinations (combinatorics), probability, introduction to statistics; (3) geometry,…

  10. Mathematics curriculum development and indigenous language revitalisation: contested spaces

    Science.gov (United States)

    McMurchy-Pilkington, Colleen; Trinick, Tony; Meaney, Tamsin

    2013-09-01

    This paper examines the development of two iterations of mathematics curricula over a 15-year period for classrooms teaching in te reo Māori, the endangered Indigenous language of Aotearoa New Zealand. Similarities and differences between the two iterations are identified. Although parameters set by the New Zealand Ministry of Education about what the curricula would look like and how they would be developed were not always commensurate with Māori aspirations, analysis suggests that Māori were able to use opportunities to ensure that their agendas for language development and revitalisation were achieved. Spaces were made available because of the government's ideological assumptions, but were used by Māori to achieve their ideological aims. However, neither iteration was smooth, with Māori having to determine how to operate within these contested spaces. The result of Māori requirements to have language recognised as an important issue was that both process and product of curriculum development were affected.

  11. Refining "Teacher Design Capacity": Mathematics Teachers' Interactions with Digital Curriculum Resources

    Science.gov (United States)

    Pepin, B.; Gueudet, G.; Trouche, L.

    2017-01-01

    The goal of this conceptual paper is to develop enhanced understandings of mathematics teacher design and design capacity when interacting with digital curriculum resources. We argue that digital resources in particular offer incentives and increasing opportunities for mathematics teachers' design, both individually and in collectives. Indeed they…

  12. Exploring the Relationship between Music Learning and Mathematics Learning in an Interdisciplinary Pre-K Curriculum

    Science.gov (United States)

    McDonel, Jennifer S.

    2013-01-01

    The purpose of this study was to examine children's musical and mathematical behaviors as they participated in an interdisciplinary pre-K curriculum. Research questions were: 1. What connections--if any--do young children make between music learning and mathematics learning? 2. Is there a relationship between young children's emergent rhythm…

  13. Evaluation of Mathematics Curriculum in Primary Teacher Training Institute in Somalia. African Studies in Curriculum Development & Evaluation.

    Science.gov (United States)

    Jama, Mohamed A. F.

    This study sought to evaluate the mathematics curriculum of the Halane Teacher Training Institute in Somalia with a view toward: (1) determining its weaknesses and recommending measures for improvement; (2) examining its relevance to the present needs of the Somali society; (3) determining the suitability of instructional materials and other…

  14. Secondary Schools Curriculum Guide, Mathematics, Grades 10-12. Revised.

    Science.gov (United States)

    Cranston School Dept., RI.

    Behavioral objectives for grades 10 through 12 are specified for plane geometry, algebra, general mathematics, computer mathematics, slide rule mathematics, basic college mathematics, trigonometry, analytic geometry, calculus and probability. Most sections present material in terms of portions of a school year. At least one major objective is…

  15. Robotics Technologies for K-8 Educators:A Semiotic Approach for Instructional Design

    Directory of Open Access Journals (Sweden)

    Antoinette P. Bruciati

    2004-02-01

    Full Text Available Play in the K-8 curriculum? What robotic technologies are currently available for educators having no prior computer programming experience? and How should instruction in robotics technologies for K-8 educators be designed? Robotics engineering courses have provided undergraduate computer science students with opportunities for designing and programming simulations of robotic tasks. In contrast, many teacher education programs have lacked courses in this area. Educators who have not gained a conceptual understanding of computer programming could lack the skills that would have enabled them to successfully integrate robotics technologies into their K-8 curriculum.

  16. The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan

    Science.gov (United States)

    Chiu, Mei-Shiu

    2015-11-01

    The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without prior learning experiences of trigonometry in mathematics. The perspectives of three curriculum developers, 22 mathematics and physics teachers, two principals, and 45 science students were obtained by interview. The results of qualitative data analysis revealed six challenges and suggested likely solutions. The national level includes political and social challenges, resolved by respecting teachers as professionals; the teacher level includes knowledge and teaching challenges, resolved by increasing teacher trans-literal capacities; and the student level includes learning and justice challenges, resolved by focusing on students' diverse developments in cross-domain learning.

  17. The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan

    Science.gov (United States)

    Chiu, Mei-Shiu

    2016-12-01

    The aim of this study was to identify challenges in implementing a physics-before- 10 mathematics curriculum. Obviously, students need to learn necessary mathematics skills in order to develop advanced physics knowledge. In the 2010 high school curriculum in Taiwan, however, grade 11 science students study two-dimensional motion in physics without prior learning experiences of trigonometry in mathematics. The perspectives of three curriculum developers, 22 mathematics and physics teachers, two principals, and 45 science students were obtained by interview. The results of qualitative data analysis revealed six challenges and suggested likely solutions. The national level includes political and social challenges, resolved by respecting teachers as professionals; the teacher level includes knowledge and teaching challenges, resolved by increasing teacher trans-literal capacities; and the student level includes learning and justice challenges, resolved by focusing on students' diverse developments in cross-domain learning.

  18. The Development of e-tutorial on Implementation National Curriculum 2013 for Mathematics Teacher

    Science.gov (United States)

    Roza, Yenita; Satria, Gita; Nur Siregar, Syarifah

    2017-06-01

    Curriculum 2013 is the new national Curriculum in Indonesia that is targeted to be used in all Indonesian schools in 2019. At this time the teacher training continues but the number and locations of teachers very diffuse and time constraints to be an obstacle for the government to be able to conduct training for teachers. This research resulted in the e-tutorial which is designed for mathematics teachers in studying the process of Curriculum implementation. This product will assist the government in accelerating the preparation of teachers in implementation of Curriculum 2013. This e-tutorial contains the dynamics of Curriculum development, learning model, learning assessment, lesson plan, curriculum stages of implementation and government regulation that is relevant to the implementation of Curriculum 2013. The product development started with a needs analysis through discussions with mathematics teachers about their difficulties in the implementation of the Curriculum 2013. This e-tutorial was developed using Application of Adobe Director 11. This paper discusses the results of need analysis, process development and results of product revisions made based on input from teachers during the FGD. From the discussion, it can be concluded that this e-tutorial easily understood by teachers and help them to understand the implementation of Curriculum 2013

  19. Curriculum-Based Measurement and Standards-Based Mathematics: Monitoring the Arithmetic Word Problem-Solving Performance of Third-Grade Students at Risk for Mathematics Difficulties

    Science.gov (United States)

    Jitendra, Asha K.; Dupuis, Danielle N.; Zaslofsky, Anne F.

    2014-01-01

    This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS…

  20. Effects of Curriculum Reform on Mathematics Achievement in Grade Six.

    Science.gov (United States)

    Moray, Joseph

    This investigation measured effects of the modern mathematics on achievement in traditional arithmetic and in modern mathematics. Material on Sets, Variables, and Statistics was taught as a separate subject to an experimental group of 207 sixth-grade students. Instruction in the new mathematics content was given over a four-month period, using…

  1. Developing Technology-Mediated Entries into Hidden Mathematics Curriculum as a Vehicle for "Good Learning" by Elementary Pre-Teachers

    Science.gov (United States)

    Abramovich, Sergei; Brouwer, Peter

    2004-01-01

    This paper suggests that knowledge of the school mathematics curriculum, as one of the key components of teachers' education, can be extended to include concepts and structures that generally belong to hidden domains of the curriculum. Motivated by work done with elementary pre-service teachers in a mathematics course employing a hidden…

  2. Discrete Mathematics in Deaf Education: A Survey of Teachers' Knowledge and Use

    Science.gov (United States)

    Pagliaro, C.; Kritzer, K. L.

    2005-01-01

    The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United…

  3. Enhancing Undergraduate Mathematics Curriculum via Coding Theory and Cryptography

    Science.gov (United States)

    Aydin, Nuh

    2009-01-01

    The theory of error-correcting codes and cryptography are two relatively recent applications of mathematics to information and communication systems. The mathematical tools used in these fields generally come from algebra, elementary number theory, and combinatorics, including concepts from computational complexity. It is possible to introduce the…

  4. Reaction Paper on Remediation in the Community College Mathematics Curriculum.

    Science.gov (United States)

    Robinson, Shawn

    Remedial mathematics has taken several forms over the years--across the nation, within departments, and among mathematics instructors. There is a growing debate over the effectiveness of remedial courses in relationship to eventual student matriculation, which increases institution funding. The use of technology, real-life problems and projects,…

  5. Contradictions and shifts in teaching with a new curriculum: The role of mathematics

    DEFF Research Database (Denmark)

    Stouraitis, Konstantinos; Potari, Despina; Skott, Jeppe

    2015-01-01

    In the framework of Cultural Historical Activity Theory (AT) contradictions are sources of change and development. Borrowing concepts from AT we attempt an interpretation of identified contradictions in a collaborative context where teachers plan and evaluate their teaching in the process...... of enacting a new mathematics curriculum. We examine the connection between contradictions and shifts in teaching activity, with a special focus on the mathematical character of these contradictions. We claim that dialectical oppositions lying in the background of these contradictions promote teachers...

  6. Examining Development of Curriculum Knowledge of Prospective Mathematics Teachers

    Science.gov (United States)

    Sahin, Ömer; Soylu, Yasin

    2017-01-01

    Explanatory-confirmatory research design, one of the mixed methods research designs, was used in this study to investigate Curriculum Knowledge developments of prospective teachers regarding algebra. Cross-sectional study method, as a type of descriptive research and one of the non-experimental research designs, was used to collect quantitative…

  7. Some Implications of Function Graphers for the Mathematics Curriculum.

    Science.gov (United States)

    Kissane, Barry

    1989-01-01

    Discusses the use of function graphers for teaching some mathematical concepts, including roots of a function; system of equations; inequality; relative extreme of function; trigonometric identities; limit of function; and convergent/divergent of sequence. (YP)

  8. Predominant Teaching Strategies in Schools: Implications for Curriculum Implementation in Mathematics, Science and Technology

    Science.gov (United States)

    Achuonye, Keziah Akuoma

    2015-01-01

    This descriptive survey is hinged on predominant teaching strategies in schools, implications for curriculum implementation in Mathematics, Science and Technology. Target population consisted of teachers in primary, secondary and tertiary schools. However, purposive sample of 900 respondents was drawn from the six BRACED states namely Bayelsa,…

  9. Destrezas de Matematica: Curriculo Basico. Guia para el Maestro (Mathematics Skills: Basic Curriculum. Teacher's Guide).

    Science.gov (United States)

    Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

    The fundamental importance of basic mathematics to daily life is emphasized in this teacher's guide for special education teachers in Puerto Rico. While it is necessary for the teacher to determine the needs and abilities of each student and adapt the curriculum accordingly, this guide presents, in Spanish, a set of lesson plans, each with an…

  10. Developing Fair Tests for Mathematics Curriculum Comparison Studies: The Role of Content Analyses

    Science.gov (United States)

    Chavez, Oscar; Papick, Ira; Ross, Daniel J.; Grouws, Douglas A.

    2011-01-01

    This article describes the process of development of assessment instruments for a three-year longitudinal comparative study that focused on evaluating American high school students' mathematics learning from two distinct approaches to content organization: curriculum built around a sequence of three full-year courses (Algebra 1, Geometry, and…

  11. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 1--Teacher. Experimental. Level 3.

    Science.gov (United States)

    Fox, Joan; And Others

    The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This first part of the manual for Level 3 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

  12. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 2, Teacher. Experimental. Level 2.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    The major goal of the Comprehensive Instructional Management System (CIMS) for mathematics is to provide classroom teachers in New York City with a well-structured, objective-based curriculum. This second part of the manual for Level 2 includes modules for 12 topics: numbers and numeration; addition of whole numbers; subtraction of whole numbers;…

  13. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 2--Teacher. Experimental. Level 4.

    Science.gov (United States)

    Fox, Joan; And Others

    The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This second part of the manual for Level 4 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

  14. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 1--Teacher. Experimental. Level 4.

    Science.gov (United States)

    Fox, Joan; And Others

    The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This first part of the manual for Level 4 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

  15. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Experimental. [Level 1] Answer Key.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This document is the answer key for level 1 of the teacher-developed mathematics curriculum for New York City Schools. Approximately 220 performance objectives are listed, with reference to the appropriate worksheet for each. The answers are indicated on replicas of the pages in the children's workbooks. (MNS)

  16. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Experimental. [Level 6] Answer Key.

    Science.gov (United States)

    Johnson, Dorothy C.; And Others

    This document is the answer key for level 6 of the teacher-developed experimental mathematics curriculum for New York City schools. Approximately 250 performance objectives are listed, with reference to the appropriate worksheet(s) for each. The answers are typed in the appropriate space on each sheet. (YP)

  17. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 1, Teacher, Experimental. Level 2.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    The major goal of the Comprehensive Instructional Management System (CIMS) for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This first part of the manual for Level 2 includes varied numbers of modules for 12 topics: numbers and numeration; addition of whole numbers;…

  18. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Part 2--Teacher. Experimental. Level 3.

    Science.gov (United States)

    Fox, Joan; And Others

    The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This second part of the manual for Level 3 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

  19. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 1. Experimental. Level 1.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This document is part 1 of the workbook for grade 1 pupils in the Comprehensive Instructional Management System, a unified mathematics curriculum for kindergarten through grade 7. Each objective is developed by a variety of strategies, with mastery of objectives diagnosed through a testing component. The activities in the student workbook are…

  20. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 1. Experimental. Level K.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This document is part 1 of the workbook for kindergarten pupils in the Comprehensive Instructional Management System, a unified mathematics curriculum for kindergarten through grade 7. Each objective is developed by a variety of strategies, with mastery of objectives diagnosed through a testing component. The activities in the student workbook are…

  1. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 2. Experimental. Level 1.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This document is part 2 of the workbook for grade 1 pupils in the Comprehensive Instructional Management System, a unified mathematics curriculum for kindergarten through grade 7. Each objective is developed by a variety of strategies, with mastery of objectives diagnosed through a testing component. The activities in the student workbook are…

  2. Predominant Teaching Strategies in Schools: Implications for Curriculum Implementation in Mathematics, Science and Technology

    Science.gov (United States)

    Achuonye, Keziah Akuoma

    2015-01-01

    This descriptive survey is hinged on predominant teaching strategies in schools, implications for curriculum implementation in Mathematics, Science and Technology. Target population consisted of teachers in primary, secondary and tertiary schools. However, purposive sample of 900 respondents was drawn from the six BRACED states namely Bayelsa,…

  3. An Analysis of the Competency-Based Secondary Mathematics Curriculum in Sri Lanka

    Science.gov (United States)

    Egodawatte, Gunawardena

    2014-01-01

    In education, there is a growing interest in the concept of "competency" especially in vocational training and professional development. The concept is strongly associated with the ability to apply knowledge and skills in effective ways in unanticipated situations. In Sri Lanka, a new competency-based mathematics curriculum was…

  4. Data Analysis in the K-12 Mathematics Curriculum: Teaching the Teachers.

    Science.gov (United States)

    Scheaffer, Richard L.

    2002-01-01

    Provides an overview of the structure of data analysis, the interrelationship between data analysis and probability, and the connection between data analysis and other components of the mathematics curriculum. Presents a possible order for topics being consistent with modern statistical practice and allows the topics to grow as students moves…

  5. Co-operative learning and adaptive instruction in a mathematics curriculum

    NARCIS (Netherlands)

    Terwel, J.; Herfs, P.G.P.; Mertens, E.H.M.; Perrenet, J.Chr.

    1994-01-01

    The AGO 12 to 16 Project (the acronym AGO stands for the Dutch equivalent of 'Adaptive Instruction and Co-operative Learning') seeks to develop and evaluate a mathematics curriculum which is suitable for mixed-ability groups in secondary education. The research questions we will address here are, fi

  6. A Case Study of the Pedagogical Tensions in Teacher's Questioning Practices When Implementing Reform-Based Mathematics Curriculum in China

    Science.gov (United States)

    Dong, Lianchun; Seah, Wee Tiong; Clarke, David

    2015-01-01

    This study examines a teacher's questioning strategies in mathematics classrooms in China when implementing reform-based mathematics curriculum. It explores teacher's strategies to deal with the tensions involved in the creation of opportunities for students to express and communicate mathematics ideas while ensuring the productivity of…

  7. Teaching Mathematical Knowledge for Teaching: Curriculum and Challenges

    Science.gov (United States)

    Kim, Yeon

    2013-01-01

    Over the last decade, researchers have investigated the nature and scope of mathematical knowledge for teaching (MKT) and have provided evidence that teachers' MKT plays a critical role in the effectiveness of teaching and learning. This dissertation focuses on the problem of helping teachers develop MKT. Two goals shape the research: (1) to…

  8. Mathematics Curriculum Development and Indigenous Language Revitalisation: Contested Spaces

    Science.gov (United States)

    McMurchy-Pilkington, Colleen; Trinick, Tony; Meaney, Tamsin

    2013-01-01

    This paper examines the development of two iterations of mathematics curricula over a 15-year period for classrooms teaching in te reo Maori, the endangered Indigenous language of Aotearoa New Zealand. Similarities and differences between the two iterations are identified. Although parameters set by the New Zealand Ministry of Education about what…

  9. A Curriculum Innovation Framework for Science, Technology and Mathematics Education

    Science.gov (United States)

    Tytler, Russell; Symington, David; Smith, Craig

    2011-01-01

    There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between…

  10. Mathematics Curriculum Development and Indigenous Language Revitalisation: Contested Spaces

    Science.gov (United States)

    McMurchy-Pilkington, Colleen; Trinick, Tony; Meaney, Tamsin

    2013-01-01

    This paper examines the development of two iterations of mathematics curricula over a 15-year period for classrooms teaching in te reo Maori, the endangered Indigenous language of Aotearoa New Zealand. Similarities and differences between the two iterations are identified. Although parameters set by the New Zealand Ministry of Education about what…

  11. Mathematics across the Curriculum: Poetry and the Haiku

    Science.gov (United States)

    Gough, John

    2014-01-01

    In this article, John Gough describes the "haiku" and its link to mathematics. A haiku is a short Japanese form of poetry, of three lines, with five syllables in the first, seven in the second, and five in the last. Although brief, a haiku is like a meditation on, or observation of, an experience, conveyed directly through objective…

  12. Mathematics Enrichment: Grade 4. Curriculum Bulletin Number 236.

    Science.gov (United States)

    Johnston, Patsy

    Enrichment activities for fourth-grade mathematics are presented. Some of the activities reinforce principles taught in the regular program; others introduce new concepts to challenge students. The activities are divided into the following categories: number pictures; multiplying or dividing by 10, 100, or 1000; tic-tac-toe word problems; map…

  13. Concerns about the South African Mathematical Literacy curriculum arising from experience of materials development

    Directory of Open Access Journals (Sweden)

    Lynn Bowie

    2006-10-01

    Full Text Available In this paper we reflect on our experience of developing mathematical literacy material for the Further Education and Training (FET band in South African schools, adult learners, university students and for participants in a youth development project. We use this experience to highlight some problems and concerns about the South African Mathematical Literacy curriculum for learners in the FET band and offer some cautions and suggestions. In particular we highlight the importance of the educational community in South Africa developing a shared understanding of what Mathematical Literacy is. We discuss the importance of distinguishing between Mathematics and Mathematical Literacy and of clarifying the role of Technology in Mathematical Literacy. We explore the difficulties and importance of a proper understanding of the contexts used to teach Mathematical Literacy and argue that more attention needs to be paid to the integration of Mathematical Literacy with other school subjects.  Finally we raise some of the issues that a common final assessment task might have on the learning and teaching of Mathematical Literacy.

  14. Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993

    Energy Technology Data Exchange (ETDEWEB)

    Brecher, K.

    1994-03-01

    The Project ``Middle School Integrated Science, Mathematics and Technology Curriculum`` had two goals: (1) to survey the literature of energy education; and (2) to develop a theme for a possible integrated middle school energy based curriculum. We aimed to respond to the challenge of developing thematic integrated curricula as advocated by the NSTA, AAAS and other organizations analyzing the future of American science and mathematics education. The survey of middle school energy curriculum materials has been completed. A list of the resources surveyed are included in this report. Though many energy based curriculum materials have been produced, none of them appears to be broadly disseminated throughout the country. Some energy based curriculum materials are far less well developed than others. We found that an integrated set of modular materials concerning the energy based theme of light and optics does not now exist. If they were developed, they could be broadly disseminated throughout middle school courses in the physical and biological sciences, as well as in new integrated science courses proposed as part of the current science education reform movement. These types of modular materials could also provide a powerful means of student exploration of new technologies such as microcomputers.

  15. Reflections of Mathematics Student Teachers’ Knowledge Related to the Purposes of the Curriculum on Their Limit Teaching

    Directory of Open Access Journals (Sweden)

    Semiha KULA

    2015-01-01

    Full Text Available The aim of the study is to examine reflections of the mathematics student teachers’ knowledge related to the purposes of the national mathematics curriculum on their limit teaching. The participants were four mathematics student teachers in the final year of their program. The data were obtained from participants’ lessons plans, video recordings of their lessons in which they taught the concept of limit, and semi-structured interviews. The reflections of the mathematics student teachers’ knowledge related to the purposes of the mathematics curriculum on their limit teaching was composed of under the titles of relating real life with limit concept, relating with different areas, providing mathematical thinking and reasoning, improving ability to communicate, using mathematical language, relating mathematics with art, and using technology effectively.

  16. The Impact of a Standards-Based Mathematics Curriculum on Students' Mathematics Achievement: The Case of Investigations in Number, Data, and Space

    Science.gov (United States)

    Budak, Ayfer

    2015-01-01

    The purpose of this research is to examine the impact of a Standards-based elementary mathematics curriculum on third grade students' mathematics performance. A total of 707 students participated in this study. Of this total, 368 students were from eight schools located within the same school district in a racially and ethnically diverse large…

  17. Conversations about Curriculum Change: Mathematical Thinking and Team-Based Learning in a Discrete Mathematics Course

    Science.gov (United States)

    Paterson, Judy; Sneddon, Jamie

    2011-01-01

    This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…

  18. The Mathematics Curriculum: Issues and Perspectives. Pennsylvania Council of Teachers of Mathematics 1987 Yearbook.

    Science.gov (United States)

    Nicely, Robert F., Jr., Ed.; Sigmund, Thomas F., Ed.

    One of the strengths of the Pennsylvania Council of Teachers of Mathematics (PCTM) is that it gives mathematicians and mathematics educators the opportunity to exchange and contribute to each other's professional growth. The topic for each yearbook is chosen to coincide with the annual PCTM meeting. This 1987 yearbook contains 14 articles which…

  19. Science, Technology, Engineering, and Mathematics (STEM) Curriculum and Seventh Grade Mathematics and Science Achievement

    Science.gov (United States)

    James, Jamie Smith

    2014-01-01

    The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the a = 0.05 level to evaluate…

  20. Preventing Early Mathematics Difficulties: The Feasibility of a Rigorous Kindergarten Mathematics Curriculum

    Science.gov (United States)

    Chard, David J.; Baker, Scott K.; Clarke, Ben; Jungjohann, Kathleen; Davis, Karen; Smolkowski, Keith

    2008-01-01

    Concern about poor mathematics achievement in U.S. schools has increased in recent years. In part, poor achievement may be attributed to a lack of attention to early instruction and missed opportunities to build on young children's early understanding of mathematics. This study examined the development and feasibility testing of a kindergarten…

  1. Promoting social justice in and through the mathematics curriculum: Exploring the connections with epistemologies of mathematics

    Science.gov (United States)

    Povey, Hilary

    2002-12-01

    This article rehearses the argument that being a critical mathematics educator is associated with a particular epistemological stance, one which views the truths of mathematics as historically located, influenced by the knower and mutable. Case study data, collected in England, is offered which exemplifies this connection between epistemology and openness to equity issues in the thinking of some beginning secondary mathematics teachers. Teachers' responses are analysed around four themes: their beliefs about the nature of mathematics, how those beliefs affect their pedagogy, how they explain student failure, and their views on initial teacher education. These are linked to their commitment to social justice in and through mathematics. The links between subject studies in teacher education and equity issues in the classroom are discussed.

  2. The Educational Software Design and Evaluation for K-8: Oral and Dental Health Software

    Science.gov (United States)

    Kabakci, Isil; Birinci, Gurkay; Izmirli, Serkan

    2007-01-01

    The aim of this study is to inform about the development of the software "Oral and Dental Health" that will supplement the course of Science and Technology for K8 students in the primary school curriculum and to carry out an evaluation study of the software. This software has been prepared for educational purposes. In relation to the…

  3. How Do Mathematics Teachers Decide What to Teach? Curriculum Authority and Sources of Information Accessed by Australian Teachers

    Science.gov (United States)

    Clarke, David J.; Clarke, Doug M.; Sullivan, Peter

    2012-01-01

    Essential to teachers' planning are decisions regarding what should be taught. Curriculum documents are the most obvious authority. But what is a "curriculum document" for a mathematics teacher in Australia? Are there other credible sources of information that Australian teachers draw on when deciding what to teach? This article examines…

  4. How Do Mathematics Teachers Decide What to Teach? Curriculum Authority and Sources of Information Accessed by Australian Teachers

    Science.gov (United States)

    Clarke, David J.; Clarke, Doug M.; Sullivan, Peter

    2012-01-01

    Essential to teachers' planning are decisions regarding what should be taught. Curriculum documents are the most obvious authority. But what is a "curriculum document" for a mathematics teacher in Australia? Are there other credible sources of information that Australian teachers draw on when deciding what to teach? This article examines…

  5. Mathematics Curriculum Changes in Republic of Serbia for Grades 5-8 After the Break-Up of Socialist Federal Republic of Yugoslavia

    Science.gov (United States)

    Vlajic, Jovana

    2011-01-01

    The purpose of this study was to determine the changes in the mathematics curriculum for grades 5-8 in the Republic of Serbia after the break-up of SFRY. In particular, the research sought to identify the changes in the mathematics curriculum in terms of curriculum content and learning objectives, textbooks, and high school entrance examination…

  6. Spreadsheets Across the Curriculum, 3: Finding a List of Mathematical Skills for Quantitative Literacy Empirically

    Directory of Open Access Journals (Sweden)

    H L. Vacher

    2011-01-01

    Full Text Available What mathematical topics do educators committed to teaching mathematics in context choose for their students when given the opportunity to develop an educational resource explicitly to teach mathematics in context? This paper examines the choices made for the 55 modules by 40 authors in the General Collection of the Spreadsheets Across the Curriculum (SSAC library. About half of the modules were made by authors from natural science, and about 60% of the other modules were by authors from mathematics. The modules are tagged with terms of a search vocabulary developed for the browse page of the collection. The four terms most frequently used to tag the modules are: visual display of data (particularly XY plots and bar graphs; ratio and proportion; rates; and forward modeling (e.g., what-if?. Subdividing the modules into those authored by instructors from mathematics vs. natural science vs. other disciplines shows universal popularity of the first three choices. Forward modeling was a favorite of authors from mathematics and natural science. Manipulating equations, unit conversions, and logarithms (orders of magnitude, scientific notation were called for by authors from natural science. The paper concludes with a list of 15 concepts and skills that received the most “votes.”

  7. Responding to a Relevance Imperative in School Science and Mathematics: Humanising the Curriculum Through Story

    Science.gov (United States)

    Darby-Hobbs, Linda

    2013-02-01

    There has been a recent push to reframe curriculum and pedagogy in ways that make school more meaningful and relevant to students' lives and perceived needs. This `relevance imperative' is evident in contemporary rhetoric surrounding quality education, and particularly in relation to the junior secondary years where student disengagement with schooling continues to abate. This paper explores how teachers translate this imperative into their mathematics and science teaching. Interview data and critical incidents from classroom practice are used to explore how six teachers attempted to make the subject matter meaningful for their students. Four `Categories of Meaning Making' emerged, highlighting key differences in how the nature of science and mathematics content constrained or enabled linkages between content and students' lifeworlds. While the teachers demonstrated a commitment to humanising the subject at some level, this analysis has shown that expecting teachers to make the curriculum relevant is not unproblematic because the meaning of relevance as a construct is complex, subject-specific, and embedded in understanding the human dimensions of learning, using, and identifying with, content. Through an examination of the construct of relevance and a humanistic turn in mathematics and science literature I argue for an expanded notion of relevance.

  8. Mathematics, curriculum and assessment: The role of taxonomies in the quest for coherence

    Directory of Open Access Journals (Sweden)

    Caroline Long

    2014-12-01

    Full Text Available A challenge encountered when monitoring mathematics teaching and learning at high school is that taxonomies such as Bloom’s, and variations of this work, are not entirely adequate for providing meaningful feedback to teachers beyond very general cognitive categories that are difficult to interpret. Challenges of this nature are also encountered in the setting of examinations, where the requirement is to cover a range of skills and cognitive domains. The contestation as to the cognitive level is inevitable as it is necessary to analyse the relationship between the problem and the learners’ background experience. The challenge in the project described in this article was to find descriptive terms that would be meaningful to teachers. The first attempt at providing explicit feedback was to apply the assessment frameworks that include a content component and a cognitive component, namely knowledge, routine procedures, complex procedures and problem solving, currently used in the South African curriculum documents. The second attempt investigated various taxonomies, including those used in international assessments and in mathematics education research, for constructs that teachers of mathematics might find meaningful. The final outcome of this investigation was to apply the dimensions required to understand a mathematical concept proposed by Usiskin (2012: the skills-algorithm, property-proof, use-application and representation-metaphor dimension. A feature of these dimensions is that they are not hierarchical; rather, within each of the dimensions, the mathematical task may demand recall but may also demand the highest level of creativity. For our purpose, we developed a two-way matrix using Usiskin’s dimensions on one axis and a variation of Bloom’s revised taxonomy on the second axis. Our findings are that this two-way matrix provides an alternative to current taxonomies, is more directly applicable to mathematics and provides the

  9. An interdisciplinary collaboration between computer engineering and mathematics/bilingual education to develop a curriculum for underrepresented middle school students

    Science.gov (United States)

    Celedón-Pattichis, Sylvia; LópezLeiva, Carlos Alfonso; Pattichis, Marios S.; Llamocca, Daniel

    2013-12-01

    There is a strong need in the United States to increase the number of students from underrepresented groups who pursue careers in Science, Technology, Engineering, and Mathematics. Drawing from sociocultural theory, we present approaches to establishing collaborations between computer engineering and mathematics/bilingual education faculty to address this need. We describe our work through the Advancing Out-of-School Learning in Mathematics and Engineering project by illustrating how an integrated curriculum that is based on mathematics with applications in image and video processing can be designed and how it can be implemented with middle school students from underrepresented groups.

  10. An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem--Solving Measures for Monitoring Third-Grade Students' Mathematics Competence

    Science.gov (United States)

    Leh, Jayne M.; Jitendra, Asha K.; Caskie, Grace I. L.; Griffin, Cynthia C.

    2007-01-01

    The purpose of this study was to examine the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students' rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured…

  11. SYMBIOSIS: development, implementation, and assessment of a model curriculum across biology and mathematics at the introductory level.

    Science.gov (United States)

    Depelteau, Audrey M; Joplin, Karl H; Govett, Aimee; Miller, Hugh A; Seier, Edith

    2010-01-01

    "It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power." Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen's books and programs, see (www.alancohen.com.) With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology-math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum.

  12. SYMBIOSIS: Development, Implementation, and Assessment of a Model Curriculum across Biology and Mathematics at the Introductory Level

    Science.gov (United States)

    Joplin, Karl H.; Govett, Aimee; Miller, Hugh A.; Seier, Edith

    2010-01-01

    “It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen's books and programs, see (www.alancohen.com.) With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum. PMID:20810967

  13. Turkish Primary School Students' Strategies in Solving a Non-Routine Mathematical Problem and Some Implications for the Curriculum Design and Implementation

    Science.gov (United States)

    Erdogan, Abdulkadir

    2015-01-01

    Turkish primary mathematics curriculum emphasizes the role of problem solving for teaching mathematics and pays particular attention to problem solving strategies. Patterns as a subject and the use of patterns as a non-routine problem solving strategy are also emphasized in the curriculum. The primary purpose of this study was to determine how…

  14. Curriculum-Based Assessment, Socio-Demographic and Educational Measures as Predictors of Mathematics FCAT: Implications for Emancipatory Inquiry

    Science.gov (United States)

    Behar-Horenstein, Linda S.; Hudson-Vassell, Michael; Hudson-Vassell, Charisse N.; Garvan, Cynthia W.

    2015-01-01

    Using critical lenses, this study examined the predictive value added of curriculum-based assessment (CBA), with socio-demographic and educational variables on the mathematics portion of Florida Comprehensive Assessment Test (FCAT). Gender, race, socio-economic status, and exceptional student education (ESE) were compared in a de-identified post…

  15. A Practice-Oriented Professional Development Programme to Support the Introduction of a New Mathematics Curriculum in Portugal

    Science.gov (United States)

    da Ponte, Joao Pedro

    2012-01-01

    This article presents the extended workshop, a national professional development programme that was used in the preparatory stages of the introduction of a new mathematics curriculum for basic education (grades 1-9) in Portugal. These workshops are based on five major ideas-orientation towards practice, focus on students' learning, collaboration,…

  16. Mathematical Contributions of the Mayas, Aztecs & Incas: A Native American Curriculum Unit for Middle and High School. NATAM XIX.

    Science.gov (United States)

    Stodola, Janet

    Written to fulfill the requirements for a University of Minnesota College of Education off-campus Indian education course for public school teachers, this Native American curriculum unit for middle and high school reflects the mathematical achievements of the Maya, Aztec, and Inca Indians. The number systems, notation, and calendar techniques of…

  17. La Evolucion del Curriculo de las Matematicas: Un Folleto para los Padres de Familia. (The Changing Mathematics Curriculum: A Booklet for Parents).

    Science.gov (United States)

    California State Dept. of Education, Sacramento.

    This booklet, written in Spanish, provides a guide for parents to help their children become successful in school mathematics. The information is divided into four sections: (1) important facts about the mathematics curriculum and mathematics instruction; (2) expectations about participation, calculators, cooperative learning, dialogue, and…

  18. KUSPACE: Embedding Science Technology and Mathematics Ambassador Activities in the Undergradiuate Engineering Curriculum

    Science.gov (United States)

    Welch, C.; Osborne, B.

    The UK national STEM Ambassadors programme provides inspiring role models for school students in science, technology, engineering, mathematics (STEM) subjects. STEMNET, the national body responsible for STEM Ambassa- dors aims to provide more than 27,000 STEM Ambassadors nationwide by the end of 2011. This paper reports on a project at Kingston University to embed STEM Ambassador training and activity in Year 2 of the undergraduate Aerospace Engineering, Astronautics and Space Technology degree. The project, known as KUSPACE (Kingston University Students Providing Amazing Classroom Experiences), was conceived to develop students' communication, planning and presentation skills and build links between different cohort years, while providing a valuable contribution to local primary schools' STEM programmes and simultaneously raising the public engagement profile of the university. This paper describes the pedagogical conception of the KUSPACE, its implementation in the curriculum, the delivery of it in the university and schools and its effect on the undergraduate students, as well as identifying good practice and drawing attention to lessons learned.STEMNET (www.stemnet.org) is the UK's Science, Technol- ogy, Engineering and Mathematics Network. Working with a broad range of UK partners and funded by the UK govern- ment's Department for Business Innovation and Skills, STEMNET plays a significant role in ensuring that five to nineteen year olds and their teachers can experience a wide range of activities and schemes which enhance and enrich the school curriculum [1]. Covering all aspects of Science, Tech- nology, Engineering and Maths (STEM), these activities and schemes are designed both to increase STEM awareness and literacy in the young people and also to encourage more of them to undertake post-16 STEM qualifications and associated careers [2]. STEMNET operates through forty-five local con- tract holders around the UK which help the network deliver its

  19. Effects of M[superscript 3] Curriculum on Mathematics and English Proficiency Achievement of Mathematically Promising English Language Learners

    Science.gov (United States)

    Cho, Seokhee; Yang, Jenny; Mandracchia, Marcella

    2015-01-01

    The purpose of this study was to examine the effects of Mentoring Mathematical Minds (M3) units on gains in mathematics achievement and English proficiency of mathematically promising English language learners (MPELLs) in the third grade. The M3 program, developed by Gavin et al., was implemented for 1 year with treatment MPELLs (n = 86) but not…

  20. Kinder Lernen Deutsch Materials Evaluation Project: Grades K-8.

    Science.gov (United States)

    American Association of Teachers of German.

    The Kinder Lernen Deutsch (Children Learn German) project, begun in 1987, is designed to promote German as a second language in grades K-8. The project is premised on the idea that the German program will contribute to the total development of the child and the child's personality. Included in this guide are a selection of recommended core…

  1. How to Weave... the Web Into K-8 Science

    Science.gov (United States)

    Wetzel, David R.

    2005-01-01

    Like a search engine for science teachers, How to... "Weave the Web into K-8 Science" is a custom-made guide to bringing the best of the Internet into the classroom. Author David Wetzel has done the work of locating online materials. The book offers resources for Web-based science teaching and learning plus online technical help for both…

  2. Fostering Creativity in Children, K-8: Theory and Practice.

    Science.gov (United States)

    Lynch, Mervin D., Ed.; Harris, Carole Ruth, Ed.

    This book identifies strategies for use by classroom teachers in grades K-8 to nurture the development of creativity. Section 1 offers general strategies to stimulate productive thinking. Section 2 examines personality, creative thinking, and appropriate teaching strategies. Section 3 is dedicated to teaching special groups. Section 4 focuses on…

  3. Matematicas en la vida actual. Volumen III, edicion para el maestro. (Mathematics: A Practical View. Volume III, Teacher Edition). Applied Basic Curriculum Series.

    Science.gov (United States)

    Evaluation, Dissemination and Assessment Center, Dallas.

    This Spanish language teacher's edition of a practical mathematics text for the intermediate grades contains three components which can be structured in different combinations according to different student needs. Built around a review of selected objectives in the mathematics basic curriculum, the material is intended to stimulate interest in…

  4. Guida Didattica per l'Insegnamento della Matematica. Livelli G, H = Mathematics Curriculum Guide for Italian-Speaking Students, Levels G and H. Working Draft.

    Science.gov (United States)

    Chicago Board of Education, IL. Dept. of Curriculum.

    The curriculum guide is for levels G and H of the mathematics segment of Chicago's bilingual education program for limited-English-speaking native Italian-speaking students. It includes specific instructional objectives and worksheets for teaching the mathematical concepts of place value, whole numbers, rational numbers, measurement, geometry, and…

  5. Matematicas en la vida actual. Volumen I, edicion para el maestro. (Mathematics: A Practical View. Volume I, Teacher Edition). Applied Basic Curriculum Series.

    Science.gov (United States)

    Evaluation, Dissemination and Assessment Center, Dallas.

    This Spanish language teacher's edition of a practical mathematics text for the intermediate grades contains three components which can be structured in different combinations according to different student needs. Built around a review of selected objectives in the mathematics basic curriculum, the material is intended to stimulate interest in…

  6. Matematicas en la vida actual. Volumen II, edicion para el maestro. (Mathematics: A Practical View. Volume II, Teacher Edition). Applied Basic Curriculum Series.

    Science.gov (United States)

    Evaluation, Dissemination and Assessment Center, Dallas.

    This Spanish language teacher's edition of a practical mathematics text for the intermediate grades contains three components which can be structured in different combinations according to different student needs. Built around a review of selected objectives in the mathematics basic curriculum, the material is intended to stimulate interest in…

  7. Curriculum-Based Measurement for Mathematics at the High School Level: What We Do Not Know...What We Need to Know

    Science.gov (United States)

    Calhoon, Mary Beth

    2008-01-01

    The purpose of this article is to explore the research and developmental needs for curriculum-based measurement (CBM) at the secondary level (9th through 12th grades) for mathematics. Much has been accomplished empirically on the validity, reliability, and utility of CBM as an assessment measure in mathematics at the elementary level.…

  8. Guida Didattica per l'Insegnamento della Matematica. Livelli G, H = Mathematics Curriculum Guide for Italian-Speaking Students, Levels G and H. Working Draft.

    Science.gov (United States)

    Chicago Board of Education, IL. Dept. of Curriculum.

    The curriculum guide is for levels G and H of the mathematics segment of Chicago's bilingual education program for limited-English-speaking native Italian-speaking students. It includes specific instructional objectives and worksheets for teaching the mathematical concepts of place value, whole numbers, rational numbers, measurement, geometry, and…

  9. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students

    Science.gov (United States)

    Hawks, Kristel W.

    2010-01-01

    The purpose of this study was to determine if teachers who developed lessons based on Bloom's Taxonomy and the "Virginia Standards of Learning Curriculum Framework" saw increased scores on the mathematics benchmark assessment for fourth grade. Two classes taught by different mathematics teachers participated. The mean of the posttest scores for…

  10. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students

    Science.gov (United States)

    Hawks, Kristel W.

    2010-01-01

    The purpose of this study was to determine if teachers who developed lessons based on Bloom's Taxonomy and the "Virginia Standards of Learning Curriculum Framework" saw increased scores on the mathematics benchmark assessment for fourth grade. Two classes taught by different mathematics teachers participated. The mean of the posttest…

  11. 论教师在数学课程改革中的角色和作用%A Research on Mathematics Teachers Role and Function in a Mathematical Curriculum Reform

    Institute of Scientific and Technical Information of China (English)

    杨玉东; 孙名符; 冯振杰

    2001-01-01

    通过分析数学教师在数学课程改革中各阶段的角色,打破了那种认为“数学教师仅仅是数学课程改革中的实践者”的传统观念,并得出了这样一个结论:在一次数学课程改革中,任何一个教师都有可能以动力或阻力的形式出现.从而使人们重新估价数学教师在一次数学课程改革中所具有的关键性作用.%This thesis,on the basis of analyzing the mathematics teachers role on each stage of a mathematical curriculum reform,attempts to challenge the traditional opinion that “A mathematics teacher is only an operator of the mathematical curriculum in the reform”, and also draws a conclusion that each mathematics teacher would probably be an advocator or an objector in the mathematical curriculum reform.So the paper suggests that the mathematics teachersfunction in the mathematical curriculum reform should be evaluated again by the society.

  12. GeoGebra in Professional Development: The Experience of Rural Inservice Elementary School (K-8 Teachers

    Directory of Open Access Journals (Sweden)

    Lingguo Bu

    2013-07-01

    Full Text Available GeoGebra is an emergent open-source Dynamic and Interactive Mathematics Learning Environment (DIMLE (Martinovic & Karadag, 2012 that invites a modeling perspective in mathematics teaching and learning. In springs of 2010 and 2012, GeoGebra was integrated respectively into two online professional development courses on mathematical problem solving in a rural region of a Midwest state in the USA. Using GeoGebra as a primary tool for modeling and communication, fifty-three K-8 inservice elementary school teachers with no or little previous exposure to DIMLEs participated in the graduate level course, where they experimented with various resources of GeoGebra for mathematical modeling in the broad context of problem solving. The instructional team incorporated a variety of pedagogical components to support teachers’ exploration of the new technologies and the mathematical content, including video-based demonstration, affective intervention, learning with children, and social and cognitive scaffoldings. After intensive online instruction, a 25-item questionnaire was administered to collect data on participants’ attitudes, curricular awareness, mathematical content, and pedagogical reflection regarding the integration of GeoGebra. Based on results of the questionnaire (N = 45, this article provides a preliminary description of inservice elementary school teachers’ learning experience in a GeoGebraintegrated DIMLE setting, including an exploratory dimension analysis of the survey data. Overall, the use of GeoGebra challenged teachers’ view about the nature of mathematics and student-teacher interactions and further enriched their mathematical knowledge and pedagogical choices. The course design, context, and implications for future efforts are discussed.

  13. Competency Based Teacher Education Component. Curriculum Methods and Materials, Elementary Mathematics and Social Studies.

    Science.gov (United States)

    Woodworth, William D.

    Four mathematical/social studies module clusters are presented in an effort to develop proficiency in instruction and in inductive and deductive teaching procedures. Modules within the first cluster concern systems of numeration, set operations, numbers, measurement, geometry, mathematics, and reasoning. The second mathematical cluster presents…

  14. The research of 4th grade mathematical curriculum electronic picture book construction and development in integrating indigenous culture

    Science.gov (United States)

    Chen, Yen Ting; Hsin Wang, Juei

    2017-02-01

    This research aimed at integrating Seediq culture and mathematical course design for fourth-grade elementary school, and then transforming this mathematical course into an electronic picture book. During the process of electronic book development, the researchers collected videos of six participants engaged in discussion, reflection minutes after the meeting written by the attendants, the researchers' observation and review journals, and conversations with the participants. Then, researchers utilized Content Analysis to explore, try, review and retry steps of electronic book making process. The main findings: There are four periods of electronic book making process, research occurrence period, curriculum design period, electronic book transformation period, and result evaluation period. The picture book included the White Stone Legend born from Seediq seniors, historical battle for hunting field between tribes, and concepts of approximation, angle, triangle, and quadrangle features. At last, with the research result, this article presents the corroboration of related works, and then proposes suggestions of electronic book teaching and follow-up studies.

  15. A Modular Approach to Teaching Mathematical Modeling in Biotechnology in the Undergraduate Curriculum

    Science.gov (United States)

    Larripa, Kamila R.; Mazzag, Borbala

    2016-01-01

    Our paper describes a solution we found to a still existing need to develop mathematical modeling courses for undergraduate biology majors. Some challenges of such courses are: (i) relatively limited exposure of biology students to higher-level mathematical and computational concepts; (ii) availability of texts that can give a flavor of how…

  16. Mathematics Teachers' Perceptions of Resources and Curriculum Availability in Post-Apartheid Schooling

    Science.gov (United States)

    Waller, Patrice Parker; Maxwell, Kori L. H.

    2017-01-01

    This study explored similarities and differences in mathematics teaching and learning between public and private schools in post-apartheid South Africa. These conditions are viewed through the perceptions of mathematics teachers who navigate these two distinct spaces. This investigation was conducted during a cultural immersion component of a…

  17. Effects of Integrating Multimedia into the Third Grade Mathematics Curriculum to Improve Student Learning

    Science.gov (United States)

    Liu, Yuliang

    2012-01-01

    This project was designed to test Mayer's multimedia theory in an elementary school to improve students' mathematics learning for low-income children. The study designed and developed two multimedia mathematics experiments in 3rd grade: 9's multiplication experiment and geometric solids experiment. The two experimental lessons were implemented in…

  18. Correlation Educational Model in Primary Education Curriculum of Mathematics and Computer Science

    Science.gov (United States)

    Macinko Kovac, Maja; Eret, Lidija

    2012-01-01

    This article gives insight into methodical correlation model of teaching mathematics and computer science. The model shows the way in which the related areas of computer science and mathematics can be supplemented, if it transforms the way of teaching and creates a "joint" lessons. Various didactic materials are designed, in which all…

  19. Mathematics Teachers' Perceptions of Resources and Curriculum Availability in Post-Apartheid Schooling

    Science.gov (United States)

    Waller, Patrice Parker; Maxwell, Kori L. H.

    2017-01-01

    This study explored similarities and differences in mathematics teaching and learning between public and private schools in post-apartheid South Africa. These conditions are viewed through the perceptions of mathematics teachers who navigate these two distinct spaces. This investigation was conducted during a cultural immersion component of a…

  20. Applying Mathematical Concepts with Hands-On, Food-Based Science Curriculum

    Science.gov (United States)

    Roseno, Ashley T.; Carraway-Stage, Virginia G.; Hoerdeman, Callan; Díaz, Sebastián R.; Geist, Eugene; Duffrin, Melani W.

    2015-01-01

    This article addresses the current state of the mathematics education system in the United States and provides a possible solution to the contributing issues. As a result of lower performance in primary mathematics, American students are not acquiring the necessary quantitative literacy skills to become successful adults. This study analyzed the…

  1. Slope across the Curriculum: Principles and Standards for School Mathematics and Common Core State Standards

    Science.gov (United States)

    Nagle, Courtney; Moore-Russo, Deborah

    2014-01-01

    This article provides an initial comparison of the Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics by examining the fundamental notion of slope. Each set of standards is analyzed using eleven previously identified conceptualizations of slope. Both sets of standards emphasize Functional Property,…

  2. Preparing K-8 Teachers to Conduct Inquiry Oriented Science Education

    Science.gov (United States)

    Gross, N. A.; Garik, P.; Nolan, M. D.; Winrich, C.; Derosa, D.; Duffy, A.; Jariwala, M.; Konjoian, B.

    2010-12-01

    The need for STEM professional development for K-8 teachers is well documented. Such professional development promises broad impact, but it must have a positive effect on teachers’ knowledge and skills: 1) a focus on content knowledge, 2) opportunities for active learning, and 3) coherence with other activities. However, sustained impact is only achieved through intensive professional development. In response to the need for science education courses for K-8 teachers, for the past three years, the School of Education and the Department of Physics have collaborated to offer K-8 teachers science content courses of extended duration (75 contact hours) that emphasize inquiry based learning and investigation. The School of Education graduate courses have consisted of five three-hour meetings during the months of May and June, and a two week intensive period in July when the participants come for six hours per day. The alignment of these courses with inquiry teaching was confirmed using the Reformed Teaching Observation Protocol (RTOP). Courses offered in this format have been: --Immersion in Green Energy (IGE) -alternative sources of energy and how electricity is generated (75 teachers over the last 3 years), --Immersion in Global Energy Distribution (IGED) -understanding global climate as an outcome of insolation, convection, and radiation (27 teachers over the last 2 years) The Immersion courses cover a spectrum for inquiry learning that begins with introduction to equipment and experiments through guided discovery and culminates with students taking responsibility for defining and completing their own investigative projects. As a specific example, we consider here the IGED course. For IGED, the first five sessions are devoted to content and learning to use experimental equipment such as digital data collection probes to measure temperature, CO2 and salinity. Content addressed during these sessions include the differentiation between conduction, convection, and

  3. The Impact of Curriculum Looping on Standardized Literacy and Mathematics Test Scores

    Science.gov (United States)

    Nessler, Ralph D.

    2010-01-01

    There is a lack of research on the practice of curriculum looping and student achievement. The purpose of this study was to examine academic achievement between students in looping classes and those in nonlooping classes. The theoretical model of this study was based on the social cognitive theory of Bandura and Maslow's hierarchy of needs theory.…

  4. Consumer Education in Eighth Grade Core and Mathematics 1970. Curriculum Guide.

    Science.gov (United States)

    Schaum, June; And Others

    This curriculum guide outlines a one-to-two week consumer education unit for eighth grade students. It was written in response to Illinois Senate Bill 977 which required that all students in grades 8-12 be given instruction in consumer education. The lessons were developed to involve the students in stating problems, writing definitions,…

  5. The Impact of Curriculum Looping on Standardized Literacy and Mathematics Test Scores

    Science.gov (United States)

    Nessler, Ralph D.

    2010-01-01

    There is a lack of research on the practice of curriculum looping and student achievement. The purpose of this study was to examine academic achievement between students in looping classes and those in nonlooping classes. The theoretical model of this study was based on the social cognitive theory of Bandura and Maslow's hierarchy of needs theory.…

  6. A Trivium Curriculum for Mathematics Based on Literacy, Matheracy, and Technoracy: An Ethnomathematics Perspective

    Science.gov (United States)

    Rosa, Milton; Orey, Daniel Clark

    2015-01-01

    In an ethnomathematics-based program there exists the need for teachers to identify pedagogical actions in the form of teaching-learning practices. In this theoretical paper we outline a curriculum proposal based on D'Ambrosio's "Trivium," composed of "literacy," "matheracy," and "technoracy." The Trivium…

  7. Gender Effects on Curriculum Elements Based on Mathematics and Science and Technology Teachers' Opinions: A Meta-Analysis for Turkish Studies

    Science.gov (United States)

    Küçüktepe, Seval Eminoglu; Yildiz, Nilgün

    2016-01-01

    The purpose of this study is to investigate the gender effect on elementary mathematics and science and technology teachers' opinions regarding curriculum elements which are objectives, content, learning situation and evaluation. Meta-analysis was used in order to analyze data. Two articles, 11 master and one doctorate thesis which were conducted…

  8. Mathematics Curriculum Guide for Spanish-Speaking Students, Levels E, F. Field Test. Working Draft = Guia didactica de matematicas, Niveles E, F. Edicion Experimental.

    Science.gov (United States)

    Chicago Board of Education, IL. Dept. of Curriculum.

    The curriculum guide for mathematics instruction in the bilingual education program of the Chicago public schools is designed to assist teachers in the instruction of limited-English-speaking students in their native language. The guide outlines, for each of two levels, lessons on absolute and relative values of numbers, whole number operations,…

  9. Mathematics Curriculum Guide for Spanish-Speaking Students, Levels A, B, C, D, Field Test. Working Draft = Guia didactica de Matematicas, Niveles A, B, C, D. Edicion Experimental.

    Science.gov (United States)

    Chicago Board of Education, IL. Dept. of Curriculum.

    The introductory level curriculum guide for bilingual education for Spanish-speaking children in the Chicago public schools is divided into four difficulty levels and is designed to facilitate acquisition of mathematical concepts by presenting them in the children's native language. At each level, the concepts covered include the meaning of…

  10. Ressources de mathematiques, maternelle-12e annee: Bibliographie annotee. Cadre commun des programmes d'etudes (Pre-Kindergarten-Grade 12 Mathematics Resources: Annotated Bibliography. Common Curriculum Framework).

    Science.gov (United States)

    Western Canadian Protocol for Collaboration in Basic Education, Edmonton (Alberta).

    This annotated bibliography identifies French language resources endorsed for the K-12 grade levels by all Western Canadian Protocol (WCP) jurisdictions implementing the Common Curriculum Framework for K- 12 Mathematics. Resources were selected through a collaborative review process based on their high level of fidelity with the rationale,…

  11. Mathematics Curriculum Guide for Spanish-Speaking Students, Levels A, B, C, D, Field Test. Working Draft = Guia didactica de Matematicas, Niveles A, B, C, D. Edicion Experimental.

    Science.gov (United States)

    Chicago Board of Education, IL. Dept. of Curriculum.

    The introductory level curriculum guide for bilingual education for Spanish-speaking children in the Chicago public schools is divided into four difficulty levels and is designed to facilitate acquisition of mathematical concepts by presenting them in the children's native language. At each level, the concepts covered include the meaning of…

  12. Mathematics Curriculum Guide for Spanish-Speaking Students, Levels E, F. Field Test. Working Draft = Guia didactica de matematicas, Niveles E, F. Edicion Experimental.

    Science.gov (United States)

    Chicago Board of Education, IL. Dept. of Curriculum.

    The curriculum guide for mathematics instruction in the bilingual education program of the Chicago public schools is designed to assist teachers in the instruction of limited-English-speaking students in their native language. The guide outlines, for each of two levels, lessons on absolute and relative values of numbers, whole number operations,…

  13. 数学教师课程资源的开发与利用%Strategies on the development and utilization of mathematics teachers as curriculum resources

    Institute of Scientific and Technical Information of China (English)

    赵艳会

    2014-01-01

    Curriculum resources are thought to be essential to achieve the goal of the course. The teachers are the first course resources. Based on the understanding of mathematics teachers as teaching resources,certain points are put forward as follows:mathematics teachers should cultivate the awareness of the curriculum resources;the construction of the team of math-ematics teachers should be emphasized;mathematics teachers should improve their abilities of developing the the curriculum re-sources;maths teachers should fully display their uses as teaching materials in mathematics teaching;how can a maths teacher maximize resources.%教师是第一位的课程资源。数学教师要确立课程资源的意识,提高开发课程资源的能力,使自己的知识素质结构不断充实优化,心理及人格素质不断升华提高,促进数学课程资源的开发利用。

  14. Reflecting on the Mathematics Curriculum Construction of Higher Vocational Education%反思中国高职院校的数学课程建设

    Institute of Scientific and Technical Information of China (English)

    游安军

    2015-01-01

    The mathematics curriculum of the higher vocational college was in danger situation, the mathematics curriculum construction of the higher vocational education should be changed from logical system to applied system, the important of all tasks was the mixture of mathematics and professional knowledge.%高职院校《高等数学》课程已经陷入严重的危机之中。根据职业教育的目标和学生的基础水平,高职数学课程建设必须实现由逻辑体系向应用体系的转变,其中最核心的任务是加强数学与相关专业知识的融合。

  15. Life skills, mathematical reasoning and critical thinking: a curriculum for the prevention of problem gambling.

    Science.gov (United States)

    Turner, Nigel E; Macdonald, John; Somerset, Matthew

    2008-09-01

    Previous studies have shown that youth are two to three times more likely than adults to report gambling related problems. This paper reports on the development and pilot evaluation of a school-based problem gambling prevention curriculum. The prevention program focused on problem gambling awareness and self-monitoring skills, coping skills, and knowledge of the nature of random events. The results of a controlled experiment evaluating the students learning from the program are reported. We found significant improvement in the students' knowledge of random events, knowledge of problem gambling awareness and self-monitoring, and knowledge of coping skills. The results suggest that knowledge based material on random events, problem gambling awareness and self-monitoring skills, and coping skills can be taught. Future development of the curriculum will focus on content to expand the students' coping skill options.

  16. Secondary Schools Curriculum Guide, Mathematics, Grades 10-12, Levels 87-112.

    Science.gov (United States)

    Rogers, Arnold R., Ed.; And Others

    Behavioral objectives for geometry, algebra, computer mathematics, trigonometry, analytic geometry, calculus, and probability are specified for grades 10 through 12. General objectives are stated for major areas under each topic and are followed by a list of specific objectives for that area. This work was prepared under an ESEA Title III…

  17. Teachers' Views on the New Measurement and Assessment Approaches with Regard to Mathematics Curriculum Reform

    Science.gov (United States)

    Cansiz Aktas, Meral; Baki, Adnan

    2014-01-01

    The aim of this study is to investigate teachers' views on the new measurement and assessment approaches within the context of secondary school mathematics education reform. With this purpose, the factors which affected the implementation process were determined. The research data were obtained from two teachers via in-depth interviews,…

  18. Mathematics Curriculum Based Measurement to Predict State Test Performance: A Comparison of Measures and Methods

    Science.gov (United States)

    Stevens, Olinger; Leigh, Erika

    2012-01-01

    Scope and Method of Study: The purpose of the study is to use an empirical approach to identify a simple, economical, efficient, and technically adequate performance measure that teachers can use to assess student growth in mathematics. The current study has been designed to expand the body of research for math CBM to further examine technical…

  19. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 2. Experimental. Level 3.

    Science.gov (United States)

    Fox, Joan; And Others

    The activities in this workbook are designed to provide pupils with practice in mastering the performance objectives of the Comprehensive Instructional Management System in mathematics for Level 3, Part 2, in New York City schools. It follows the sequence of the teacher's manual, with the objective number listed on each page. Over 80 performance…

  20. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 1. Experimental. Level 4.

    Science.gov (United States)

    Fox, Joan; And Others

    The activities in this workbook are designed to provide pupils with practice in mastering the performance objectives of the Comprehensive Instructional Management System in mathematics for Level 4, Part 1, in New York City schools. It follows the sequence of the teacher's manual, with the objective number listed on each page. Over 85 performance…

  1. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 2. Experimental. Level 4.

    Science.gov (United States)

    Fox, Joan; And Others

    The activities in this workbook are designed to provide pupils with practice in mastering the performance objectives of the Comprehensive Instructional Management System in mathematics for Level 4, Part 2, in New York City schools. It follows the sequence of the teacher's manual, with the objective number listed on each page. Over 80 performance…

  2. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 1, Experimental. Level 2.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    The activities in this workbook are designed to provide pupils with practice in mastering the performance objectives of the Comprehensive Instructional Management System (CIMS) in Mathematics for Level 2, Part 1, in New York City schools. It follows the sequence of the teacher's manual, with the objective number listed on each page. The 85…

  3. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 2, Experimental. Level 2.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    The activities in this mathematics workbook are designed to provide pupils with practice in mastering the performance objectives of Level 2, Part 2, in the Comprehensive Instructional Management System (CIMS) for New York City schools. It follows the sequence of the teacher's manual, with the objective number listed on each page. The 128…

  4. Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 1. Experimental. Level 3.

    Science.gov (United States)

    Fox, Joan; And Others

    The activities in this workbook are designed to provide pupils with practice in mastering the performance objectives of the Comprehensive Instructional Management System in mathematics for Level 3, Part 1, in New York City schools. It follows the sequence of the teacher's manual, with the objective number listed on each page. Over 80 performance…

  5. E. L. Thorndike or Edward Brooks: Two Views on Mathematics Curriculum and Teaching

    Science.gov (United States)

    Cooper-Twamley, Susan; Null, J. Wesley

    2009-01-01

    When one reads scholars from the past, many of the same problems found in schools in 2009 are quite similar to the problems educators were complaining about more than a century ago. One of the current controversial topics in schools today, for example, is student success, or lack thereof, in mathematics. Because of differences in mathematics…

  6. Integration of Bioinformatics into an Undergraduate Biology Curriculum and the Impact on Development of Mathematical Skills

    Science.gov (United States)

    Wightman, Bruce; Hark, Amy T.

    2012-01-01

    The development of fields such as bioinformatics and genomics has created new challenges and opportunities for undergraduate biology curricula. Students preparing for careers in science, technology, and medicine need more intensive study of bioinformatics and more sophisticated training in the mathematics on which this field is based. In this…

  7. Looking within and beyond the Geometry Curriculum: Connecting Spatial Reasoning to Mathematics Learning

    Science.gov (United States)

    Mulligan, Joanne

    2015-01-01

    This commentary adopts a broad perspective in considering the contributions of papers from cross- and interdisciplinary fields of mathematics education, psychology, child development and neuroscience. The discussion aims to complement the commentary by Dindyal, focused on background research on geometry and implications for pedagogy and curricula.…

  8. Integration of Bioinformatics into an Undergraduate Biology Curriculum and the Impact on Development of Mathematical Skills

    Science.gov (United States)

    Wightman, Bruce; Hark, Amy T.

    2012-01-01

    The development of fields such as bioinformatics and genomics has created new challenges and opportunities for undergraduate biology curricula. Students preparing for careers in science, technology, and medicine need more intensive study of bioinformatics and more sophisticated training in the mathematics on which this field is based. In this…

  9. Looking within and beyond the Geometry Curriculum: Connecting Spatial Reasoning to Mathematics Learning

    Science.gov (United States)

    Mulligan, Joanne

    2015-01-01

    This commentary adopts a broad perspective in considering the contributions of papers from cross- and interdisciplinary fields of mathematics education, psychology, child development and neuroscience. The discussion aims to complement the commentary by Dindyal, focused on background research on geometry and implications for pedagogy and curricula.…

  10. A Comparison of Elementary/K-8 and Middle Schools' Suspension Rates

    Science.gov (United States)

    Arcia, Emily

    2007-01-01

    This study was undertaken to examine the suspension percentages among three sixth-grade transition groups: (a) students who attended elementary or K-8 schools in sixth grade and K-8 schools in seventh grade, (b) students who attended elementary or K-8 schools in sixth grade and middle schools in seventh grade, and (c) students who attended middle…

  11. Elementary school quality, the mathematics curriculum and the role of local knowledge

    Science.gov (United States)

    Balfanz, Robert

    1990-03-01

    This article uses data from several elementary school classrooms in Chicago on how students learn to calculate, and reviews similar data from a number of developing countries to examine the strengths and limitations of using the mathematical knowledge which students develop on their own outside of formal schooling to increase the amount, range and power of mathematical knowledge which is acquired through formal schooling. In so doing it attempts to reconcile the views of those who believe that the key to improving elementary school quality lies in improving the technology of instruction and those who believe that it lies in a deeper understanding of the mental life of children. It concludes by arguing that the quality of elementary schooling can be improved through skilled management of the environmentally acquired knowledge which students bring to instruction, if this knowledge is transformed through pedagogic and curricular interventions into a set of portable intellectual skills.

  12. The mathematics textbook at tertiary level as curriculum material - exploring the teacher's decision-making process

    Science.gov (United States)

    Randahl, Mira

    2016-08-01

    This paper reports on a study about how the mathematics textbook was perceived and used by the teacher in the context of a calculus part of a basic mathematics course for first-year engineering students. The focus was on the teacher's choices and the use of definitions, examples and exercises in a sequence of lectures introducing the derivative concept. Data were collected during observations of lectures and an interview, and informal talks with the teacher. The introduction and the treatment of the derivative as proposed by the teacher during the lectures were analysed in relation to the results of the content text analysis of the textbook. The teacher's decisions were explored through the lens of intended learning goals for engineering students taking the mathematics course. The results showed that the sequence of concepts and the formal introduction of the derivative as proposed by the textbook were closely followed during the lectures. The examples and tasks offered to the students focused strongly on procedural knowledge. Although the textbook proposes both examples and exercises that promote conceptual knowledge, these opportunities were not fully utilized during the observed lectures. Possible reasons for the teacher's choices and decisions are discussed.

  13. Mathematics

    CERN Document Server

    Eringen, A Cemal

    2013-01-01

    Continuum Physics: Volume 1 - Mathematics is a collection of papers that discusses certain selected mathematical methods used in the study of continuum physics. Papers in this collection deal with developments in mathematics in continuum physics and its applications such as, group theory functional analysis, theory of invariants, and stochastic processes. Part I explains tensor analysis, including the geometry of subspaces and the geometry of Finsler. Part II discusses group theory, which also covers lattices, morphisms, and crystallographic groups. Part III reviews the theory of invariants th

  14. Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

    Directory of Open Access Journals (Sweden)

    Berit Bungum

    2014-04-01

    Full Text Available Technology and design is seen by many as having a potential for students to work with science and mathematics in practical contexts. The view is particularly evident in the Norwegian curriculum, where technology and design is defined as an interdisciplinary topic involving Science, Mathematics and Art & Crafts. This paper reports from a video study of the use of mathematics and science in student projects in technology and design. It was found that the projects contained little conceptual knowledge from mathematics and science even when their purpose was to do so. Through an inductive analysis informed by perspectives on technology and technological knowledge, we identify four issues that explain why this is the case: (i Problem solving by other means, (ii Focus on product quality, (iii Not the right type of knowledge, and (iv Concepts and procedures not necessary for the purpose. These issues are related to the nature of technology rather than to pedagogy, and the results suggest that technology and design as a domain of knowledge should be represented in the curriculum in its own right and not as an arena for learning science and mathematics

  15. 中高职数学课程衔接的瓶颈及其对策%The Bottle-neck of Curriculum Articulation of Mathematics in Secondary School and Higher Vocational School and Its Countermeasures

    Institute of Scientific and Technical Information of China (English)

    万里亚

    2014-01-01

    课程衔接是中高职教育衔接的核心与关键,针对数学课程衔接中的诸多问题,必须从课程标准、课程结构、课程教学、学生学习方法等方面采取有效措施,才能实施中高职数学课程的有效衔接。%Curriculum articulation is the essence and the core of secondary school education and higher vocational education. As to many problems related to curriculum articulation of mathematics, we should take measures to efficiently implement the plan of curriculum articulation of mathematics on aspects of curriculum syllabus, curriculum structure, curriculum teaching and students' learning strategy in secondary and higher vocational school.

  16. Integration of a CAS/DGS as a CAD system in the mathematics curriculum for architecture students

    Science.gov (United States)

    Falcón, R. M.

    2011-09-01

    Students of Architecture and Building Engineering Degrees work with Computer Aided Design systems daily in order to design and model architectonic constructions. Since this kind of software is based on the creation and transformation of geometrical objects, it seems to be a useful tool in Maths classes in order to capture the attention of the students. However, users of these systems cannot display the set of formulas and equations which constitute the basis of their studio. Moreover, if they want to represent curves or surfaces starting from its corresponding equations, they have to define specific macros which require the knowledge of some computer language or they have to create a table of points in order to convert a set of nodes into polylines, polysolids or splines. More specific concepts, like, for instance, those related to differential geometry, are not implemented in this kind of software, although they are taught in our Maths classes. In a very similar virtual environment, Computer Algebra and Dynamic Geometry Systems offer the possibility of implementing several concepts which can be found in the usual mathematics curriculum for Building Engineering: curves, surfaces and calculus. Specifically, the use of sliders related to the Euler's angles and the generation of tools which project 3D into 2D, facilitate the design and model of curves and rigid objects in space, by starting from their parametric equations. In this article, we show the experience carried out in an experimental and control group in the context of the Maths classes of the Building Engineering Degree of the University of Seville, where students have created their own building models by understanding and testing the usefulness of the mathematical concepts.

  17. Into the Curriculum. Reading/Language Arts: Peter Rabbit Pop-Up; Science and Social Studies: Telephones through Time; Social Studies/Mathematics: An Imaginary Investment; Social Studies: Libraries Reflect Our Culture; Social Studies: Seward's Folly and Alaska.

    Science.gov (United States)

    Salter, Virtys

    2002-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, science, social studies, and mathematics. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are describes for each activity. (LRW)

  18. Pretesting Mathematical Concepts with the Mobile Phone: Implications for Curriculum Design

    Directory of Open Access Journals (Sweden)

    Rita Ndagire Kizito

    2012-01-01

    Full Text Available One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instruction. This means that both the weak and more advanced students receive the same level of support since there is no mechanism for differentiating their learning needs. This paper describes the characteristics of a diagnostic test aimed at determining student understanding of the basic calculus concepts of the derivative and the integral, using the mobile phone as the method of delivery. As a proof-of-concept exercise, 10 questions designed to test concept attributes and procedural knowledge involving the two basic calculus concepts were given to a sample of 30 students at the beginning of the course. The implications for curriculum design were then analysed in terms of the didactical functionalities and the communication strategy that could be developed with reference to the mobile phone.

  19. Mathematics

    CERN Document Server

    Stein, Sherman K

    2010-01-01

    Anyone can appreciate the beauty, depth, and vitality of mathematics with the help of this highly readable text, specially developed from a college course designed to appeal to students in a variety of fields. Readers with little mathematical background are exposed to a broad range of subjects chosen from number theory, topology, set theory, geometry, algebra, and analysis. Starting with a survey of questions on weight, the text discusses the primes, the fundamental theorem of arithmetic, rationals and irrationals, tiling, tiling and electricity, probability, infinite sets, and many other topi

  20. 大类招生培养模式下的大学数学基础课程体系建设%On University Mathematics Curriculum System Construction under the Large Class Enrollment Training Mode

    Institute of Scientific and Technical Information of China (English)

    姚晨; 卢兴江; 金蒙伟

    2015-01-01

    Learning compulsory mathematics curriculum is important to cultivate university students' pro-spective original innovation ability. University mathematics curriculum system is facing new challenges in terms of large scale of enrollment. Focusing on cultivating original innovation ability, the paper sets the overall framework of compulsory mathematics curriculum system,and outlines curriculum guidance based on the char-acters of compulsory mathematics curriculum,straightens the cohesive relations between curricula with the mathematical thinking and skills,and takes university mathematics curriculum and pre -curriculum as the content which provide feasible program for university mathematics curriculum system for comprehensive univer-sity.%系统的数学基础课程学习是大学生前瞻性原始创新能力培养的重要内容.在大类招生模式下,大学数学基础课程体系建设出现了新的挑战.文章以培养原始知识创新能力为中心进行数学基础课程体系总体框架设定,依据数学基础课程分类特点制定课程大纲,结合所需数学思想方法和技能的要求来理顺课程衔接关系,以综合性大学数学基础课程及前置课程的设置为内容,对综合性大学数学基础课程体系设置给出可行的建设方案.

  1. The Mathematics Teacher and Curriculum Change (El Profesor de Matemáticas y el Cambio de Currículo

    Directory of Open Access Journals (Sweden)

    Jeremy Kilpatrick

    2009-03-01

    Full Text Available One of the most compelling lessons of the new math reform era —from the mid 1950s to the mid 1970s— concerned the pivotal role of the mathematics teacher in effecting curriculum change. Recent efforts to change the school mathematics curriculum are rediscovering that old lesson: The teacher is the key to change. Consequently, when teachers are confronted with arguments against the direction that proposals for curriculum change are taking, it is important for them to analyze and discuss the proposed changes. Recent experiences in the United States, which does not have the same centralized curriculum organization as Portugal but which is experiencing some of the same proposals and arguments against them, may be helpful in understanding the role that teachers can play in the social process of creating a curriculum. Una de las lecciones más destacadas extraídas de la era de la reforma de la matemática moderna hacía referencia al papel esencial que el profesor de matemáticas desempeñaba en el cambio del currículo. Los recientes esfuerzos por cambiar el currículo de las matemáticas escolares están redescubriendo esta vieja lección: El profesor es la clave para el cambio. Consecuentemente, cuando los profesores argumentan en contra de las propuestas de cambio curricular, es importante que analicen y discutan los cambios propuestos. Las experiencias recientes en Estados Unidos, donde no existe la misma organización curricular centralizada de Portugal pero que experimenta parte de las mismas propuestas y argumentos contra ellas, puede ser útil para comprender el papel que los profesores pueden jugar en el proceso social de creación de un currículo.

  2. Ice, Ice, Baby: A Program for Sustained, Classroom-Based K-8 Teacher Professional Development

    Science.gov (United States)

    Hamilton, C.

    2009-12-01

    Ice, Ice, Baby is a K-8 science program created by the education team at the Center for the Remote Sensing of Ice Sheets (CReSIS), an NSF-funded science and technology center headquartered at the University of Kansas. The twenty-four hands-on activities, which constitute the Ice, Ice, Baby curriculum, were developed to help students understand the role of polar ice sheets in sea level rise. These activities, presented in classrooms by CReSIS' Educational Outreach Coordinator, demonstrate many of the scientific properties of ice, including displacement and density. Student journals are utilized with each lesson as a strategy for improving students' science process skills. Journals also help the instructor identify misconceptions, assess comprehension, and provide students with a year-long science reference log. Pre- and post- assessments are given to both teachers and students before and after the program, providing data for evaluation and improvement of the Ice, Ice, Baby program. While students are actively engaged in hands-on learning about the unusual topics of ice sheets, glaciers, icebergs and sea ice, the CReSIS' Educational Coordinator is able to model best practices in science education, such as questioning and inquiry-based methods of instruction. In this way, the Ice, Ice, Baby program also serves as ongoing, in-class, professional development for teachers. Teachers are also provided supplemental activities to do with their classes between CReSIS' visits to encourage additional science lessons, reinforce concepts taught in the Ice, Ice, Baby program, and to foster teachers' progression toward more reform-based science instruction.

  3. Human rotavirus K8 strain represents a new VP4 serotype.

    Science.gov (United States)

    Li, B; Larralde, G; Gorziglia, M

    1993-01-01

    The complete VP4 gene of the human rotavirus (HRV) K8 strain (G1 serotype) was cloned and inserted into the baculovirus transfer vector pVL941 under the control of the polyhedrin promoter. A K8VP4 recombinant baculovirus was obtained by cotransfection of Spodoptera frugiperda (Sf9) cells with transfer vector DNA containing the K8VP4 gene and wild-type baculovirus DNA. Infection of Sf9 cells with this VP4 recombinant baculovirus resulted in the production of a protein that is similar in size and antigenic activity to the authentic VP4 of the K8 strain. Guinea pigs immunized with the expressed VP4 developed antibodies that neutralized the infectivity of the K8 strain. This antiserum neutralized HRV strains belonging to VP4 serotypes 1A, 1B, and 2 with efficiency eightfold or lower than that of the homologous virus, indicating that the human rotavirus K8 strain represents a distinct VP4 serotype (P3). In addition, low levels of cross-immunoprecipitation of the K8VP4 and its VP5 and VP8 subunits with hyperimmune antisera to HRV strains representing different VP4 serotype specificities also suggested that the K8 strain possesses a unique VP4 with few epitopes in common with other P-serotype strains. Images PMID:8380098

  4. Creating Words in Mathematics

    Science.gov (United States)

    Galligan, Linda

    2016-01-01

    A "National Numeracy Report" and the Australian Curriculum (2014) have recognised the importance of language in mathematics. The general capabilities contained within the "Australian Curriculum: Mathematics" (2014) highlight literacy as an important tool in the teaching and learning of mathematics, from the interpretation of…

  5. Creating Words in Mathematics

    Science.gov (United States)

    Galligan, Linda

    2016-01-01

    A "National Numeracy Report" and the Australian Curriculum (2014) have recognised the importance of language in mathematics. The general capabilities contained within the "Australian Curriculum: Mathematics" (2014) highlight literacy as an important tool in the teaching and learning of mathematics, from the interpretation of…

  6. 数学思想方法在义务教育数学课程中的地位%The Status of Mathematical Thoughts and Methods in Mathematics Curriculum for Compulsory Education

    Institute of Scientific and Technical Information of China (English)

    付艳芳

    2013-01-01

    数学思想和方法在课程中应占重要地位,应作为教育任务的重要内容。学习数学不仅要学习数学的知识内容,而且要学习它的精神、思想和方法。掌握基本数学思想方法能使数学更易于理解,领悟数学思想方法更有助于数学新知识学习,提高学生分析问题和解决问题的能力。%Mathematical thoughts and methods should be in the dominant position of mathematics curriculum and be placed as the priority in pedagogical tasks. We need not only focus on the knowledge and contents, but also the spirit, thoughts and methods during the mathematics learning. The mastery of mathematical thoughts and methods makes mathematics more understandable. Students would have a great improvement in absorbing new knowledge, analyzing and solving problems based on the complete comprehension of these thoughts and methods.

  7. Curriculum and Design Analysis of a Mathematics-Based Educational Television Program: A Case Study of Cyberchase Animated Television Series

    Science.gov (United States)

    Yusop, Farrah Dina

    2013-01-01

    This paper presents a curriculum and design analyses of an Emmy-award winning children educational television series, Cyberchase. Using Posner's (2004) four process of curriculum analysis framework, this paper addresses each of the components and relates it to the design principles undertaken by the Cyberchase production team. Media and document…

  8. 新课程理念下数学教学情境的创设%The Creation of Mathematics Teaching Situation in New Curriculum Idea

    Institute of Scientific and Technical Information of China (English)

    农克思

    2012-01-01

    良好的教学情境能激发学生学习的积极性,促进学生主动学习,对教师课堂教学的成功起着十分重要的作用。本文对新课程下数学教学情境的创设进行了探讨。%Good teaching situation can motivate students' learning initiative and promote students' positive learning and it plays an important role in teachers' successful classroom teaching. This paper discusses the creation of mathematics teaching situation in new curriculum.

  9. The mathematics literacy and mathematics curriculum of South Africa on the grades 10 to 12%南非高中数学素养课程与数学课程的起源、发展及启示❉

    Institute of Scientific and Technical Information of China (English)

    陆吉健; 刘艳平; 张维忠

    2015-01-01

    基于南非基础教育中高中数学双课程的特殊性,对南非基础教育中高中“数学素养”与“数学”课程的起源和发展进行分析探讨。以2003年和2012年公布的高中“数学素养”与“数学”课程标准的变化为切入点,着眼我国高中数学课程标准修订和课程改革。南非数学课程中的课程生活化定位、课程内容和情境的细化和复杂化、课程信心指向上的提升、对课程评价上的重视等,都对我国高中数学课程改革有启示与借鉴作用。%Based on the particularity of double mathematics curriculum on Grades 10—12 of basic education in South Africa, the origin and the development of"Mathematics Literacy"and"Mathematics"curriculum on Grades 10—12 in South African were analysised and discussed.Specifically, regarding the change and devel-opment of the "mathematics literacy"and "mathematics"curriculum standard released in 2003 and 2012 as the breakthrough point, it was focused on the revision of the high school mathematics curriculum standard and the reform of curriculum in our country.Finally, the revelation was summarized as follow:the life orientation of curriculum, the refinement and complexity of curriculum′s content and context, the upgrading of the point to confidence of curriculum, the degree of attention in curriculum evaluation.

  10. Making physics fun key concepts, classroom activities, and everyday examples, grades K-8

    CERN Document Server

    Prigo, Robert

    2007-01-01

    In easy-to-understand language, this resource presents engaging, ready-to-use learning experiences that address the "big ideas" in K-8 science education and help students make larger, real-world connections.

  11. 《经济数学》课程改革的探索与实践%Exploration and Practice of Economic Mathematics Curriculum Reform

    Institute of Scientific and Technical Information of China (English)

    秦晓艳

    2012-01-01

    《经济数学》主要突出以“数学为主体、经济为应用”的思想,实现了数学与经济的有机结合,在实际教学中,从优化教材内容体系,改革教学方法与手段,茂革完善考核、评价机制几方面进行了阐述,希望能对《经济数学》的课程改革作一些有效的探索。%Economic Mathematics highlights the thinking "Mathematics as the main economic applications," to achieve the organic combination of mathematical and economic. In actual teaching, we hope that some effective exploration of economic mathematics curriculum reform should be done, from the optimization of the system of teaching materials, the reform of teaching methods and means, reform and improve the examination, the evaluation mechanism.

  12. Snow snakes and science agency: Empowering American Indian students through a culturally-based science, technology, engineering, and mathematics (STEM) curriculum

    Science.gov (United States)

    Miller, Brant Gregory

    Mainstream curricula have struggled to provide American Indian students with meaningful learning experiences. This research project studied a novel approach to engaging students with science, technology, engineering, and mathematics (STEM) content through a culturally-based context. The traditional American Indian game of Snow Snakes (shushumeg in Ojibwe) presented a highly engaging context for delivering STEM content. Through the engaging context of snow snakes, the designed STEM curriculum explicitly applied mathematics (scaling and data), and science (force and motion) to an engineering prototype iteration that used available materials and tools (technology) for success. It was hypothesized that by engaging students through the carefully integrated STEM curriculum, driven by the culturally based context of snow snakes, students would exhibit an increase in science agency and achievement. The overarching research question explored for this study was: How does a culturally-based and integrated STEM curriculum impact student's science agency? Associated sub-questions were: (1) What does science agency look like for 6th grade students? (2) What key experiences are involved in the development of science agency through a culturally-based STEM curriculum context? And (3) What are the impacts on the community associated with the implementation of a culturally-based STEM curriculum? A case study research design was implemented for this research. Yin (2003) defines a case study as investigating a phenomenon (e.g. science agency) which occurs within authentic contexts (e.g. snow snakes, Adventure Learning, and Eagle Soaring School) especially when the boundaries between phenomenon and context are unclear. For this case study Eagle Soaring School acted as the bounded case with students from the 6th grade class representing the embedded units. Science agency was the theoretical framework for data analysis. Major findings were categorized as science and STEM learning, agency

  13. Curriculum Research in the Netherlands

    NARCIS (Netherlands)

    Wardekker, W.L.; Volman, M.L.L.; Terwel, J.

    2014-01-01

    This chapter examines the curriculum research in the Netherlands. The conditions influencing the curriculum field are described, along with the struggle for a common curriculum in the Netherlands. The waves of curriculum theory are presented and illustrated by the case of mathematics. Finally, the r

  14. Introduction of CAA into a mathematics course for technology students to address a change in curriculum requirements

    OpenAIRE

    Pollock, M.J.

    2002-01-01

    The mathematical requirements for engineering, science and technology students has been debated for many years and concern has been expressed about the mathematical preparedness of students entering higher education. This paper considers a mathematics course that has been specifically designed to address some of these issues for technology education students. It briefly chronicles the changes that have taken place over its lifetime and evaluates the introduction of Computer Assisted Assessmen...

  15. An evaluation of integrated curriculum as it exists in mathematics and science SSS as well as the subsequent supportive presentation of those standards in eighth grade mathematics and science textbooks

    Science.gov (United States)

    Gill, Clara Joanne Schneberger

    This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points of intersection in the classroom; and examined the textbooks for a mutually supportive presentation of the POIs between the two domains. The criterion for textbook evaluation was synthesized from documents used by the National Research Council (NRC, 2004) and Project 2061 (Roseman, Kulm, Shuttleworth, 2001. These criteria were examined in terms of measureable elements of textbook design, vocabulary, inquiry and problem solving in order to create integrated objectives, which were then operationalized so that each objective could be evaluated using the Textbook Evaluation Document (TED). The validity of the TED was insured by the transparency of the process. Reliability was determined in two steps, first to determine the most reliable segments of the document and finally to confirm the reliability of those segments. It was determined that the vocabulary section of the TED consistently produced reliability scores above 70% with variation of Supportive Curriculum Scores (SCS) between textbooks. This indicated that a measure of supportive vocabulary could be generated for use in future studies for example correlating supportive curriculum with student achievement.

  16. An Interdisciplinary Collaboration between Computer Engineering and Mathematics/Bilingual Education to Develop a Curriculum for Underrepresented Middle School Students

    Science.gov (United States)

    Celedón-Pattichis, Sylvia; LópezLeiva, Carlos Alfonso; Pattichis, Marios S.; Llamocca, Daniel

    2013-01-01

    There is a strong need in the United States to increase the number of students from underrepresented groups who pursue careers in Science, Technology, Engineering, and Mathematics. Drawing from sociocultural theory, we present approaches to establishing collaborations between computer engineering and mathematics/bilingual education faculty to…

  17. The National Mathematics Curriculum for BEP (Basic Education Programme) and the MDG (Millennium Development Goals) for Mathematics Teachers in Nigeria: Teachers' Perception and Readiness

    Science.gov (United States)

    Ekwueme, Cecilia Olunwa; Meremikwu, Anne; Kalu, Nnenna

    2013-01-01

    The study used a survey design. The instrument was teachers' questionnaire and interview on awareness and readiness. The interview was administered to the different categories of the respondents using a 4-point Likert scale. Two hundred mathematics teachers were randomly selected from 100 schools (public and private) using stratified random…

  18. Comparison and enlightenment of the ifve elementary mathematics curriculum Found on the latest elementary mathematics curriculum standards of ifve countries, china, American, Australia, England and Japan%五国小学数学课程内容的比较及启示*--基于现行中美澳英日小学数学课程标准

    Institute of Scientific and Technical Information of China (English)

    刘久成

    2016-01-01

    Comparing the latest course contents of elementary school mathematics with china, American, Australia, England and Japan in different learning ifelds, to refer the tradition and reality of our elementary school mathematical education, it reveal us that to value the algebraic thinking in early time teaching, to emphasize the backbone status of arithmetic in elementary school mathematics, meanwhile focusing on applying mathematics to solve the problem, and properly grasping the breadth and depth of the mathematics curriculum.%按不同学习领域分别比较现行中美澳英日五国小学数学课程内容,对照我国小学数学教育的传统与现实,启示如下:凸显算术知识在小学数学中的主干地位,注重应用数学解决问题,重视代数思维的早期渗透,恰当把握数学课程内容的广度和深度。

  19. Potentials for Spatial Geometry Curriculum Development with Three-Dimensional Dynamic Geometry Software in Lower Secondary Mathematics

    Science.gov (United States)

    Miyazaki, Mikio; Kimiho, Chino; Katoh, Ryuhei; Arai, Hitoshi; Ogihara, Fumihiro; Oguchi, Yuichi; Morozumi, Tatsuo; Kon, Mayuko; Komatsu, Kotaro

    2012-01-01

    Three-dimensional dynamic geometry software has the power to enhance students' learning of spatial geometry. The purpose of this research is to clarify what potential using three-dimensional dynamic geometry software can offer us in terms of how to develop the spatial geometry curriculum in lower secondary schools. By focusing on the impacts the…

  20. Potentials for Spatial Geometry Curriculum Development with Three-Dimensional Dynamic Geometry Software in Lower Secondary Mathematics

    Science.gov (United States)

    Miyazaki, Mikio; Kimiho, Chino; Katoh, Ryuhei; Arai, Hitoshi; Ogihara, Fumihiro; Oguchi, Yuichi; Morozumi, Tatsuo; Kon, Mayuko; Komatsu, Kotaro

    2012-01-01

    Three-dimensional dynamic geometry software has the power to enhance students' learning of spatial geometry. The purpose of this research is to clarify what potential using three-dimensional dynamic geometry software can offer us in terms of how to develop the spatial geometry curriculum in lower secondary schools. By focusing on the impacts the…

  1. Empowerment and Inclusivity: A Case Study of Mathematics and Science Curriculum in Pre-Service Teacher Education.

    Science.gov (United States)

    Nixon, Helen; Roberts, David

    In 1993, a team of seven researchers at the University of South Australia investigated student diversity among its population in relation to the curriculum in action, student experiences of exclusion and inclusion, and staff experiences of attempting to understand and counter exclusion. This paper reports on a case study based on the newly…

  2. Junior High School Mathematics Teaching in the Light of New Curriculum Standard%新课标下初中数学教学浅谈

    Institute of Scientific and Technical Information of China (English)

    吴琼

    2011-01-01

    新课程强调以学生发展为本,如何更好地提高初中数学教学效果呢?一要形成良好的师生关系;二要改变学生的学习状态,推行研究性学习;三要加强教师的学习,提高自身的综合素质。%New curriculum emphasizes students-orientation and how to improve junior high school mathematics teaching effect? One is developing good relationship between teachers and students; two is changing students' learning state and implementing inquiry learning; three is strengthening teachers' learning and improving their quality.

  3. The Effect of “Big Maths for Little Kids” Curriculum on Mathematical Development of 61-72 Month–Old Children

    Directory of Open Access Journals (Sweden)

    Meryem ÇELİK

    2013-10-01

    Full Text Available This study aimed to investigate the effect of “Big Math for Little Kids” curriculum on mathematical development of 61-72 month-old children attending kindergartens. This experimental study had a pre-test – post-test design. The sample of the study was composed of a total of 42 61-72 month-old children attending kindergartens of the randomly selected primary schools. In the study, "Progress in Maths 6 Test" was used to collect data. As a result of this study, it was found out that average Progress in Maths 6 Test scores of children in the experimental group were significantly higher than those of the ones in the control group.

  4. Thinking and Understanding of Independent College Advanced Mathematics Curriculum Reform%独立学院高数课程改革的思考与认识

    Institute of Scientific and Technical Information of China (English)

    赵志琴

    2012-01-01

    根据独立学院高等数学教学的现状,归纳出课程结构体系和教学内容进行改革的必要性,并提出独立学院高等数学教学改革应发挥自己独特的办学理念,为社会培养更多的应用型人才。%According to the independent college advanced mathematics teaching, summed up the curriculum system and teaching content reform necessity, and put forward the higher math teaching reform in independent institutes should develop their own unique idea of running a school,to cultivate more talents of application.

  5. Senior High School Mathematics Teaching in the Light of New Curriculum Standard%新课标下的高中数学教学

    Institute of Scientific and Technical Information of China (English)

    翟皎玲

    2011-01-01

    新课程是素质教育从形式走向实质、从探索走向实施的标志。在数学教学中,我们必须重视对学生进行创新意识和创新精神的培养,充分发挥课堂这一主渠道的作用,激发学生学习的积极性,提高学生的全面素质。%New curriculum is the quality education's symbol from the form to essence and from the exploration to implementation. In mathematics teaching, we must emphasize the cultivation of students' innovative awareness and innovative spirit, bring the role of cla

  6. A Review of Walden University's Online MSED Science (K-8) Program

    Science.gov (United States)

    Iadevaia, David G.

    2010-01-01

    This review is based on the experience of an adjunct professor teaching in the Walden University online MSED Science (K-8) program. The program described by Walden University and the actual implementation of the science component of the program as experienced by the Professor will be presented. The program, while a noble attempt at a completely…

  7. Transforming Schools through Expanded Learning Time: Orchard Gardens K-8 Pilot School. Update 2013

    Science.gov (United States)

    Chan, Roy

    2013-01-01

    For years, Orchard Gardens K-8 Pilot School was plagued by low student achievement and high staff turnover. Then, in 2010, with an expanded school schedule made possible through federal funding, Orchard Gardens began a remarkable turnaround. Today, the school is demonstrating how increased learning time, combined with other key turnaround…

  8. Bibliography of Research Support for K-8th Grade Inclusive Education

    Science.gov (United States)

    National Center on Schoolwide Inclusive School Reform: The SWIFT Center, 2014

    2014-01-01

    Presented here are references to books, chapters, and peer-reviewed journal articles that provide evidence for improved student outcomes through inclusive education in elementary and middle schools (K-8th grades). Not included here are the broad evidence bases for each feature in the SWIFT framework.

  9. Teaching Every Child to Read: Innovative and Practical Strategies for K-8 Educators and Caretakers

    Science.gov (United States)

    Dunn, Rita; Blake, Brett Elizabeth

    2008-01-01

    This book provides educators, parents and caretakers with a variety of instructional strategies for engaging K-8 students. These approaches are designed to enable all students to read easily and enjoyably by utilizing different styles and approaches. The techniques are not generally found in conventional classrooms, but are specifically targeted…

  10. Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms

    Science.gov (United States)

    Colombo, Michaela

    2011-01-01

    Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, "Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms" provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular…

  11. Reaching Out: A K-8 Resource for Connecting Families and Schools.

    Science.gov (United States)

    Kyle, Diane W.; McIntyre, Ellen; Miller, Karen B.; Moore, Gayle H.

    Noting that developing a strong relationship between the elementary or middle school and the family can help prevent students feelings of alienation and problems in learning, this guidebook provides a resource to help K-8 educators involve the entire family in the educational experience. Chapter 1 of the book outlines the vision for parent…

  12. Differentiated Instruction for K-8 Math and Science: Activities and Lesson Plans

    Science.gov (United States)

    Hamm, Mary; Adams, Dennis

    2008-01-01

    This book offers practical recommendations to reach every student in a K-8 classroom. Research-based and written in a teacher-friendly style, it will help teachers with classroom organization and lesson planning in math and science. Included are math and science games, activities, ideas, and lesson plans based on the math and science standards.…

  13. Inquiry-Based Course in Physics and Chemistry for Preservice K-8 Teachers

    Science.gov (United States)

    Loverude, Michael E.; Gonzalez, Barbara L.; Nanes, Roger

    2011-01-01

    We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat…

  14. Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms

    Science.gov (United States)

    Colombo, Michaela

    2011-01-01

    Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, "Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms" provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular…

  15. Transforming Algebra from an Engine of Inequity to an Engine of Mathematical Power by "Algebrafying" the K-12 Curriculum.

    Science.gov (United States)

    Kaput, James J.

    This paper asserts that the key to algebra reform is to integrate algebraic reasoning across all grades and all topics, to "algebrafy" school mathematics. The distinction is made between algebra "the institution" and algebra "the web of knowledge and skill," which is also clarified. Finally, suggestions are made as to how the educational community…

  16. Mastering mathematics geometry & measures

    CERN Document Server

    Various

    2014-01-01

    Deliver outstanding lessons that build fluency, problem-solving and mathematical reasoning skills to enable sustained progress at Key Stage 3, in preparation for GCSE. Mastering Mathematics provides flexible online and print teaching and learning resources. The service focuses on strands within the curriculum to improve progression throughout Secondary Mathematics . Mastering Mathematics Student Books and Whiteboard eTextbooks are organised into progression strands in line with Mastering Mathematics Teaching and Learning Resources:. - Enable students to identify appropriate remediation or exte

  17. Crystal Structure and Spectroscopic Characterization of K8(VO)2O(SO4)6:

    DEFF Research Database (Denmark)

    Rasmussen, Søren Birk; Rasmussen, Rikke Christina; Fehrmann, Rasmus;

    2003-01-01

    Red and yellow dichroistic crystals of a vanadium(V) compound, potassium (mu-oxo, di-mu-suifato)bis(oxodisulfato-vanadate), K-8(VO)(2)O(SO4)(6), have been obtained from the ternary catalytic model melt system K2S2O7-K2SO4-V2O5. By slow cooling of the melt from 420 to 355 degreesC, crystal growth...

  18. 七彩虹推出K8 PCI—E主板

    Institute of Scientific and Technical Information of China (English)

    2005-01-01

    七彩虹近日推出基于VUA KBT890+VT8237R苍片组的“飞龙勇士C.K8T890 MAX”主板。该主板支持Socket 939的Athlon 64处理器。1GHz Hypernsport总线,双通道DDR400内存PCI-Express×16图形总线接口.

  19. Mountain-Plains Curriculum.

    Science.gov (United States)

    Mountain-Plains Education and Economic Development Program, Inc., Glasgow AFB, MT.

    The document lists the Mountain-Plains curriculum by job title (where applicable), including support courses. The curriculum areas covered are mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution, welding support, automotive, small engines, career guidance, World of Work, health…

  20. 论“解决问题”的教育意蕴——以数学课程为例%On the Educational Meaning about "Problem-Solving"——With the Mathematics Curriculum as Example

    Institute of Scientific and Technical Information of China (English)

    徐兆洋

    2011-01-01

    Problem-solving instruction has always been a major concern for the mathematics education in China.The Mathematics Curriculum Standards issued in 2001 put "problem-solving instruction" among the major components of the objectives of mathematics education and assigned it with new meanings.The core thinking of the Standards is that problem-solving instruction is capable of stimulating students' interest in mathematical learning,promoting the students' understanding of mathematics,enhancing consciousness of mathematical application,developing mathematical application abilities,forming correct mathematical values,and cultivating the student's practical ability and creative spirit.%"解决问题"一直是我国数学教育的主旋律。2001年《数学课程标准》明确把"解决问题"作为数学教育目标的重要组成部分,并且赋予新的涵义。其核心思想是通过"解决问题"的教学,激发学生数学学习的兴趣,促进学生对数学的理解,增强数学应用意识,发展数学应用能力,以及形成正确的数学价值观,进而培养学生的实践能力和创新精神。

  1. Analysis of Senior High School Mathematics Teachers Role under the Environment of New Curriculum Standard%基于新课标环境下的高中数学教师角色分析

    Institute of Scientific and Technical Information of China (English)

    袁玮琼

    2014-01-01

    新课标要求高中教师应在传统的角色上进行转变,对高中老师来说既是一次新的考验,也是一次新的机遇。通过对高中教师在角色定位相关理论的研究,重点研究新课程标准下高中数学教师如何从数学知识的传授者转变为数学知识的促进者,从数学知识的教育者转变为数学知识的研究者。%The new curriculum requires the teachers in senior high schools should change in the traditional role of teacher,high school is not only a new test,but also a new opportunity. Through the study of high school teachers in the role of relevant theories,focuses on the research of high school mathematics teachers under the new curriculum standard how from the teaching of mathematics knowledge into a facilitator of mathematical knowledge,the transformation from the mathematical knowledge education as the study of mathematical knowledge.

  2. 新课程理念下高中数学课堂设问情境创设的策略%The Creation of Classroom Teaching High School Mathematics Situation under the New Curriculum Idea Strategy

    Institute of Scientific and Technical Information of China (English)

    陆晓芳

    2014-01-01

    新课程理念下对高中数学课堂设问情境创设的要求更高,对此提出策略,以期能推动高中数学课堂教学的发展和进步。%The new curriculum of high school mathematics classroom teaching situation creating more demanding, this strategy is put forward, in order to promote the high school mathematics classroom teaching development and progress.

  3. 探讨新课改下初中数学教学的创新%On the Innovation of the Teaching of Junior Middle School Mathematics under the New Curriculum Reform

    Institute of Scientific and Technical Information of China (English)

    肖万桢

    2014-01-01

    Under the background of the new curriculum, mathe maticsteaching gradually abandoned the traditional teaching mode, the teaching idea, teaching method, teaching objectives are effective innovation, so as to cultivate the mathematical basis of junior middle school students. Mainlydiscussed the innovation teaching of junior middle school mathematics under the new curriculum.%在新课改背景下,数学教学逐渐摒弃了传统的教学模式,在教学理念、教学方法、教学目标上都进行了有效创新,从而达到对初中学生数学基础的培养。主要就新课改下初中数学教学的创新进行初步地探讨。

  4. 出发!K8L——AMD新一代核心简析

    Institute of Scientific and Technical Information of China (English)

    Prometheus; 刘晋

    2006-01-01

    AMD自从发布了K8系列处理器之后,一直占据着CPU性能宝座的头把交椅。去年,AMD又早于Intel发布了超级强大的Athlon 64 X2 4800+双核产品,当时真可谓是风光无限。但是,今年上半年,Intel依靠神秘的Core 2 Duo处理器夺回了性能的桂冠。

  5. Into the Curriculum. Guidance: Sense of Self, Self-Esteem; Health: Clean Hands, Clean Books; Mathematics/Science: What's the Heaviest Thing in the Library Media Center?; Reading/Language Arts: Merry-Go-Round Mooo-ving Picture Show; Social Studies: I Came to School By !; Social Studies: Revolutionary War Facts.

    Science.gov (United States)

    School Library Media Activities Monthly, 2001

    2001-01-01

    Provides six fully developed library media activities that are designed for use with specific curriculum units in guidance, health, mathematics, science, reading, language arts, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each…

  6. Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

  7. Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

  8. The new curriculum standard and the pastoral area elementary school mathematics teaching%新课程标准与牧区小学数学教学

    Institute of Scientific and Technical Information of China (English)

    尼玛央金

    2015-01-01

    随着数学课程改革的建设,提出的各种课堂教学的概念和方法,教师从各种先进的数学教学法中摸索出适合当地教育发展和符合各类学生的教学方法这对西藏各乡村的数学教师来说是有一定的难度。对于他们来说各种优质竞赛、观摩课、示范课也是暂时的教学使用,因为条件的限制,真正在平常的数学教学中使用起来是极少极少的。特别是针对农牧区的孩子,在实行《数学课程标准》的过程中全新的教学方法要设计好并适合于农牧区的学生。毕竟西藏和内地从教学和语言环境有很大的差别。因为,新课程理念下的教学是活动化的教学,然而我们在教学当中的对象是农牧区学生,由于语言,地理环境和文化的影响,在进行活动化的教学当中他们往往是被动的,而教师成了独角戏。进行活动化教学对他们来说困难重重。因此我们在这种情况下,我们要通过其他的教学手段比如利用多媒体课件,图片课件。同时鼓励学生多发表自己的看法,在教学中学生为主体,教师为辅助。给学生积极探究,主动获取知识提供机会,为学生感知具体数学知识的现实背景、来源创造了条件。%Along with the construction of the mathematics curriculum reform, and puts forward the various concepts and methods of classroom teaching, for the mathematics teachers in the countryside in Tibet, find a suitable teaching method for the local education development, meet all kinds of student has the certain difficulty. For them, all kinds of high quality competition, criticism, demonstration class is also a temporary use of teaching, because of the limitation of conditions, really in common use in mathematics teaching is rare. Especially the children of farming and stockbreeding areas, in the process of implementation of"mathematics curriculum standard", teachers should design a good new

  9. Mastering mathematics statistics & probability

    CERN Document Server

    Various

    2014-01-01

    Mastering Mathematics provides flexible online and print teaching and learning resources. The service focuses on strands within the curriculum to improve progression throughout Secondary Mathematics. Mastering Mathematics Student Books and eBooks are organised into progression strands in line with Mastering Mathematics Teaching and Learning Resources:. - Enable students to identify appropriate remediation or extension steps they need in order to progress, through easy to follow progression charts. - Clear explanations of the tools needed for the chapter followed by questions that develop fluen

  10. Mastering mathematics number

    CERN Document Server

    Various

    2014-01-01

    Mastering Mathematics provides flexible online and print teaching and learning resources. The service focuses on strands within the curriculum to improve progression throughout Secondary Mathematics. Mastering Mathematics Student Books and Whiteboard eTextbooks are organised into progression strands in line with Mastering Mathematics Teaching and Learning Resources:. - Enable students to identify appropriate remediation or extension steps they need in order to progress, through easy to follow progression charts. - Clear explanations of the tools needed for the chapter followed by questions tha

  11. Philosophical dimensions in mathematics education

    CERN Document Server

    Francois, Karen

    2007-01-01

    This book brings together diverse recent developments exploring the philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended. The ten chapters in this book offer a balance between philosophy of and philosophy in mathematics education. Attention is paid to the implementation of a philosophy of mathematics within the mathematics curriculum.

  12. Mathematical modeling

    CERN Document Server

    Eck, Christof; Knabner, Peter

    2017-01-01

    Mathematical models are the decisive tool to explain and predict phenomena in the natural and engineering sciences. With this book readers will learn to derive mathematical models which help to understand real world phenomena. At the same time a wealth of important examples for the abstract concepts treated in the curriculum of mathematics degrees are given. An essential feature of this book is that mathematical structures are used as an ordering principle and not the fields of application. Methods from linear algebra, analysis and the theory of ordinary and partial differential equations are thoroughly introduced and applied in the modeling process. Examples of applications in the fields electrical networks, chemical reaction dynamics, population dynamics, fluid dynamics, elasticity theory and crystal growth are treated comprehensively.

  13. 新课程理念下高中数学课堂教学实践与探索%Practice and Exploration of the High School Mathematics Classroom Teaching under the Concept of the New Curriculum

    Institute of Scientific and Technical Information of China (English)

    樊二强

    2014-01-01

    The new high school mathematics curriculum plays an important role in cultivating students’maths thinking ability and applying mathematics knowledge to solve actual problem ability.How to deal with the relationship between in mathematics teaching and learning ,fully play a leading role of teachers and the students’main role under the new curriculum reform,let the students become masters of the classroom, which also becomes the important responsibility of modern mathematics teachers.%高中数学新课程对于培养学生的思维能力、应用数学知识解决实际问题的能力起着重要的作用。如何处理好新课改下数学中教与学的关系,充分发挥教师的主导作用和学生的主体作用,让学生成为课堂的主人,也成为当今数学教师的重要责任。

  14. My Mathematical Education

    Institute of Scientific and Technical Information of China (English)

    2006-01-01

    @@ 1 Early Education in China I entered Fulun Middle School in Tientsin in January 1923. It was a four-year high school and I was admitted to the second semester of the first year. The mathematical curriculum consisted of:

  15. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Science.gov (United States)

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

    2013-12-01

    's STEP Center in the geosciences. The module goals are: 1) Pre-service teachers will apply classification methods, testing procedures and interdisciplinary systems thinking to analyze and evaluate a relevant societal issue in the context of soils, 2) Pre-service teachers will design, develop, and facilitate a standards-based K-8 soils unit, incorporating a relevant broader societal issue that applies authentic geoscientific data, and incorporates geoscientific habits of mind. In addition, pre-service teachers will look toward the NGSS and align activities with content standards, systems thinking, and science and engineering practices. This poster will provide an overview of module development to date as well as a summary of pre-semester survey results indicating pre-service elementary teachers' ideas (beliefs, attitudes, preconceptions, and content knowledge) about teaching soils, and making science relevant in a K-8 classroom.

  16. Christi Makes Sense of Sixth-Grade Mathematics.

    Science.gov (United States)

    Ridlon, Candice L.

    2000-01-01

    Discusses experiences using a new mathematics curriculum with sixth grade students for nine weeks. Presents a student's discovery of her power in mathematics through this problem-centered curriculum. (ASK)

  17. BIOINFORMATICS IN THE K-8 CLASSROOM: DESIGNING INNOVATIVE ACTIVITIES FOR TEACHER IMPLEMENTATION.

    Science.gov (United States)

    Shuster, Michele; Claussen, Kira; Locke, Melly; Glazewski, Krista

    At the intersection of biology and computer science is the growing field of bioinformatics-the analysis of complex datasets of biological relevance. Despite the increasing importance of bioinformatics and associated practical applications, these are not standard topics in elementary and middle school classrooms. We report on a pilot project and its evolution to support implementation of bioinformatics-based activities in elementary and middle school classrooms. Specifically, we ultimately designed a multi-day summer teacher professional development workshop, in which teachers design innovative classroom activities. By focusing on teachers, our design leverages enhanced teacher knowledge and confidence to integrate innovative instructional materials into K-8 classrooms and contributes to capacity building in STEM instruction.

  18. Inquiry-based course in physics and chemistry for preservice K-8 teachers

    Directory of Open Access Journals (Sweden)

    Michael E. Loverude

    2011-05-01

    Full Text Available We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

  19. KEY COMPARISON: Report on key comparison EUROMET.EM-K8 (DC voltage ratio)

    Science.gov (United States)

    Marullo Reedtz, G.; Cerri, R.

    2004-01-01

    The purpose of the regional comparison EUROMET.EM-K8 was to compare the scaling capabilities up to 1000 V DC of the European national metrology institutes, thus extending to Europe the evaluation of equivalence of voltage ratio measurements obtained by the comparison CCEM-K8. Twenty laboratories participated, with the Istituto Elettrotecnico Nazionale Galileo Ferraris (Torino, Italy) acting as pilot laboratory. The circulation of the travelling standard, a resistive voltage divider, started in July 1998 and ended in January 2002. The technical protocol requested the measurement of voltage ratios 1000 V/10 V and 100 V/10 V, the measurement of other ratios being optional. Nineteen laboratories reported measurements of the mandatory ratios. For these ratios, the measurement methods used are described and the process to evaluate the comparison reference value and the degrees of equivalence is reported in detail. The relative uncertainty of the comparison, given by the combination of the uncertainty of the reference value and the instability of the transfer standard, was about 0.26×10-6 for ratio 1000 V/10 V and about 0.16×10-6 for ratio 100 V/10 V, at 95% level of confidence. The results for the optional ratios are reported in an appendix. With some exceptions, the agreement between the results is satisfactory. Main text. To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by the CCEM, according to the provisions of the Mutual Recognition Arrangement (MRA).

  20. Seeking authenticity in high stakes mathematics assessment

    OpenAIRE

    Drake, Pat; Wake, Geoff; Noyes, Andy

    2009-01-01

    This article derives from a scrutiny of over 100 national secondary mathematics examination papers in England, conducted as part of the Evaluating Mathematics Pathways project 2007-2010 by a team of eight researchers. The focus in this article is of the extent to which mathematics assessment items reflect and represent the current curriculum drive for increased mathematical applications in the curriculum. We show that whilst mathematics is represented as a human activity in the examinations, ...

  1. Mathematical modeling courses for Media technology students

    DEFF Research Database (Denmark)

    Timcenko, Olga

    2009-01-01

    This paper addresses curriculum development for Mathematical Modeling course at Medialogy education. Medialogy as a study line was established in 2002 at Faculty for Engineering and Natural Sciences at Aalborg University, and mathematics curriculum has already been revised three times, Mathematic...

  2. Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

    Science.gov (United States)

    Ford, D. J.

    2013-12-01

    With the release of the Next Generation Science Standards (NRC, 2013), climate change and related environmental sciences will now receive greater emphasis within science curricula at all grade levels. In grades K-8, preparation in foundational content (e.g., weather and climate, natural resources, and human impacts on the environment) and the nature of scientific inquiry will set the groundwork for later learning of climate change in upper middle and high school. These rigorous standards increase pressure on elementary and middle school teachers to possess strong science content knowledge, as well as experience supporting children to develop scientific ideas through the practices of science. It also requires a set of beliefs - about children and the science that is appropriate for them - that is compatible with the goals set out in the standards. Elementary teachers in particular, who often have minimal preparation in the earth sciences (NSF, 2007), and entrenched beliefs about how particular topics ought to be taught (Holt- Reynolds, 1992; Pajares, 1992), including climate change (Bryce & Day, 2013; Lambert & Bleicher, 2013), may face unique challenges in adjusting to the new standards. If teachers hold beliefs about climate change as controversial, for example, they may not consider it an appropriate topic for children, despite its inclusion in the standards. On the other hand, those who see a role for children in efforts to mitigate human impacts on the environment may be more enthusiastic about the new standards. We report on a survey of preservice K-8 teachers' beliefs about the earth and environmental science topics that they consider to be appropriate and inappropriate for children in grades K-3, 4-5, and 6-8. Participants were surveyed on a variety of standards-based topics using terminology that signals publicly and scientifically neutral (e.g. weather, ecosystems) to overtly controversial (evolution, global warming) science. Results from pilot data

  3. Literature-Based Teaching in the Content Areas: 40 Strategies for K-8 Classrooms

    Science.gov (United States)

    Cox, Carole

    2011-01-01

    Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom…

  4. 生防茵K-8对南方根结线虫的防治及其鉴定%The Identification of Biocontrol Bacterium K-8 and Its Biological Control Against Meloidogyne incognita

    Institute of Scientific and Technical Information of China (English)

    梁建根; 郑经武; 郝中娜; 王连平; 陶荣祥; 张昕

    2011-01-01

    为了明确生防菌株K-8对南方根结线虫的防效及其分类地位,采用亚甲基蓝染色法测定了生防菌株K-8的发酵液对南方根结线虫2龄幼虫存活的影响,考察了其对南方根结线虫的防效,对其鉴定采用生理生化法、表型培养观察法、脂肪酸分析并结合16S rDNA序列分析法.结果表明,击倒试验发现,生防菌株K-8发酵液对南方根结线虫2龄幼虫有一定的杀伤作用,其矫正死亡率为70.8%,与化学药剂200 g/L克线丹的69.4%将近.菌株K-8对南方根结线虫温室盆栽防治效果为47.8%,明显高于对照200 g/L克线丹的防效41.3%.菌株K-8的形态与生理生化特性与巨大芽孢杆菌很接近,根据SI值和差值,脂肪分析把其鉴定为Bacillus megatenum,由16S rDNA序列分析的系统发育树发现,菌株K-8的序列与Bacillus megaterium构成1个分支,进化上的距离最近,由此可将其鉴定为巨大芽孢杆菌Bacillus megaterium.综合3种鉴定方法,最后把菌株鉴定为巨大芽孢杆菌Bacillus megaterium.%In order to evaluate classification status of biocontrol K-8 and its control efficacy to Meloidogyne incognita, using methylene blue staining method, death efficacy of biocontrol strain K-8 to Meloidogyne incogita was determined, its control efficacy to Meloidogyne incognita was studied by pot tests, and its identification was launched by means of phenotypic characteristics observation, physiological and biochemical indexes determination, FAME identity and the assay of 16S rDNA sequences. The results showed that the fermentation broth of strain K-8 showed a better killing effect on second stage juvennil Meloidogyne incognita and its correct death rate was 70.8%, which was close to that of 69.4% of 200 g/L cadusafos, pot trials of strain K-8 indicated that it had a better control efficacy to Meloidogyne incognita and was 47.8%, significantly better than that of 41.3% of 200 g/L cadusafos. According to the similarity index (SI

  5. The National Teacher Enhancement Program (K-8) coordinated by the Oak Ridge National Laboratory

    Energy Technology Data Exchange (ETDEWEB)

    Richmond, C.R.

    1991-01-01

    Teachers need help, not harassment. So do the establishments in which teachers practice their profession. Community resources must be marshalled to provide help to local schools and teachers. In 1990 the National Science Foundation (NSF) established a unique educational activity named the National Teacher Enhancement Program (NTEP). NSF took advantage of the Department of Energy (DOE) sponsored educational programs and resources at several large DOE contractor labs that had had prior experience with DOE supported teacher enhancement programs. While DOE concentrated on teacher enhancement activities for secondary teachers, the NSF concentrated on teachers from grades K-8. The Oak Ridge National Laboratory (ORNL) is the lead organization for both administering and coordinating the grant. Other participating laboratories are Argonne National Laboratory (ANL), Fermi National Accelerator Laboratory (FERMI), Battelle-Pacific Northwest Laboratory (PNL), Lawrence Livermore Laboratory (LLNL) with some support functions provided by Brookhaven National Laboratory (BNL) and the Oak Ridge Associated Universities (ORAU). The program calls for a three week duration workshop to be conducted at each lab followed by in-service training and other activities during the year. The NSF/NTEP protocol calls for networking among the participating organizations and some of the teachers. An assessment effort is also an integral part of the program. 2 refs.

  6. Amino acid contents and transport of fixed N in nodules of Leucaena leucocephala variety K-8

    Energy Technology Data Exchange (ETDEWEB)

    DuBois, J.D.

    1987-04-01

    Seedlings of Leucaena leucocephala var. K-8 were grown with a N-free fertilizer or fertilizer containing /sup 15/N-depleted (NH/sub 4/)/sub 2/SO/sub 4/ (0.01 atom /sup 15/N; 10 ppm). The nodules of 5 month old trees grown on N-free media were used for /sup 15/N-enriched treatment and as controls. Nodules from plants grown on /sup 15/N-depleted media were also used. Nodules were extracted with 0.5% aqueous toluene and aliquots were analyzed with a Beckman 120B Amino Acid Analyzer. Samples were separated into free ammonium, Asp-N, Glu-N, Asn and Gln amide- and amino-N, and remaining amino acids. Fractions were then analyzed for /sup 15/N content. Asn (27.3 umol/gfw) represented 56% of the total free amino acid pool in the nodules. Asn (amide-N and amino-N) also represented approximately 77% of the total N fixed during the one hour /sup 15/N-enriched N/sub 2/ and the /sup 15/N-depleted treatments. Based on these findings and the fact that the ureide fraction is barely detectable in the nodules (0.25 ..mu..mol/gfw), the authors considers L. leucocephala an amide transporter of fixed N. Additional information will be presented on the amino acid contents of tissues, as well as a time course of amino acid content from seed through nodulation.

  7. Experimenting with Mathematical Biology

    Science.gov (United States)

    Sanft, Rebecca; Walter, Anne

    2016-01-01

    St. Olaf College recently added a Mathematical Biology concentration to its curriculum. The core course, Mathematics of Biology, was redesigned to include a wet laboratory. The lab classes required students to collect data and implement the essential modeling techniques of formulation, implementation, validation, and analysis. The four labs…

  8. LSU Virtual Museum: Technology-Enhanced Geoscience Teacher Workshops for Louisiana K-8 Educators.

    Science.gov (United States)

    Warny, S.; Egea-Kuehne, D.; Tedford, R.; Lopez, A.

    2007-12-01

    The Virtual Museum, a Louisiana Board of Regents sponsored SELECT program, is a collaborative project between the Museum of Natural Science and the French Education Project at Louisiana State University. It offers Louisiana science teachers, in-training teachers, and immersion teachers a professional development program via six videoconferences. These videoconferences are broadcast from LSU to six distance-learning sites across the entire state of Louisiana. This unique teacher population was selected because in Louisiana, there are two types of K-8 science teachers: teachers in traditional classroom settings and teachers in immersion programs. In the Foreign language Immersion programs, the target language (French or Spanish) is the language of instruction and communication in the classroom. For each videoconference, teachers are provided content material that is prepared by geology faculty and graduate students, example of ongoing field research by LSU faculty members, classroom-ready activities, information on available loan material and on-line resources, training on the unique Scope-On-A-Rope microscope, pre-made PowerPoint presentations and virtual museum photos, all, in French and in English. Three of the videoconferences emphasize regional and statewide earth science topics including Louisiana fossils, rocks and minerals, and field techniques used to interpret Louisiana's geologic history. The activities provided for teachers are hands-on, inquiry based classroom exercises that focus on the availability of local materials. These activities can also be scaled for use in a variety of grade-levels and teachers are encouraged to use these activities in their classrooms. The program has proven to foster new collaboration between science teachers in regular programs and immersion schools while boosting the interest statewide for natural science topics.

  9. Teaching strategies and conceptual change in a professional development program for science teachers of K--8

    Science.gov (United States)

    Shen, Ji

    This case study investigates two consecutive science courses for teachers of K-8 in a professional development program at Washington University. It aims (1) to trace the processes of the teachers' conceptual change; (2) to analyze the teaching strategies by course instructors; and (3) to try to establish possible links between the two. To achieve this goal, I build a modeling theory to account for the observations. The main body of the study consists of four sub-cases. The first two cases instantiate the elements of the modeling theory. The opening case of balance shows that learning tools and task structures shape the learning outcome, and discusses cycles of modeling. The case also delineates the strategy that the instructors employed---moving from concrete experience to abstract explanation. The second case of buoyancy demonstrates that the modeling theory is able to explain the origins and forming mechanism of the alternative conceptions held by the teachers. It also shows that the teaching strategies of using alternative conceptions, applying analogies and following a logical sequence helped the teachers build new models. The last two cases demonstrate the ways of improving the competence of modelers. The third case of physical models emphasizes the metacognition of the learner who builds models. It illustrates that teachers' level of self-awareness in learning is increased when the models are physical. It shows that the creativity of modeling is rooted in agency, curiosity, communicability, and confidence, and that a chain of transformation among models is the key of systematizing and forming knowledge. The last case of frames of reference tries to answer the question "what is the justification of models if there are alternatives?" The teachers employed different forms of justification which relied heavily on common sense, authority, relativism, and pragmatism, all of which are not rational. While discussing both the positive and negative traits of these

  10. 新课程背景下初中数学教师的自我定位%Self-positioning of Junior High School Mathematics Teachers in New Curriculum

    Institute of Scientific and Technical Information of China (English)

    李文英

    2011-01-01

    新课程改革下的初中数学教师要从根本上转变观念,摆脱传统教学模式的束缚,赋予数学课堂以生机和魅力,从而达到师生在学习中成长、在学习中收获的目的。%Junior high school mathematics teachers in new curriculum reform should change concept in the essence and get rid of rigidness of traditional teaching pattern and give classroom teaching vitality and charm, thus to achieve the objective of teachers and st

  11. Under the New Curriculum Reform Requires the Transition of the Elementary School Mathematics Teaching Mode%新课改要求下小学数学教学模式的转变

    Institute of Scientific and Technical Information of China (English)

    杨水根

    2014-01-01

    传统小学数学教学模式是以教师为中心形成的一种单向被动的学习模式,其教学手段和目的已不能适应新课改要求下的小学数学教学,所以,对其进行深入的分析与研究具有十分重要的意义。%Traditional elementary school mathematics teaching mode is a teacher as the center to form a one-way passive learning pattern, its teaching means and purpose can’t adapt to the request of new curriculum reform of elementary school mathematics teaching, therefore, the in-depth analysis and research is of great significance.

  12. A Study on the Reform of Mathematics Education in Normal College and University under the New Curriculum%新课程背景下高师数学教育改革的探索

    Institute of Scientific and Technical Information of China (English)

    刘燚

    2011-01-01

    基础教育新数学课程的实施带来了很多新的变化,这些变化也对高师数学教育提出了严峻的挑战.从课程目标、课程内容、教学方式、教学管理与评价四个方面分析了这些挑战,并给出了应对策略.%The mathematics education in normal college and university had been confronted with the new challenges, which mainly came from the implementation of the new mathematics curriculum in the elementary education. From the following four aspects: curricular aim, curricular content,teaching styles and the teaching management and evaluation styles, the paper discusses the challenges and the strategics.

  13. 七彩虹携手VIA推出国内首款K8 PCI-E平台

    Institute of Scientific and Technical Information of China (English)

    2005-01-01

    七彩虹近日推出了国内首款K8 PCI-E平台,基于VIA K8T890+VT8237R芯片组的“飞龙勇士C.K8T890 MAX”。此款主板支持Socket 939的Athlon64处理器、1GHz HyperTransport总线传输、双通道DDR400内存模式、x16 PCI—Express图形串行总线接口、4条x1 PCI Expreess串行接口、提供2个Serial ATA硬盘接口,

  14. The Changed Concept of Mathematical Education

    Science.gov (United States)

    Flemming, Wilfred

    1975-01-01

    This paper, the author's introductory remarks at a British conference concerning Modern Mathematics and the Teaching of Science, describes the contrasting objectives of students, mathematicians, and scientists with respect to the mathematics curriculum. (SD)

  15. Science teachers in deaf education: A national survey of K-8 teachers

    Science.gov (United States)

    Shaw, Cynthia

    A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers chi2 (1, N = 67) = 5.39, p based science materials (chi2 (1, N = 67) = 4.65, p based learning chi 2 (1, N = 67) = 4.14, p technology infrequently and did not have access to in-service science workshops. Recommendations are made to provide higher quality science preparation at the pre-service and in-service levels. More research was also suggested to investigate the use of bilingual strategies in the teaching of science as many of the deaf teachers reported they used these strategies often.

  16. 新课程理念下高中数学课堂教学创新途径研究%Innovation Way of High School Mathematics Classroom Teaching under the New Curriculum

    Institute of Scientific and Technical Information of China (English)

    余俊旭

    2014-01-01

    With the deepening of new curriculum reform practice and development,the new standard plays a big role in the process of teaching . Classroom teaching is the core part of teaching, students and teachers interact with each other and promote. At the same time, the effectiveness of classroom teaching determines the discipline teaching quality. Moreover, the classroom teaching and curriculum research is the important question, new course standard clear rules for classroom teaching. In this paper, the problems existing in the current high school mathematics classroom teaching,analysis of the innovation of the high school mathematics classroom teaching approach under the request of the new curriculum concept .%随着新课程改革的不断深入实践和发展,新课标在教学过程中发挥着重大作用。课堂教学是教学工作的核心部分,是学生和教师相互影响和促进的过程。同时,课堂教学有效性的高低决定着学科教学质量。而且,课堂教学也是新课标所研究的重要问题,新课标准对课堂教学进行了明确的规定。由当前高中数学课堂教学存在的问题入手,在新课程理念的要求下分析高中数学课堂教学的创新途径。

  17. Environmental Education & Ecology in a Life Science Course for Preservice K-8 Teachers Using Project Wildlife in Learning Design

    Science.gov (United States)

    Nelson, Allan

    2010-01-01

    During laboratory sessions devoted to ecology, 182 preservice K-8 teachers participated in a Project Wildlife in Learning Design (WILD) workshop. Participants rated the workshop highly, indicated they would use more inquiry-based activities, and were more interested in teaching ecology following the workshop. Post-test scores indicated an…

  18. Environmental Education & Ecology in a Life Science Course for Preservice K-8 Teachers Using Project Wildlife in Learning Design

    Science.gov (United States)

    Nelson, Allan

    2010-01-01

    During laboratory sessions devoted to ecology, 182 preservice K-8 teachers participated in a Project Wildlife in Learning Design (WILD) workshop. Participants rated the workshop highly, indicated they would use more inquiry-based activities, and were more interested in teaching ecology following the workshop. Post-test scores indicated an…

  19. Genetic Evidence for O-Specific Antigen as Receptor of Pseudomonas aeruginosa Phage K8 and Its Genomic Analysis

    Directory of Open Access Journals (Sweden)

    Xuewei ePan

    2016-03-01

    Full Text Available Phage therapy requires the comprehensive understanding of the mechanisms underlying the host-phage interactions. In this work, to identify the genes related to Pseudomonas aeruginosa phage K8 receptor synthesis, 16 phage-resistant mutants were selected from a Tn5G transposon mutant library of strain PAK. The disrupted genetic loci were identified and they were related to O-specific antigen (OSA synthesis, including gene wbpR, ssg, wbpV, wbpO, and Y880_RS05480, which encoded a putative O-antigen polymerase Wzy. The LPS profile of the Y880_RS05480 mutant was analyzed and shown to lack the O-antigen. Therefore, the data from characterization of Y880_RS05480 by TMHMM and SDS-PAGE silver staining analysis suggest that this locus might encode Wzy. The complete phage K8 genome was characterized as 93879 bp in length and contained identical 1188-bp terminal direct repeats. Comparative genomic analysis showed that phage K8 was highly homologous to members of the genus PaP1-like phages. On the basis of our genetic findings, OSA of P. aeruginosa PAK is proven to be the receptor of phage K8. The highly conserved structural proteins among the genetic closely related phages suggest that they may recognize the same receptor.

  20. Languages and Children: Making the Match. Foreign Language Instruction for an Early Start, Grades K-8. Second Edition.

    Science.gov (United States)

    Curtain, Helena; Pesola, Carol Ann Bjornstad

    This book is designed as both a methods text and practical guide for school districts and teachers involved in foreign language instruction at the elementary and middle school levels (grades K-8). Its primary concern is with majority-language speakers and with beginning-level classes. Brief introductory sections outline key concepts for success.…

  1. Tibetans and Tibetan Americans: Helping K-8 School Librarians and Educators Understand Their History, Culture, and Literature.

    Science.gov (United States)

    Bruno, Frank Alan; Beilke, Patricia F.

    2001-01-01

    Provides a review and listing of literature for K-8 school librarians and teachers that focuses on the geography, history, and culture of Tibet and the diverse experiences and folklore of Tibetans. Includes references, other recommended works, and an annotated bibliography divided into folklore, biography, culture and history, fiction, videos, and…

  2. Assessing the Life Science Knowledge of Students and Teachers Represented by the K-8 National Science Standards

    Science.gov (United States)

    Sadler, Philip M.; Coyle, Harold; Cook Smith, Nancy; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

    2013-01-01

    We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test…

  3. Content Analysis of Selected Features of K-8 Environmental Education Research Studies in Turkey, 1997-2007

    Science.gov (United States)

    Erdogan, Mehmet; Marcinkowski, Tom; Ok, Ahmet

    2009-01-01

    This study aimed to analyze environmental education research (EER) in Turkey conducted in Grades K-8 and published over the years 1997-2007. Due to the fact that there had been no systematic reviews of EER in Turkey prior to this time period, it was more appropriate to explore the implications of the results of this review for research policies…

  4. The role of the atypical kinases ABC1K7 and ABC1K8 in abscisic acid responses

    Directory of Open Access Journals (Sweden)

    Anna eManara

    2016-03-01

    Full Text Available The ABC1K family of atypical kinases (activity of bc1 complex kinase is represented in bacteria, archaea and eukaryotes. In plants they regulate diverse physiological processes in the chloroplasts and mitochondria, but their precise functions are poorly defined. ABC1K7 and ABC1K8 are probably involved in oxidative stress responses, isoprenyl lipid synthesis and distribution of iron within chloroplasts. Because reactive oxygen species take part in abscisic acid (ABA-mediated processes, we investigated the functions of ABC1K7 and ABC1K8 during germination, stomatal movement and leaf senescence. Both genes were upregulated by ABA treatment and some ABA-responsive physiological processes were affected in abc1k7 and abc1k8 mutants. Germination was more severely affected by ABA, osmotic stress and salt stress in the single and double mutants; the stomatal aperture was smaller in the mutants under standard growth conditions and was not further reduced by exogenous ABA application; ABA-induced senescence symptoms were more severe in the leaves of the single and double mutants compared to wild type leaves. Taken together, our results suggest that ABC1K7 and ABC1K8 might be involved in the cross-talk between ABA and ROS signaling.

  5. 《数学课程与教学论》课堂的主体性分析和教学模式构建%The Subjectivty Analysis and Teaching Mode Construction of Mathematics Curriculum and Teaching Theory

    Institute of Scientific and Technical Information of China (English)

    刘忠东

    2012-01-01

    义务教育数学课程标准(2011年版)对学生主体的关注引发对《数学课程与教学论》课堂教学的反思,发现培养的师范生缺乏主体性。原因主要是已有研究和实践对数学教育专业师范生的主体性关注不足,存在“主体性缺位”和“主体参与缺失”。为此,文中具体分析了主体性的含义,指出《数学课程与教学论》课堂中的师范生兼具学生和职前数学教师角色,有两种主体性需要发展,这两种主体性的实现需师范生主体参与两种不同的但又存在辩证循环关系的社会历史实践活动。师范生的主体性发展有赖于执教教师主体性的发展,两者统一于教育教学活动中。师范生和教师主体性的发展均要求主体参与特定社会历史情境中的实践活动。基于此,文章第四部分构建了《数学课程与教学论》课程教学的“三实践两反思”模式,进一步分析模式及其实施中的主体参与问题,以期促进各主体的主体性发展。%Compulsory education mathematics curriculum standard (2011 Edition) on students" attention due to the theory of mathematics curriculum and teaching reflection, found culture of normal students lack of subjectivity. The reason is mainly research and practice of Mathematics Education Major Students in normal subject enough attention, the existence of " subjectivity absence" and" lack of subject participation" . Therefore, this paper analyzes the subjective meaning, pointed out that mathematics curriculum and teaching theory in the classroom with students and teachers pre -service mathematics teachers'role, has two kinds of main body need to develop, the two main body of the normal school students'participation in two different but there are dialectical relationship between circulating social practice activities. Normal students" subjectivity development depends on his teacher~ subjectivity development; they are unified in

  6. The 24-Hour Mathematical Modeling Challenge

    Science.gov (United States)

    Galluzzo, Benjamin J.; Wendt, Theodore J.

    2015-01-01

    Across the mathematics curriculum there is a renewed emphasis on applications of mathematics and on mathematical modeling. Providing students with modeling experiences beyond the ordinary classroom setting remains a challenge, however. In this article, we describe the 24-hour Mathematical Modeling Challenge, an extracurricular event that exposes…

  7. Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum--Comparing Views of Junior and Senior Engineering Students in Two Countries

    Science.gov (United States)

    Bergsten, Christer; Engelbrecht, Johann; Kågesten, Owe

    2017-01-01

    One challenge for an optimal design of the mathematical components in engineering education curricula is to understand how the procedural and conceptual dimensions of mathematical work can be matched with different demands and contexts from the education and practice of engineers. The focus in this paper is on how engineering students respond to…

  8. An Analysis of the Relationship between Student Success and Delayed Entry into the Mathematics Curriculum Following Completion of the Matriculation Process at Saddleback College.

    Science.gov (United States)

    Sworder, Steven

    In 1989, a study was conducted at Saddleback College (SC) to analyze the success rates of students who delayed enrollment into a mathematics class after completing the assessment process. The study population consisted of 1,027 students who participated in the mathematics assessment process between July and August 1988 and who enrolled in at least…

  9. Teaching secondary mathematics

    CERN Document Server

    Rock, David

    2013-01-01

    Solidly grounded in up-to-date research, theory and technology,?Teaching Secondary Mathematics?is a practical, student-friendly, and popular text for secondary mathematics methods courses. It provides clear and useful approaches for mathematics teachers, and shows how concepts typically found in a secondary mathematics curriculum can be taught in a positive and encouraging way. The thoroughly revised fourth edition combines this pragmatic approach with truly innovative and integrated technology content throughout. Synthesized content between the book and comprehensive companion websi

  10. The high School Mathematics Classroom Teaching Under the New Curriculum Reform%浅谈新课改下的高中数学课堂教学

    Institute of Scientific and Technical Information of China (English)

    许梅华

    2014-01-01

    课堂教学改革是课改的落脚点和支撑点,也是新课改的攻坚之处,教师的课堂教学行为不改变,课改成功就是一句空话。在新课程改革下,怎样搞好课堂教学,值得广大教育者思考。%The classroom teaching refo rm is the curriculum goal and the supporting point of new curriculum reform,but also the key points. If the teachers’ teaching behavior does not change,the success of course reform will be an empty word. Under the new curriculum reform,it is worth thinking about how to improve the classroom teaching.

  11. prospective mathematics and physics teachers

    African Journals Online (AJOL)

    Graduate Schoolfor Mathematics and Physics Teacher Education curriculum at. University ... In a pedagogical approach to modelling a phenomenon, the habit of fol- ... In this section we report on the six open-answer questions of the question-.

  12. On Curriculum Construction of Advanced Mathematics in Present Higher Vocational Colleges%新时期高职院校高等数学课程建设探析

    Institute of Scientific and Technical Information of China (English)

    王正萍; 张信群

    2011-01-01

    通过对目前高职院校高等数学课程的开设模式及课时、教学内容、教师的教学方式以及学生的数学基础和学习状况进行分析,针对新时期高职教育的培养目标和生源的特点,明确高等数学课程在高职教育中的地位与作用。阐述了新时期高等数学课程建设中,教学大纲建设、教材建设、师资队伍建设、教学改革建设、教书育人建设等核心内容。%Based on current teaching pattern,hour,content,method,as well as students' foundation of mathematics and learning situation,this paper has made a research on the course of Advanced Mathematics in higher vocational college.Further more,aiming at training objectives of higher vocational education in the new period and matriculates' characters,the paper indicates the position and function of Advanced Mathematics in higher vocational education.In conclusion,the paper expounds the core of its curriculum construction from several aspects as follow: construction of teaching program,teaching material,teachers,students and educational reform.

  13. Connected Mathematics Project (CMP). What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2010

    2010-01-01

    The "Connected Mathematics Project" ("CMP") is a mathematics curriculum designed for students in grades 6-8. Each grade level of the curriculum is a full-year program and covers numbers, algebra, geometry/measurement, probability, and statistics. The curriculum uses an investigative approach, and students utilize interactive…

  14. The Way of Developing Mathematics Thinking Abilities of Middle School Students under the Condition of the New Curriculum%新课标下如何培养中学生的数学思维能力

    Institute of Scientific and Technical Information of China (English)

    姚峰

    2011-01-01

    With the New Curriculum,the process of teaching Mathematics in Middle school should be the process of the knowledge of Mathematics and finding thinking way.During the process,teachers are required to encourage the students think actively,and try to vivify students' thinking ability.The specific ways are:helping them learn to think,guiding them to understand the statement of the question,improving their initiative ability of thinking,inspiring their internal thinking ability of Mathematics,developing their independent thinking ability;promoting their questioning validity in the class,enlightening their divergent thinking ability by asking questions,training their deliberation of Mathematic thinking by brave questioning,careful exploring,clever conversing.%新课标下,中学数学教学的过程应该是数学知识与思想方法的发现过程,在这个过程中教师必须让学生的主体思维得到充分的发挥,教师要想方设法把学生引到思维的“源泉”中去,并不断启发学生去积极思考,尽可能地激活学生的思维能力。具体路径为:引导学生把文字语言转化为数学语言,训练学生正确思维;先做后讲,培养学生的数学独立思维能力;多方发问,激发学生发散思维;巧妙转换,培养学生数学思维的缜密性。

  15. Curriculum Animation

    Science.gov (United States)

    Gose, Michael D.

    2004-01-01

    Twenty-five teachers with reputations for artistry in curriculum planning were interviewed about their "curriculum animation" plans or how they ensured their curriculum was brought to life. Their statements indicated that much of their planning is informal and intuitive, and that the criteria they use for their curriculum includes: (1) it is…

  16. Mathematical Modelling as Problem Solving for Children in the Singapore Mathematics Classrooms

    Science.gov (United States)

    Eric, Chan Chun Ming

    2009-01-01

    The newly revised mathematics curriculum in Singapore has recently factored Applications and Modelling to be part of the teaching and learning of mathematics. Its implication is that even children should now be involved in works of mathematical modelling. However, to be able to implement modelling activities in the primary mathematics classroom,…

  17. 新课程视阈下高中数学有效性教学的缺失与追探1%The Shortage and Its Cause in Senior Middle School Mathematics Effective Teaching in New Curriculum

    Institute of Scientific and Technical Information of China (English)

    卢建玲

    2014-01-01

    The effective teaching of senior middle school mathematics is an inevitable demand in the curricu-lum reform of senior middle school mathematics. The effective teaching is featured with a clear teaching goal, all students’participation, flexible teaching model, communicative interaction between teachers and stu-dents, multiple teaching valuations and so on. Based on the fact that there are many problems such as unilater-alism in teaching goal, generalization in teaching content, simplification in teaching method, formalization in teaching activity, simplification in teaching valuation and low teaching efficiency, this paper puts forward the basic road of middle school maths’s effective teaching under the perspective of new curriculum .%高中数学有效性教学是高中数学新课程改革的必然要求,具有教学目标明晰、学生全员参与、教学方式灵活、师生良性互动、教学评价多元等特点。本文针对当前高中数学教学出现教学目标片面化、教学内容宽泛化、教学方式单一化、教学活动形式化、教学评价简单化、教学效果低效化等问题,提出新课程视阈下高中数学有效性教学的基本路径。

  18. Middle-School Mathematics Teachers' Beliefs in NCTM's Vision

    Science.gov (United States)

    Perrin, John Robert

    2012-01-01

    This study examined the extent to which seventh- and eighth-grade mathematics teachers are aware of National Council of Teachers of Mathematics (NCTM) standards documents, Curriculum and Evaluation Standards for School Mathematics and Principles and Standards for School Mathematics and agree with NCTM's vision of school mathematics as expressed in…

  19. School Mathematics Leaders' Perceptions of Successes and Challenges of Their Leadership Role within a Mathematics Improvement Project

    Science.gov (United States)

    Sexton, Matt; Downton, Ann

    2014-01-01

    The mathematics curriculum leader plays an important role in leading the mathematics curriculum in primary schools. They experience successes and face challenges associated with this leadership role. The perceptions that 25 mathematics leaders held about the successes and challenges they experienced whilst participating in a school mathematics…

  20. 浅谈课改中数学教学的点滴体会%Experience of Mathematics Teaching in the Curriculum Reform

    Institute of Scientific and Technical Information of China (English)

    成健美; 刘艳萍

    2014-01-01

    Describes the experience of curriculum reform:teaching,increase a“Introduction”course;the student to created the“miracle”in the activing;“read”in“do”.%阐述了课程改革的几点感受:教学时,增加一节“序言”课;学生在活动中创造“奇迹”;“读”中“做”。

  1. A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

    Science.gov (United States)

    Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

    2014-01-01

    The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

  2. A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

    Science.gov (United States)

    Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

    2014-01-01

    The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

  3. Inclusive Mathematics Classrooms

    Science.gov (United States)

    Ollerton, Mike

    2009-01-01

    In this article, the author explores the theme of inclusion. Inclusion is one of the themes within the recent Qualifications and Curriculum Authority (QCA) publication: "Engaging mathematics for all learners" and the author had the good fortune to participate in this project. This involved working with five schools which, frivolously, all had a…

  4. Computer Related Mathematics and Science Curriculum Materials - A National Science Foundation Cooperative College-School Science Program in Computing Science Education.

    Science.gov (United States)

    Feng, Chuan C.

    Reported is the Cooperative College-School Science Program in Computing Science Education which was conducted by the University of Colorado Department of Civil Engineering in the summer of 1967. The program consisted of two five-week terms. The course work was composed of two formal lecture courses in Computer Related Mathematics and Computer…

  5. Le Resolution de problemes--defi des mathematiques--secondaire--premier cycle (Problem Solving Challenge for Mathematics. Junior High School Curriculum).

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton.

    This document is designed to assist teachers in helping students in further development of problem-solving skills. It consists of: a statement of purpose; an introduction (noting the place of problem-solving in junior high school mathematics curricula); a definition of problem-solving; a four-stage general framework for solving problems (which…

  6. Sustainability of Fidelity of Implementation over Time, in the Context of a Prekindergarten Mathematics Curriculum and Professional Development Scale-Up Intervention

    Science.gov (United States)

    Wolfe, Christopher B.; Clements, Douglas H.; Sarama, Julie; Spitler, Mary Elaine

    2013-01-01

    Although there is growing interest in implementation fidelity, little research has been reported on the sustainability over time of faithful implementations of learning innovations. This study examined the sustainability of teachers' implementation fidelity to the components of a prekindergarten mathematics intervention two full years after…

  7. Exploring the Relationship between Questioning, Enacted Mathematical Tasks, and Mathematical Discourse in Elementary School Mathematics

    Science.gov (United States)

    Martin, Christie; Polly, Drew; McGee, Jen; Wang, Chuang; Lambert, Richard; Pugalee, David

    2015-01-01

    This study examined the mathematical discourse of elementary school teachers and their students while participating in a year-long professional development project focused on implementing reform-based mathematics curriculum. The teacher participants included 12 teachers, two from each grade level from Kindergarten through Grade 5. Field notes were…

  8. Why Teach mathematics to Adults?

    DEFF Research Database (Denmark)

    Johansen, Lene Østergaard

    2008-01-01

    an analysis of the development of this new mathematics course. I have focused on reasons given by three different groups of active partners in the curriculum development process. I have focused on: (1) Politicians and Officials (2) The Curriculum Planners of PAE-mathematics (3) A selected group of mathematics...... a framework or a tool for my analysis of the three discourses, which consists of three elements. I identify the explicit reasons asking the question "Why teach mathematics to adults?" to the texts of each discourse. To identify the implicit reasons, I assume that it is necessary to construct a need...... a construction of need for education or implicit reasons in the Mathematics Teachers Discourse.    Even that there are common explicit reasons for providing adults with mathematics education my analysis has shown that there are conflicting implicit reasons, and that these are based on different understandings...

  9. Connecting mathematics learning through spatial reasoning

    Science.gov (United States)

    Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

    2017-07-01

    Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new pathways for mathematics learning, pedagogy and curriculum. Novel analytical tools will map the unknown complex systems linking spatial and mathematical concepts. It will involve the design, implementation and evaluation of a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 to 5. Benefits will be seen through development of critical spatial skills for students, increased teacher capability and informed policy and curriculum across STEM education.

  10. Curriculum, quantitative concepts and methodology of teaching ...

    African Journals Online (AJOL)

    Curriculum, quantitative concepts and methodology of teaching children with learning difficulties. ... African Journal of Educational Studies in Mathematics and Sciences. Journal Home · ABOUT ... Open Access DOWNLOAD FULL TEXT ...

  11. Succeeding at teaching secondary mathematics your first year

    CERN Document Server

    Roddick, Cheryl D

    2010-01-01

    This practical resource helps beginning secondary mathematics teachers design a curriculum that is meaningful, differentiate instruction, engage students, meet standards, assess student understanding, and more.

  12. Graphing Calculator Exposure of Mathematics Learning in a Partially Technology Incorporated Environment

    Science.gov (United States)

    Kharuddin, Azrul Fazwan; Ismail, Noor Azina

    2017-01-01

    Integrating technology in the mathematics curriculum has become a necessary task for curriculum developers as well as mathematics practitioners across the world and time. In general research studies seeking a better understanding of how best to integrate mathematics analysis tools with mathematics subject matter normally observe mathematics…

  13. A Taxonomy of Software for Mathematics Instruction

    Science.gov (United States)

    Kurz, Terri L.; Middleton, James A.; Yanik, H. Bahadir

    2005-01-01

    The potential to use mathematics software to enhance student thinking and development is discussed and a taxonomy of software categories is outlined in this paper. Briefly, there are five categories of tool-based mathematics software that can be used fruitfully in a mathematics curriculum: (a) review and practice, (b) general, (c) specific, (d)…

  14. Mathematics Anxiety in Secondary Students in England

    Science.gov (United States)

    Chinn, Steve

    2009-01-01

    Whatever the changes that are made to the mathematics curriculum in England, there will always remain a problem with mathematics anxiety. Maths anxiety is rarely facilitative. This study examined aspects of mathematics in secondary schools and how students rated them as sources of anxiety. Over 2000 students in independent and mainstream schools…

  15. MAP3K8 (TPL2/COT affects obesity-induced adipose tissue inflammation without systemic effects in humans and in mice.

    Directory of Open Access Journals (Sweden)

    Dov B Ballak

    Full Text Available Chronic low-grade inflammation in adipose tissue often accompanies obesity, leading to insulin resistance and increasing the risk for metabolic diseases. MAP3K8 (TPL2/COT is an important signal transductor and activator of pro-inflammatory pathways that has been linked to obesity-induced adipose tissue inflammation. We used human adipose tissue biopsies to study the relationship of MAP3K8 expression with markers of obesity and expression of pro-inflammatory cytokines (IL-1β, IL-6 and IL-8. Moreover, we evaluated obesity-induced adipose tissue inflammation and insulin resistance in mice lacking MAP3K8 and WT mice on a high-fat diet (HFD for 16 weeks. Individuals with a BMI >30 displayed a higher mRNA expression of MAP3K8 in adipose tissue compared to individuals with a normal BMI. Additionally, high mRNA expression levels of IL-1β, IL-6 and IL-8, but not TNF -α, in human adipose tissue were associated with higher expression of MAP3K8. Moreover, high plasma SAA and CRP did not associate with increased MAP3K8 expression in adipose tissue. Similarly, no association was found for MAP3K8 expression with plasma insulin or glucose levels. Mice lacking MAP3K8 had similar bodyweight gain as WT mice, yet displayed lower mRNA expression levels of IL-1β, IL-6 and CXCL1 in adipose tissue in response to the HFD as compared to WT animals. However, MAP3K8 deficient mice were not protected against HFD-induced adipose tissue macrophage infiltration or the development of insulin resistance. Together, the data in both human and mouse show that MAP3K8 is involved in local adipose tissue inflammation, specifically for IL-1β and its responsive cytokines IL-6 and IL-8, but does not seem to have systemic effects on insulin resistance.

  16. A Counselor's Recipe Book for Elementary and Middle Schools: K-8. Suggested Activities for Improving Guidance Services.

    Science.gov (United States)

    South Carolina State Dept. of Education, Columbia.

    This "Counselor's Recipe Book" provides activities, forms, and information to aid elementary and middle school counselors in improving services and programs for students. The first set of materials relates to designing the program, and includes materials for orientation, analysis of the individual, and curriculum input. Next comes a set of…

  17. Trigonometry and Analytic Geometry: Curriculum Guide.

    Science.gov (United States)

    Harlandale Independent School District, San Antonio, TX. Career Education Center.

    The guide (one-quarter trigonometry course; two-quarter analytic geometry course) provides both subject matter and career preparation assistance for advanced mathematics teachers. It is arranged in vertical columns relating curriculum concepts in trigonometry and analytic geometry to curriculum performance objectives, career concepts and teaching…

  18. Dissect, Design, and Customize the Curriculum

    Science.gov (United States)

    Tienken, Christopher H.

    2013-01-01

    Education bureaucrats in 45 states have approved the Common Core State Standards ([CCSS], 2010) as the de facto national curriculum. The implementation of the CCSS will be monitored by a national standardized test in language arts and mathematics. The confluence of a standardized curriculum enforced with a standardized test will entrench a…

  19. Powerful Software To Enhance the Elementary School Mathematics Program.

    Science.gov (United States)

    Kerrigan, John

    2002-01-01

    Analyzes mathematics software programs to find engaging and easy-to-use software for integration into the elementary school mathematics curriculum. Discusses criteria for judging good software and useful classroom implementation. (KHR)

  20. Auditing the Numeracy Demands of the Australian Curriculum

    Science.gov (United States)

    Goos, Merrilyn; Dole, Shelley; Geiger, Vince

    2012-01-01

    Numeracy is a general capability to be developed in all learning areas of the Australian Curriculum. We evaluated the numeracy demands of the F-10 curriculum, using a model of numeracy that incorporates mathematical knowledge, dispositions, tools, contexts, and a critical orientation to the use of mathematics. Findings of the history curriculum…

  1. 新课改下初中数学教学的创新研究%The Innovation of Junior Middle School Mathematics Teaching Under the New Curriculum

    Institute of Scientific and Technical Information of China (English)

    何斌

    2014-01-01

    The new curriculum reform requires that the school should carry on the innovation teaching, cultivate students’ innovation ability. Therefore,we have studied the innovation teaching in junior high school, so as to lay a good foundation for the cultivation of students innovation ability.%新课改就是要求学校进行创新教学,不断培养学生的创新能力。因此,就初中数学的创新教学进行了深入研究,从而为培养学生的创新能力奠定良好的基础。

  2. Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development

    Science.gov (United States)

    Van Duzor, Andrea Gay

    2012-08-01

    In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers' interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers': (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed.

  3. Elastic properties of type-I clathrate K8Zn4Sn42 determined by inelastic X-ray scattering

    Energy Technology Data Exchange (ETDEWEB)

    Leu, Bogdan M.; Sturza, Mihai; Hong, Jiawang; Alatas, Ahmet; Baran, Volodymyr; Fassler, Thomas F.

    2016-01-01

    We measured the phonon dispersion at ambient conditions in single-crystal type-I clathrate K8Zn4Sn42, a material with promising thermoelectric properties that has only recently been synthesized, using the high-energy resolution inelastic X-ray scattering (IXS) technique. From the sound velocities along high-symmetry directions, we extracted the elastic constants (C 11, C 12, C 44 = 63.2, 19.1, 21.9 GPa, respectively). Experimental results agree with the predictions from first-principles calculations on the hypothetical, "guest-free", type-I clathrate Sn46. The size of the crystal investigated was several orders of magnitude smaller than what is required for neutron and ultrasonic measurements. Due to this essential property, together with the high-energy resolution, high-momentum-transfer resolution, and the access to the strongest Bragg reflections, IXS is the technique of choice for measuring the full elastic constant tensor for microcrystals.

  4. Developing Mathematical Knowledge for Teaching: Documenting Preservice Elementary Teachers' Experiences

    Science.gov (United States)

    Kwiatkowski-Egizio, Erica

    2013-01-01

    The two research questions that guided this study were: (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience? and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching? Six, female, elementary (K-8) teacher candidates…

  5. Facilities Planning for the Neuroscience Curriculum at a Primarily Undergraduate Institution: St. Olaf College's Regents Hall of Natural and Mathematical Sciences.

    Science.gov (United States)

    Muir, Gary M; Van Wylen, David G L

    2009-01-01

    Planning for new science facilities at your institution is an exciting, challenging, and rewarding endeavor. Perhaps most significantly, it also embodies a rare opportunity to provide new infrastructure to support a programmatic vision for the future. Here, we describe St. Olaf's new Regents Hall of Natural and Mathematical Sciences, beginning with an outline of the planning/design process, then an overview of the features of the building - with particular regard to the Neuroscience Program facilities - and finally a discussion of lessons learned. We hope our experiences may benefit those engaged in the facilities planning process at their own institutions.

  6. Developing Robust Forms of Pre-Service Teachers' Pedagogical Content Knowledge through Culturally Responsive Mathematics Teaching Analysis

    Science.gov (United States)

    Aguirre, Julia M.; Zavala, Maria del Rosario; Katanyoutanant, Tiffany

    2012-01-01

    This study documents and describes efforts to develop robust forms of pre-service teachers' pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children's mathematical thinking, and children's…

  7. 新加坡理工学院数学课程设置及对我国高职的启示%On Mathematics Curriculum Provision of Singapore Polytechnic and Its Enlightenments to China’s Higher Vocational Education

    Institute of Scientific and Technical Information of China (English)

    刘姣; 马文杰; 王启龙

    2015-01-01

    目前我国高职院校数学课程中主要存在着专业针对性不强、难以满足不同水平学生发展的需要、难以实现数学与信息技术的有效整合等问题。基于此来分析新加坡理工学院的数学课程,发现其具有以下几个特点:依据专业需要选择数学知识模块;依据学生不同层次的数学水平设置不同层次的模块;教学中基于实际问题的解决整合信息技术。借鉴这些经验,我国高职数学课程的设置应进一步考虑不同专业、不同层次学生的数学水平及发展的多元化需要,打破学科课程体系的壁垒,为不同专业学生设计数学课程模块,并将信息技术有机整合进数学课程。%At present in mathematics course of higher vocational colleges in China, some problems exist, such as not strong professional pertinence, difficulty to meet the needs of different levels of students’development, difficulty to realize effective integration of math and information technology, etc. Based on this, it is found that through the analysis of mathematics course of Singapore Polytechnic, it has the following characteristics: need to choose mathematics knowledge module on the basis of professional needs; set different levels of module according to students’different levels of mathematics; integrate information technology in teaching based on practical problems solving. Drawing these lessons, mathematics curriculum provision of China’s higher vocational education should further consider mathematical level and diversified development needs of different specialties and different levels of students, break the barriers between subject curriculum systems, design mathematics curriculum modules for students majoring in different specialties, and integrate information technology into mathematics curriculum organically.

  8. Artificial Intelligence, Computational Thinking, and Mathematics Education

    Science.gov (United States)

    Gadanidis, George

    2017-01-01

    Purpose: The purpose of this paper is to examine the intersection of artificial intelligence (AI), computational thinking (CT), and mathematics education (ME) for young students (K-8). Specifically, it focuses on three key elements that are common to AI, CT and ME: agency, modeling of phenomena and abstracting concepts beyond specific instances.…

  9. Analogy Teaching Through the Curriculum of Probability and Mathematical Statistics%概率论与数理统计课程的全程类比教学研究

    Institute of Scientific and Technical Information of China (English)

    彭红军; 梁艳

    2012-01-01

    Probability and Mathematical Statistics is a curriculum which plays vital role in foundation courses. The scientific use of analogy method, can grasp this course in general, to extrapolate, in the context of the effect of liberally plagiarize across, can effectively reduce the difficulty of the teaching. Through the following aspects can analogy teaching: random events and the set analogy, discrete random variable and a continuous random variable analogy, one-dimension random variable and one-dimension random variable analogy, theory of probability and mathematical statistics part of related concepts analogy, confidence interval and hypothesis testing analogy, etc.%概率论与数理统计课程是一门重要的基础课程.在教学中科学使用类比方法,能够从总体上把握该课程的脉络,达到举一反三、触类旁通的效果,能够有效降低教学的难度.可以通过以下方面进行类比教学:随机事件与集合的类比,离散型随机变量与连续型随机变量的类比,一维随机变量与二维随机变量的类比,概率论部分与数理统计部分相关概念的类比,置信区间与假设检验的类比等。

  10. Need for Equipping Student Teachers with Language of Mathematics

    Science.gov (United States)

    Gafoor, K. Abdul; Sarabi, M. K.

    2015-01-01

    The significance of curriculum in building up language of mathematics which enables learners to construct and communicate knowledge of mathematics has not received due attention even as the pedagogical challenges faced by the students in learning mathematics have been discussed for years. Learning language of mathematics is not only valuable in…

  11. Activities To Teach Mathematics in the Context of Environmental Studies.

    Science.gov (United States)

    Thomson, Barbara S.; Hartog, Martin D.

    The National Council of Teachers of Mathematics' (NCTM) "Curriculum and Evaluation Standards" recommends that mathematical connections be made between mathematics and other disciplines. This book presents 35 activities for middle school students that integrate the teaching of mathematical concepts with environmental concepts. An…

  12. Ethnomusicology, Ethnomathematics, and Integrating Curriculum

    Science.gov (United States)

    Bazinet, Ryan; Marshall, Anne Marie

    2015-01-01

    Integrating curriculum provides rich opportunities for students to focus on relevant applications to the real world and make meaningful connections across different disciplines. This article attempts to go beyond common discourse and platitudes by offering specific examples, showing we--an ethnomusicologist and a mathematics educator--attempted to…

  13. Curriculum Innovation: Difference and Resemblance

    Science.gov (United States)

    Hanley, Una; Torrance, Harry

    2011-01-01

    How do teachers respond to a mathematics curriculum innovation? This paper reports some of the findings from a UK Research Council (ESRC)-funded project investigating how teachers in English secondary schools (students aged 12-16 years) responded to innovation. A Gatsby Foundation funded program implemented new materials; the project investigated…

  14. Mathematics achievement in the Netherlands and appropriateness of the TIMSS mathematics test

    NARCIS (Netherlands)

    Kuiper, Wilmad; Bos, Klaas; Plomp, Tjeerd

    1999-01-01

    Dutch students performed relatively well on the TIMSS mathematics test for population 2, although influential mathematics educators heavily criticised the appropriateness and fairness of the test in terms of the new, application- and inquiry-oriented mathematics curriculum which was implemented begi

  15. Exploration of Vocational College Advanced Mathematics Curriculum Content Reform%高职高等数学课程内容改革的探索

    Institute of Scientific and Technical Information of China (English)

    李东方

    2015-01-01

    Advanced mathematics is an essential public course of vocational college Science and Engineering professionals, personnel training in positioning in broadening cultural knowledge, empowerment support, providing professional tools in these areas. However, the current presence of Higher Mathematics Education Student Senate times uneven foundation, em-phasis theory teaching materials, teaching methods and examination system of single and many other issues. Based on the above issue, the article on the status of teaching in higher vocational colleges, combined with the author's teaching practice, the integration of classroom teaching content from optimization, explored the use of aspects of modern teaching methods re-form of teaching methods.%高等数学是高职院校理工科各专业必不可少的一门公共课,在人才培养中的作用集中在拓宽文化知识、增强能力支撑、提供专业工具这几个方面。然而,目前的高职高等数学教育中存在学生基础参差不齐,教材内容偏重理论,教学方法和考评体系单一等诸多问题。基于上述问题,文章就高职院校的教学现状,结合作者的教学实践,从优化整合课堂教学内容,利用现代教学手段改革教学方法等方面进行了探索。

  16. Comparison on the Pre-service Mathematics Teacher Education and Curriculum Structure%中学数学教师职前教育及课程结构比较研究

    Institute of Scientific and Technical Information of China (English)

    陈静安; 杨蕾; 孙莅文

    2011-01-01

    通过四国数学教师职前教育的比较研究发现,数学教师培养模式已从封闭走向开放、由职业定向走向专业教育、由低层次向高层次教育发展;课程结构从过于注重理论的学习与掌握转变为理论和实践相结合与并重,突出强调教师教育课程的专业性、应用性和实践性;教育空间从大学为本转向注重大学与中学的合作.比较而言,我国数学教师职前教育应重视在通识课程中提供广博宽厚的知识背景,进一步优化学科专业和教师专业课程的配置与比例,加强高师课程内容、教育理论与中学数学教育实践的整合,突出高师课程的专业性、应用性、实践性和能力培养等特色,强化面向中学、服务基础教育的教师教育理念.%Based on the conclusion drawn from an intensive comparison on the pre - service education of mathematics teachers and its curriculum structure among the four nations of China, Singapore , the USA and Britain , we found that both nations of the US and Singapore have enjoyed the same features, namely, thepre -service mathematics teacher - training mode transfers from closed development to open one, from occupational orientation to professional development, from low level to high - level education; course structure from the over - emphasis on theoretical learning into a combination of theory and practice with equal emphasis, education space from the stress on university to cooperation with the primary and secondary schools.It is suggested to call for reform in depth for China' s mathematics teacher education so as to train university students to become teachers who are well - informed, competent and thinking professionals.

  17. Astronomy and Mathematics Education

    Science.gov (United States)

    Ros, Rosa M.

    There are many European countries where Astronomy does not appear as a specific course on the secondary school. In these cases Astronomy content can be introduced by means of other subjects. There are some astronomical topics within the subject of Physics but this talk concerns introducing Astronomy in Mathematics classes. Teaching Astronomy through Mathematics would result in more exposure than through Physics as Mathematics is more prevalent in the curriculum. Generally it is not easy to motivate students in Mathematics but they are motivated to find out more about the universe and Astronomy current events than appears in the media. This situation can be an excellent introduction to several mathematics topics. The teachers in secondary and high school can use this idea in order to present more attractive mathematics courses. In particular some different examples will be offered regarding * Angles and spherical coordinates considering star traces * Logarithms and visual magnitudes * Plane trigonometry related orbital movements * Spherical trigonometry in connection with ecliptic obliquity * Conic curves related to sundial at several latitudes Some students do not enjoy studying Mathematics but they can be attracted by practical situations using Applied Mathematics: Astronomy is always very attractive to teenagers.

  18. Does Curriculum 2005 promote successful learning of elementary algebra?

    OpenAIRE

    Nelis Vermeulen

    2007-01-01

    This article reviews literature, previous to the development of Curriculum 2005, describing possible causes and solutions for learners’ poor performance in algebra. It then analyses the Revised National Curriculum Statement for Mathematics in an attempt to determine whether it addresses these causes and suggested solutions. This analysis finds that the curriculum to a large extent does address them, but that some are either not addressed, or addressed only implicitly. Consequently, Curriculum...

  19. Mathematical Competences

    DEFF Research Database (Denmark)

    Westphael, Henning; Mogensen, Arne

    2013-01-01

    In this article we present the notion of Mathematical competences as a tool to describe the mathematically gifted students.......In this article we present the notion of Mathematical competences as a tool to describe the mathematically gifted students....

  20. A Mathematics Lesson from the Mayan Civilization.

    Science.gov (United States)

    Lara-Alecio, Rafael; Irby, Beverly J.; Morales-Aldana, Leonel

    1998-01-01

    Discusses how teachers can infuse culture into the curriculum and develop students' competence and confidence by using ethnomathematics. Examines the mathematics of the Mayan civilization. Contains 22 references. (ASK)

  1. Plakophilin3 loss leads to an increase in PRL3 levels promoting K8 dephosphorylation, which is required for transformation and metastasis.

    Directory of Open Access Journals (Sweden)

    Nileema Khapare

    Full Text Available The desmosome anchors keratin filaments in epithelial cells leading to the formation of a tissue wide IF network. Loss of the desmosomal plaque protein plakophilin3 (PKP3 in HCT116 cells, leads to an increase in neoplastic progression and metastasis, which was accompanied by an increase in K8 levels. The increase in levels was due to an increase in the protein levels of the Phosphatase of Regenerating Liver 3 (PRL3, which results in a decrease in phosphorylation on K8. The increase in PRL3 and K8 protein levels could be reversed by introduction of an shRNA resistant PKP3 cDNA. Inhibition of K8 expression in the PKP3 knockdown clone S10, led to a decrease in cell migration and lamellipodia formation. Further, the K8 PKP3 double knockdown clones showed a decrease in colony formation in soft agar and decreased tumorigenesis and metastasis in nude mice. These results suggest that a stabilisation of K8 filaments leading to an increase in migration and transformation may be one mechanism by which PKP3 loss leads to tumor progression and metastasis.

  2. Teachers' Opinions about the Updated Secondary Mathematics Curriculum [Güncellenen Ortaöğretim Matematik Öğretim Programı Hakkında Öğretmen Görüşleri

    Directory of Open Access Journals (Sweden)

    Orhan Çiftci

    2015-08-01

    Full Text Available The purpose of this study is to explore the opinions of mathematics teachers working in high schools on the high school mathematics curriculum that was reformed in 2013. Structured interview method was employed to collect data from nine high school teachers. Content and descriptive analysis were used to analyze the data obtained from the interviews with teachers. Based on the qualitative analysis of data, the teachers favored the reduction in the content and acquisition regulation, but criticized some eliminated content and acceptance the level of readiness of students. The teachers believed the benefit of using compass-straightedge, information and communication technologies. Furthermore, the teachers expected more professional development opportunities, particularly on the use of technology for teaching mathematics before they are hold accountable for the implementation of the new curriculum. [Bu çalışmada, ortaöğretim kurumlarında görev yapan matematik öğretmenlerinin 2013 yılında yayınlanan ortaöğretim matematik dersi öğretim programı hakkındaki görüşlerini ortaya çıkarmak amaçlanmıştır. Veriler dokuz lise matematik öğretmeni ile gerçekleştirilen yapılandırılmış görüşmeler ile elde edilmiştir. Öğretmenlerle yapılan görüşmeler sonucunda elde edilen verilerin analizi için içerik ve betimsel analizi kullanılmıştır. Çalışmadan elde edilen verilerin analizi sonucunda, öğretmenler yeni programı, konuların yoğunluğunun azaltılması ve kazanımların düzenlenmesi gibi konularda olumlu bulmuş; bazı konuların çıkartılması ve öğrencilerin hazır bulunuşluk düzeylerinin kabulü konusunda eleştirmişlerdir. Öğretmenler, bilgi ve iletişim teknolojilerini ve pergel-cetveli kullanmanın faydalı olacağını belirtmişlerdir. Ayrıca, bilgi ve iletişim teknolojilerini kullanma konusunda desteklenmelerini ve programın öğretmenlere ayrıntılı olarak tanıtılmasını önermişlerdir.

  3. Assessing the Potential of Mathematics Textbooks to Promote Deep Learning

    Science.gov (United States)

    Shield, Malcolm; Dole, Shelley

    2013-01-01

    Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep…

  4. Mathematics as It Happens: Student-Centred Inquiry Learning

    Science.gov (United States)

    Brough, Chris; Calder, Nigel

    2012-01-01

    This paper examines how mathematical understandings might emerge through student-centred inquiry. Data is drawn from a research project on student-centred curriculum integration (CI) that situated mathematics within authentic problem-solving contexts and involved students in collaboratively constructed curriculum. Participatory action research…

  5. Assessing the Potential of Mathematics Textbooks to Promote Deep Learning

    Science.gov (United States)

    Shield, Malcolm; Dole, Shelley

    2013-01-01

    Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep…

  6. Mathematical analysis fundamentals

    CERN Document Server

    Bashirov, Agamirza

    2014-01-01

    The author's goal is a rigorous presentation of the fundamentals of analysis, starting from elementary level and moving to the advanced coursework. The curriculum of all mathematics (pure or applied) and physics programs include a compulsory course in mathematical analysis. This book will serve as can serve a main textbook of such (one semester) courses. The book can also serve as additional reading for such courses as real analysis, functional analysis, harmonic analysis etc. For non-math major students requiring math beyond calculus, this is a more friendly approach than many math-centric o

  7. Insights into teaching mathematics

    CERN Document Server

    Orton, Anthony

    2004-01-01

    Providing essential guidance and background information about teaching mathematics, this book is intended particularly for teachers who do not regard themselves as specialists in mathematics. It deals with issues of learning and teaching, including the delivery of content and the place of problems and investigations. Difficulties which pupils encounter in connection with language and symbols form important sections of the overall discussion of how to enhance learning. The curriculum is considered in brief under the headings of number, algebra, shape and space, and data handling, and special at

  8. International Curriculums.

    Science.gov (United States)

    Neal, Larry L.

    This workshop presentation on international curriculums in the field of parks, recreation, leisure, cultural services, and travel/tourism comments that the literature is replete with articles addressing what the field is about, but not about curriculum issues, models, and structure. It reports an international survey of 12 college educators…

  9. Into the Curriculum: Reading/Language Arts/Art: Using Amelia Bedelia Books to Teach Figurative and Literal Meanings [and] Reading/Language Arts/Mathematics: Create an Internet Pizza Cafe that Serves Pizza, Poetry, Technology, and More! [and] Reading/Language Arts: Finding Secret Words: Beginning Dictionary Skills [and] Science: What Big Teeth You Have! Alligators All Around [and] Science: Rube Goldberg and Simple Machines [and] Social Studies: Folklore--An Integrated Unit.

    Science.gov (United States)

    Wood, Eve; Maggi, Barbara Hall; Napier, Marion; Troisi, Andrea; Heiser, Pam; Rinehart, Sharon

    1998-01-01

    Provides six fully developed library media activities that are designed for use with specific curriculum units in reading and language arts, art, mathematics, science, and social studies. Library media skills, objectives, grade levels, instructional roles, evaluation, and follow-up are described for each activity. (LRW)

  10. Comparison of Mathematics Curriculum Standard in the Field of Statistics and Possibility for Compulsory Education between China and America%中美义务教育数学课程标准“统计与概率”领域的比较研究

    Institute of Scientific and Technical Information of China (English)

    张楠

    2014-01-01

    统计与概率的基础知识已成为未来公民的必备常识,引起各国数学基础教育的普遍关注。对中美两国最新义务教育数学课程标准“统计与概率”领域进行比较研究得到,两国课标的共性表现在:注重统计观念的早期培养;注重让学生经历统计过程;注重信息技术与课程的整合。差异表现在:课程内容的展开主线不同;课程内容的学段安排不同;课程内容的广度不同;对“测量”的理解不同。%The knowledge of statistics and possibility is generally regarded as the commonsensible knowledge for the citizen in the future, which has been paid close attention to by mathematics educational researchers all over the world. In present research, the author comprised mathematics curriculum standard in the field of statistics and possibility for compulsory education between China and America. Some qualities in common are emphasizing on the early training of statistics idea, emphasizing on experiencing the process of statistics, and emphasizing on integrating information and technology with curriculum. Some dissimilarities are the whole-length main thread of curriculum content, the arrangement of curriculum content, the coverage of curriculum content, and the understanding for measurement.

  11. Mathematics Underground

    Science.gov (United States)

    Luther, Kenneth H.

    2012-01-01

    Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

  12. Mathematics Underground

    Science.gov (United States)

    Luther, Kenneth H.

    2012-01-01

    Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

  13. A Note on Discrete Mathematics and Calculus.

    Science.gov (United States)

    O'Reilly, Thomas J.

    1987-01-01

    Much of the current literature on the topic of discrete mathematics and calculus during the first two years of an undergraduate mathematics curriculum is cited. A relationship between the recursive integration formulas and recursively defined polynomials is described. A Pascal program is included. (Author/RH)

  14. Mathematics Achievement of Vietnamese Grade 5 Pupils

    Science.gov (United States)

    Griffin, Patrick

    2007-01-01

    This article reports the results of a national survey of mathematics achievement at the end of primary school in Vietnam. A sample of more than 72000 students were assessed from 61 provinces. The items were matched to the Vietnam Mathematics curriculum for Year 5 students. Using a skills audit of the items, a variable of Vietnamese mathematics…

  15. Mathematical Explorations: Freshwater Scarcity: A Proportional Representation

    Science.gov (United States)

    King, Alessandra

    2014-01-01

    Middle school students' mathematical understanding benefits from connecting mathematics to other content areas in the curriculum. This month's activity explores the issue of the scarcity of freshwater, a natural resource (activity sheets are included). This activity concentrates on the critical areas mentioned in the Common Core State…

  16. Camptothecin induces urokinase-type plasminogen activator gene-expression in human RC-K8 malignant lymphoma and H69 small cell lung cancer cells.

    OpenAIRE

    Shibakura M; Niiya K; Kiguchi T; Nakata Y; Tanimoto M

    2002-01-01

    We previously reported that anthracyclines, which could generate reactive oxygen species (ROS), could induce the urokinase-type plasminogen activator (uPA) gene expression in human RC-K8 malignant lymphoma cells and in H69 small cell lung cancer (SCLC) cells. In screening other uPA-inducible anti-cancer agents, we found that camptothecin (CPT) and its derivative, SN38, could induce uPA in RC-K8 and H69 cells. CPT and SN38, which are also used for the treatment of lymphoma and SCLC, significan...

  17. Progress, Wealth, and Mathematics Achievement

    DEFF Research Database (Denmark)

    Valero, Paola

    2013-01-01

    logic, are differentiated. The mathematics school curriculum in the 20th century embodied and made available cosmopolitan forms of reason, which build on the belief of science-based human reason having a universal, emancipatory capacity for changing the world and people. The ‘homeless mind’ (Popkewitz...

  18. Perspectives on Sami Mathematics Education

    Science.gov (United States)

    Fyhn, Anne Birgitte; Eira, Ellen J. Sara; Sriraman, Bharath

    2011-01-01

    The Sami are an indigenous people of the Arctic, and through a resolution of the United Nations, Norway is bound to take care of the Sami culture and language. Since 1987 the Sami have had their own curriculum, but they have no mathematics syllabus. In this paper we summarize the legal acts that take care of the Sami culture within the Norwegian…

  19. Using History in Teaching Mathematics.

    Science.gov (United States)

    Katz, Victor J.

    1986-01-01

    Some concrete examples of the use of historical materials in developing certain topics from precalculus and calculus are presented. Ideas which can be introduced with a reformulated curriculum are discussed in five areas: algorithms, combinatorics, logarithms, trigonometry, and mathematical models. (MNS)

  20. Governing Equality: Mathematics for All?

    Science.gov (United States)

    Diaz, Jennifer D.

    2013-01-01

    With the notion of governmentality, this article considers how the equal sign (=) in the U.S. math curriculum organizes knowledge of equality and inscribes cultural rules for thinking, acting, and seeing in the world. Situating the discussion within contemporary math reforms aimed at teaching mathematics for all, I draw attention to how the…

  1. Computer Visualizations for K-8 Science Teachers: One Component of Professional Development Workshops at the Planetary Science Institute

    Science.gov (United States)

    Kortenkamp, S.; Baldridge, A. M.; Bleamaster, L. F.; Buxner, S.; Canizo, T.; Crown, D. A.; Lebofsky, L. A.

    2012-12-01

    The Planetary Science Institute (PSI), in partnership with the Tucson Regional Science Center, offers a series of professional development workshops targeting K-8 science teachers in southern Arizona. Using NASA data sets, research results, and a team of PSI scientists and educators, our workshops provide teachers with in-depth content knowledge of fundamental concepts in astronomy, geology, and planetary science. Current workshops are: The Earth-Moon System, Exploring the Terrestrial Planets, Impact Cratering, The Asteroid-Meteorite Connection, Volcanoes of the Solar System, Deserts of the Solar System, and Astrobiology and the Search for Extrasolar Planets. Several workshops incorporate customized computer visualizations developed at PSI. These visualizations are designed to help teachers overcome the common misconceptions students have in fundamental areas of space science. For example, the simple geometric relationship between the sun, the moon, and Earth is a concept that is rife with misconceptions. How can the arrangement of these objects account for the constantly changing phases of the moon as well as the occasional eclipses of the sun and moon? Students at all levels often struggle to understand the explanation for phases and eclipses even after repeated instruction over many years. Traditional classroom techniques have proven to be insufficient at rooting out entrenched misconceptions. One problem stems from the difficulty of developing an accurate mental picture of the Earth-Moon system in space when a student's perspective has always been firmly planted on the ground. To address this problem our visualizations take the viewers on a journey beyond Earth, giving them a so-called "god's eye" view of how the Earth-Moon system would look from a distance. To make this journey as realistic as possible we use ray-tracing software, incorporate NASA mission images, and accurately portray rotational and orbital motion. During a workshop our visualizations are

  2. MAP3K8 (TPL2/COT) Affects Obesity-Induced Adipose Tissue Inflammation without Systemic Effects in Humans and in Mice

    NARCIS (Netherlands)

    Ballak, D.B.; Essen, van P.; Diepen, van J.A.; Jansen, H.; Hijmans, A.; Matsuguchi, T.; Sparrer, H.; Tack, C.J.; Netea, M.G.; Joosten, L.A.; Stienstra, R.

    2014-01-01

    Chronic low-grade inflammation in adipose tissue often accompanies obesity, leading to insulin resistance and increasing the risk for metabolic diseases. MAP3K8 (TPL2/COT) is an important signal transductor and activator of pro-inflammatory pathways that has been linked to obesity-induced adipose

  3. Annotated Bibliography of Children's Literature Resources on War, Terrorism, and Disaster since 1945: By Continents/Countries for Grades K-8

    Science.gov (United States)

    Gangi, Jane M.

    2009-01-01

    This article presents an annotated bibliography of children's literature resources on war, terrorism, and disaster since 1945. This annotated bibliography focuses on grades K-8 from different continents/countries, including (1) Africa; (2) Asia; (3) The Caribbean; (4) Central and South America; (5) Europe; and (6) The Middle East.

  4. Eighth-Grade School Form and Resilience in the Transition to High School: A Comparison of Middle Schools and K-8 Schools

    Science.gov (United States)

    Weiss, Christopher C.; Baker-Smith, E. Christine

    2010-01-01

    We examine a set of academic and social outcomes in 9th grade, comparing middle school attendees with those who attended K-8 schools. Previous research with these data has shown that there are few differences in 8th-grade outcomes by school type. Here we extend these findings to determine whether school form influences student outcomes in the…

  5. Lattice Dynamics Study of Phonon Instability and Thermal Properties of Type-I Clathrate K8Si46 under High Pressure

    Directory of Open Access Journals (Sweden)

    Wei Zhang

    2016-07-01

    Full Text Available For a further understanding of the phase transitions mechanism in type-I silicon clathrates K8Si46, ab initio self-consistent electronic calculations combined with linear-response method have been performed to investigate the vibrational properties of alkali metal K atoms encapsulated type-I silicon-clathrate under pressure within the framework of density functional perturbation theory. Our lattice dynamics simulation results showed that the pressure induced phase transition of K8Si46 was believed to be driven by the phonon instability of the calthrate lattice. Analysis of the evolution of the partial phonon density of state with pressure, a legible dynamic picture for both guest K atoms and host lattice, was given. In addition, based on phonon calculations and combined with quasi-harmonic approximation, the specific heat of K8Si46 was derived, which agreed very well with experimental results. Also, other important thermal properties including the thermal expansion coefficients and Grüneisen parameters of K8Si46 under different temperature and pressure were also predicted.

  6. MAP3K8 (TPL2/COT) Affects Obesity-Induced Adipose Tissue Inflammation without Systemic Effects in Humans and in Mice

    NARCIS (Netherlands)

    Ballak, D.B.; Essen, P. van; Diepen, J.A. van; Jansen, H.J.; Hijmans, A.G.; Matsuguchi, T.; Sparrer, H.; Tack, C.J.J.; Netea, M.G.; Joosten, L.A.B.; Stienstra, R.

    2014-01-01

    Chronic low-grade inflammation in adipose tissue often accompanies obesity, leading to insulin resistance and increasing the risk for metabolic diseases. MAP3K8 (TPL2/COT) is an important signal transductor and activator of pro-inflammatory pathways that has been linked to obesity-induced adipose ti

  7. Lexicography and Mathematics Learning: A Case Study of "Variable."

    Science.gov (United States)

    Frawley, William

    1992-01-01

    Lexicography is shown to offer some useful new tools to researchers in mathematics education. The paper examines the relationship between the sublanguage of mathematics and the acquisition of mathematical knowledge, and also the use of definitions in research and curriculum design. An Explanatory Combinatorial Dictionary is advocated for improving…

  8. Elementary Mathematics: Priorities for the 1980s. Fastback 157.

    Science.gov (United States)

    Fennell, Francis M.

    This document examines the past, present, and future of elementary school mathematics. The impact of the modern mathematics movement in the curriculum is assessed and the factors behind the back-to-basics movement are analyzed. The text presents factors considered to be the real basics in mathematics of the eighties based on the recommendations of…

  9. Mathematics Induction in School; An Illusion of Rigor.

    Science.gov (United States)

    Lowenthal, Francis; Eisenberg, Theodore

    1992-01-01

    Discusses the mathematical, philosophical, and pedagogical problems in the theorem of mathematical induction. Argues that mathematical induction is a meta-theorem, that is a theorem within a theorem, whose pitfalls and illusions of rigor should be discussed before implementation into the school curriculum. (MDH)

  10. Core-Plus Mathematics. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2010

    2010-01-01

    "Core-Plus Mathematics" is a four-year curriculum that replaces the traditional sequence with courses that each feature interwoven strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics. The first three courses in the series provide a common core of broadly useful mathematics,…

  11. Structuring an Undergraduate Mathematics Seminar Dealing with Options and Hedging

    Science.gov (United States)

    Prevot, K. J.

    2006-01-01

    Offering mathematics majors the opportunity to engage in current, real-world applications can be an important enhancement to their undergraduate course curriculum. Instead of focusing on the traditional topic areas in pure and/or applied mathematics, one may structure a seminar course for senior mathematics majors by concentrating on a specific…

  12. Galleons, Magic Potions, and Quidditch: The Mathematics of Harry Potter

    Science.gov (United States)

    Barta, Jim; L'Ai, Linda

    2004-01-01

    Literacy curriculum connections through books give advantage to teachers to use adventure to enhance mathematical learning among children. The way the children enhanced their mathematical competence by developing exciting mathematical activities and applications by using Harry Potter book episodes is discussed.

  13. Galleons, Magic Potions, and Quidditch: The Mathematics of Harry Potter

    Science.gov (United States)

    Barta, Jim; L'Ai, Linda

    2004-01-01

    Literacy curriculum connections through books give advantage to teachers to use adventure to enhance mathematical learning among children. The way the children enhanced their mathematical competence by developing exciting mathematical activities and applications by using Harry Potter book episodes is discussed.

  14. Mathematical Footprints Discovering Mathematics Everywhere

    CERN Document Server

    Pappas, Theoni

    1999-01-01

    MATHEMATICAL FOOTPRINTS takes a creative look at the role mathematics has played since prehistoric times, and will play in the future, and uncovers mathematics where you least expect to find it from its many uses in medicine, the sciences, and its appearance in art to its patterns in nature and its central role in the development of computers. Pappas presents mathematical ideas in a readable non-threatening manner. MATHEMATICAL FOOTPRINTS is another gem by the creator of THE MATHEMATICS CALENDAR and author of THE JOY OF MATHEMATICS. "Pappas's books have been gold mines of mathematical ent

  15. [Mathematics - astronomy - astrology special library].

    Science.gov (United States)

    Gluch, Sibylle

    2011-01-01

    About 1560 Elector August of Saxony created an unusual library--one distinguished within its period by both its specialization and location. Situated within the Kunstkammer this library was mostly dedicated to the mathematical sciences and related disciplines. It contained works by the most important authors on mathematics, astronomy, and astrology from the classical, medieval, and early modern periods. This essay traces the formation and composition of August's library, and examines its function: What kind of relationship existed between the library and the Kunstkammer? In what way did the library mirror the interests of the Elector, and to what extend does it permit inferences regarding the Elector's knowledge of mathematics? From the analysis August emerges not as a specialist with a deep understanding of mathematics, but as a particular aficionado of mathematical applications. As a practitioner and general follower of the mathematical arts he took part in a far-reaching intellectual network the center of which lay in the University of Wittenberg. Here, Melanchthon had effectively strengthened the importance of the mathematical disciplines within the university curriculum. He regarded mathematics as the foremost science, arguing that before all other disciplines its method enabled man to recognize the harmonic order of the world, and to discern divine providence. Thus, mathematics offered consoling stability and support in an often seemingly chaotic world torn by religious controversies. This kind of esteem for the mathematical sciences did not presuppose expert knowledge. Hence, the fact that August does not appear to have read the mathematical books he collected does not come as a contradiction. On the contrary, for August it sufficed to recognize the potential of the mathematical sciences, which he brought into life through the creation of a specialized library that developed a rhetoric of its own. The collection of his Kunstkammer library spoke of a

  16. Why Teach mathematics to Adults?

    DEFF Research Database (Denmark)

    Johansen, Lene Østergaard

    2008-01-01

    teachers. I distinguish analytically between three different discourses. The Political Discourse, The Curriculum Planner Discourse and The Mathematics Teachers Discourse. The discourses are analysed separately and I distinguish between explicit reasons and implicit reasons.       In the thesis I construct...... a construction of need for education or implicit reasons in the Mathematics Teachers Discourse.    Even that there are common explicit reasons for providing adults with mathematics education my analysis has shown that there are conflicting implicit reasons, and that these are based on different understandings...... of specific humans, mathematics and mathematics teaching. I propose that instead of building the framework for the analysis of the implicit reasons on the idea of a construction of a need for education, we could build the framework of the analysis on the idea of construction an ideal for human development...

  17. Elementary Mathematics Teacher Preparation in an Era of Reform: The Development and Assessment of Mathematics for Teaching

    Science.gov (United States)

    Kajander, Ann

    2010-01-01

    Teachers' understanding of the elementary school mathematics curriculum forms part, but not all, of the newly emerged field of mathematics for teaching, a term that describes the specialised mathematics knowledge of teachers. Pre-service teachers from a one-year teacher preparation program were studied in each of three years, using a…

  18. Mathematization in introductory physics

    Science.gov (United States)

    Brahmia, Suzanne M.

    Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors in part so that students develop expert-like mathematization. This dissertation describes coordinated research and curriculum development for strengthening mathematization in introductory physics; it blends scholarship in physics and mathematics education in the form of three papers. The first paper explores mathematization in the context of physics, and makes an original contribution to the measurement of physics students' struggle to mathematize. Instructors naturally assume students have a conceptual mastery of algebra before embarking on a college physics course because these students are enrolled in math courses beyond algebra. This paper provides evidence that refutes the validity of this assumption and categorizes some of the barriers students commonly encounter with quantification and representing ideas symbolically. The second paper develops a model of instruction that can help students progress from their starting points to their instructor's desired endpoints. Instructors recognize that the introductory physics course introduces new ideas at an astonishing rate. More than most physicists realize, however, the way that mathematics is used in the course is foreign to a large portion of class. This paper puts forth an instructional model that can move all students toward better quantitative and physical reasoning, despite the substantial variability of those students' initial states. The third paper describes the design and testing of curricular materials that foster mathematical creativity to prepare students to better understand physics reasoning. Few students enter introductory physics with experience generating equations in response to specific challenges involving unfamiliar quantities and units, yet this generative use of mathematics is typical of the thinking involved in

  19. Third international handbook of mathematics education

    CERN Document Server

    Bishop, Alan; Keitel, Christine; Kilpatrick, Jeremy; Leung, Frederick

    2013-01-01

    This entirely new Third International Handbook of Mathematics Education comprises 31 chapters which have been written by a total of 84 different authors representing 26 nations, each a recognized expert in the field.   Comprised of four sections: Social, Political and Cultural Dimensions in Mathematics Education; Mathematics Education as a Field of Study; Technology in the Mathematics Curriculum; and International Perspectives on Mathematics Education, this Third Handbook offers essential reading for all persons interested in the future of mathematics education. The authors present challenging international perspectives on the history of mathematics education, current issues, and future directions.   What makes this Handbook unique is its structure. Each section covers past, present and future aspects of mathematics education.   The first chapter in each section identifies and analyzes historical antecedents The “middle” chapters draw attention to present-day key issues and themes The final chapter in ...

  20. Evaluation of a mathematics curriculum: Differential effects

    NARCIS (Netherlands)

    Terwel, J.; Van den Eeden, P.

    1994-01-01

    Resh explain the sensitivity of the medium-aptitude group by the ‘threshold hypothesis’. In order to be able to benefit from a ‘richer’ learning environment, a student needs a minimum level of personal resources. Below this threshold, enrichment of the learning environment (in our case by means of a

  1. The Modern Mathematics Reform Movement in Brazil and Its Consequences for Brazilian Mathematics Education.

    Science.gov (United States)

    D'Ambrosio, Beatriz Silva

    1991-01-01

    This paper reports on the conclusions drawn from an investigation of the modern mathematics reform movement in Brazil. The main focus is the dissemination of reform ideology to the Brazilian mathematics education community and the outcomes resulting from misinterpretations of the intended curriculum during the implementation process. (Author/JJK)

  2. 2012 National Survey of Science and Mathematics Education: Status of Middle School Mathematics

    Science.gov (United States)

    Fulkerson, William O.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  3. 2012 National Survey of Science and Mathematics Education: Status of Elementary School Mathematics

    Science.gov (United States)

    Malzahn, Kristen A.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  4. 2012 National Survey of Science and Mathematics Education: Status of High School Mathematics

    Science.gov (United States)

    Smith, Adrienne A.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  5. Mitigating the Mathematical Knowledge Gap between High School and First Year University Chemical Engineering Mathematics Course

    Science.gov (United States)

    Basitere, Moses; Ivala, Eunice

    2015-01-01

    This paper reports on a study carried out at a University of Technology, South Africa, aimed at identifying the existence of the mathematical knowledge gap and evaluating the intervention designed to bridge the knowledge gap amongst students studying first year mathematics at the Chemical Engineering Extended Curriculum Program (ECP). In this…

  6. New Exploration of Teaching Reform Based on "Mathematics Teaching Methodology in Primary School "under the Background of the New Curriculum%高等师范院校“小学数学教学论”课程教学改革探讨

    Institute of Scientific and Technical Information of China (English)

    梁宇; 邹循东

    2012-01-01

    "小学数学教学论"是本、专科小学教育专业的核心课程,基础教育数学课程改革对小学数学教师素质提出了新的要求,现行的"小学数学教学论"教学已明显滞后,本课程的课程教学改革应该在教学内容、教学方法、教学实践、考试评价等方面进行探索。%"Primary school mathematics teaching methodology" is the core course in the primary school education specialized for undergraduates and specialists. The mathematics curriculum reform of elementary education in primary school puts forward new requirements to the quality of mathematics teachers at ele- mentary schools. The current primary school mathematics teaching methodology has been tremendously lag- ging behind. Teaching reform in the course of teaching should involve teaching contents, methods, prac- tice, examination assessment and evaluation and so on.

  7. Auditing the Numeracy Demands of the Middle Years Curriculum

    Science.gov (United States)

    Goos, Merrilyn; Geiger, Vince; Dole, Shelley

    2010-01-01

    The "National Numeracy Review" recognised that numeracy development requires an across the curriculum commitment. To explore the nature of this commitment we conducted a numeracy audit of the South Australian Middle Years curriculum, using a numeracy model that incorporates mathematical knowledge, dispositions, tools, contexts, and a…

  8. New Math Curriculum Formula for Success: Grades K-4

    Science.gov (United States)

    Curriculum Review, 2007

    2007-01-01

    This article describes Everyday Mathematics, a new math education curriculum targeted to kindergarten, first grade, and second grade students in Holland. It will be introduced to third and fourth grades in 2008. The curriculum helps prepare pupils for standardized tests; allows for students to work at their own rate; involves parents in helping…

  9. Surviving the Implementation of a New Science Curriculum

    Science.gov (United States)

    Lowe, Beverly; Appleton, Ken

    2015-01-01

    Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new…

  10. The New Curriculum Reform: What Does it Really Mean?

    Science.gov (United States)

    Henchey, Norman

    1999-01-01

    Explores the current educational reform in Quebec outlining the major aspects of the curriculum reform. Describes the structure of the curriculum, including programs of study and general principles. Discusses the implications of the proposals. Questions of emphasis include language and mathematics, technology, cultural pluralism, and English…

  11. Analysis of Curriculum Standards: An Important Research Area

    Science.gov (United States)

    Tran, Dung; Reys, Barbara J.; Teuscher, Dawn; Dingman, Shannon; Kasmer, Lisa

    2016-01-01

    This commentary highlights the contribution that careful and systematic analyses of curriculum or content standards can make to questions and issues important in the mathematics education field. We note the increased role that curriculum standards have played as part of a standards-based education reform strategy. We also review different methods…

  12. Surviving the Implementation of a New Science Curriculum

    Science.gov (United States)

    Lowe, Beverly; Appleton, Ken

    2015-01-01

    Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new…

  13. New Avenues for History in Mathematics Education: Mathematical Competencies and Anchoring

    DEFF Research Database (Denmark)

    Jankvist, U. T.; Kjeldsen, T. H.

    2011-01-01

    The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in general, and proposes new avenues for research. We identify two general scenarios of integrating history in mathematics education that each gives rise to different problems....... The first scenario occurs when history is used as a ‘tool’ for the learning and teaching of mathematics, the second when history of mathematics as a ‘goal’ is pursued as an integral part of mathematics education. We introduce a multiple-perspective approach to history, and suggest that research on history...... in mathematics education follows one of two different avenues in dealing with these scenarios. The first is to focus on students’ development of mathematical competencies when history is used a tool for the learning of curriculum-dictated mathematical in-issues. A framework for this is described. Secondly, when...

  14. Impact of Curriculum Reform: Evidence of Change in Classroom Practice in the United States

    Science.gov (United States)

    Moyer, John C.; Cai, Jinfa; Wang, Ning; Nie, Bikai

    2011-01-01

    The purpose of the study reported in this article is to examine the impact of curriculum on instruction. Over a three-year period, we observed 579 algebra-related lessons in grades 6-8. Approximately half the lessons were taught in schools that had adopted a "Standards"-based mathematics curriculum called the Connected Mathematics Program (CMP),…

  15. Measuring Mathematical Knowledge for Teaching: A Longitudinal Study Using Two Measures

    Science.gov (United States)

    Copur-Gencturk, Yasemin; Lubienski, Sarah T.

    2013-01-01

    This longitudinal study examines growth in teacher knowledge as measured by two popular assessments--Learning Mathematics for Teaching (LMT) and Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). Using data collected from 24 teachers, we compare the extent to which each assessment captured teacher learning during a K-8 mathematics…

  16. Mathematical bridges

    CERN Document Server

    Andreescu, Titu; Tetiva, Marian

    2017-01-01

    Building bridges between classical results and contemporary nonstandard problems, Mathematical Bridges embraces important topics in analysis and algebra from a problem-solving perspective. Blending old and new techniques, tactics and strategies used in solving challenging mathematical problems, readers will discover numerous genuine mathematical gems throughout that will heighten their appreciation of the inherent beauty of mathematics. Most of the problems are original to the authors and are intertwined in a well-motivated exposition driven by representative examples. The book is structured to assist the reader in formulating and proving conjectures, as well as devising solutions to important mathematical problems by making connections between various concepts and ideas from different areas of mathematics. Instructors and educators teaching problem-solving courses or organizing mathematics clubs, as well as motivated mathematics students from high school juniors to college seniors, will find Mathematical Bri...

  17. Survey on the New Mathematics Curriculum Implementation in Compulsory Education%义务教育阶段数学新课程实施现状调查——从甘肃省教师视角的研究

    Institute of Scientific and Technical Information of China (English)

    吕世虎; 江懿; 李强

    2011-01-01

    According to the result of questionnaires,teachers have adapted to the new textbooks and familiarized themselves with the new ideas proposed by new curriculum with the implement of it.However,there remains to be some problems: teachers couldn't understand the new mathematics curriculum well enough;the new mathematics textbooks tend to be far away from students' lives from countryside,and the exercises are not enough;the lack of teaching equipment and qualified mathematics teachers hinders the performance of new curriculum;the theory of "only-focus-on-scores" tend to be popular again.Considering those problems mentioned,several suggestions are put forward: Improve the present condition of training on new curriculum,and pay attention to teaching and research activities;Focus on the differences between urban and rural areas when adapting textbooks,and also increase the amount of exercises in the textbook;Improve the teaching facilities and quality of country teachers;Make out a specific and practical assessment plan.%对义务教育阶段数学新课程的实施进行调查,发现:教师基本适应了新教材,对新课程提倡的理念把握更加准确.但仍存在一些问题:教师对数学新课程的理解不够深入细致;数学新教材存在脱离农村学生生活的倾向且习题内容偏少;教学设施缺乏、数学师资力量不够影响新课程实施;"唯分数论"的评价方式有回升反弹的趋势.针对这些问题,建议:(1)加大新课程培训力度,关注教研活动的开展;(2)教材编写与选用应注意农村与城市的差异,适当增加教材中习题的数量;(3)改善教学设施,充实农村师资力量;(4)研制具体可行的评价方案.

  18. Welding Curriculum.

    Science.gov (United States)

    Alaska State Dept. of Education, Juneau. Div. of Adult and Vocational Education.

    This competency-based curriculum guide is a handbook for the development of welding trade programs. Based on a survey of Alaskan welding employers, it includes all competencies a student should acquire in such a welding program. The handbook stresses the importance of understanding the principles associated with the various elements of welding.…

  19. Curriculum Analysis

    Institute of Scientific and Technical Information of China (English)

    Xu Xiaoying

    2011-01-01

    The English as a Second Language (ESL) Curriculum for grades K - 12 is a scope that builds and develops linguistic proficiency for students between the ages of six and 21 years. The ESL professionals defines ESL students as those students who are non - native English speakers and who may or may not have English proficiency.

  20. Pursuing excellence in mathematics education essays in honor of Jeremy Kilpatrick

    CERN Document Server

    Silver, Edward

    2014-01-01

    ​Chapters in this book recognize the more than forty years of sustained and distinguished lifetime achievement in mathematics education research and development of Jeremy Kilpatrick. Including contributions from a variety of skilled mathematics educators, this text honors Jeremy Kilpatrick, reflecting on his groundbreaking papers, book chapters, and books - many of which are now standard references in the literature - on mathematical problem solving, the history of mathematics education, mathematical ability and proficiency, curriculum change and its history, global perspectives on mathematics education, and mathematics assessment. Many chapters also offer substantial contributions of their own on important themes, including mathematical problem solving, mathematics curriculum, the role of theory in mathematics education, the democratization of mathematics, and international perspectives on the professional field of mathematics education.​.

  1. Taxonomy matters: Cognitive levels and types of mathematical activities in mathematics examinations

    OpenAIRE

    Margot Berger; Lynn Bowie; Lovemore J. Nyaumwe

    2010-01-01

    We argue that there are intrinsic difficulties in using the Subject Assessment Guidelines for Mathematics (SAGM) for evaluating the standard of a South African matriculation mathematics examination and for determining how it aligns with the curriculum. Our argument has two prongs. First, the SAGM taxonomy conflates cognitive level with type of mathematical activity; we contend that such a conflation leads to problems in assessing the complexity of the examination item. Second, the SAGM taxono...

  2. Mathematics for engineering

    CERN Document Server

    Bolton, W

    2012-01-01

    Mathematics for Engineering has been carefully designed to provide a maths course for a wide ability range, and does not go beyond the requirements of Advanced GNVQ. It is an ideal text for any pre-degree engineering course where students require revision of the basics and plenty of practice work. Bill Bolton introduces the key concepts through examples set firmly in engineering contexts, which students will find relevant and motivating. The second edition has been carefully matched to the Curriculum 2000 Advanced GNVQ units:

  3. Involvement of MAP3K8 and miR-17-5p in poor virologic response to interferon-based combination therapy for chronic hepatitis C.

    Directory of Open Access Journals (Sweden)

    Akihito Tsubota

    Full Text Available Despite advances in chronic hepatitis C treatment, a proportion of patients respond poorly to treatment. This study aimed to explore hepatic mRNA and microRNA signatures involved in hepatitis C treatment resistance. Global hepatic mRNA and microRNA expression profiles were compared using microarray data between treatment responses. Quantitative real-time polymerase chain reaction validated the gene signatures from 130 patients who were infected with hepatitis C virus genotype 1b and treated with pegylated interferon-alpha and ribavirin combination therapy. The correlation between mRNA and microRNA was evaluated using in silico analysis and in vitro siRNA and microRNA inhibition/overexpression experiments. Multivariate regression analysis identified that the independent variables IL28B SNP rs8099917, hsa-miR-122-5p, hsa-miR-17-5p, and MAP3K8 were significantly associated with a poor virologic response. MAP3K8 and miR-17-5p expression were inversely correlated with treatment response. Furthermore, miR-17-5p repressed HCV production by targeting MAP3K8. Collectively, the data suggest that several molecules and the inverse correlation between mRNA and microRNA contributed to a host genetic refractory hepatitis C treatment response.

  4. The Academic Merits of Modelling in Higher Mathematics Education: A Case Study

    Science.gov (United States)

    Perrenet, Jacob; Adan, Ivo

    2010-01-01

    Modelling is an important subject in the Bachelor curriculum of Applied Mathematics at Eindhoven University of Technology in the Netherlands. Students not only learn how to apply their knowledge to solve mathematical problems posed in non-mathematical language, but also they learn to look actively for, or even construct, mathematical knowledge…

  5. Mathematics Connection

    African Journals Online (AJOL)

    Open Access DOWNLOAD FULL TEXT ... In the transmission culture of teaching and learning, mathematics is seen as a body of knowledge and ... Keyword: algebraic thinking, discussion in mathematics classroom, teaching approaches ...

  6. Rainforest Mathematics

    Science.gov (United States)

    Kilpatrick, Jeremy

    2014-01-01

    This paper addresses the contested way that ethnomathematics has sometimes been received by mathematicians and others and what that disagreement might suggest about issues in mathematics education; namely, (a) the relation of ethnomathematics to academic mathematics; (b) recent efforts to reform secondary school mathematics so that it prepares…

  7. Rainforest Mathematics

    Science.gov (United States)

    Kilpatrick, Jeremy

    2014-01-01

    This paper addresses the contested way that ethnomathematics has sometimes been received by mathematicians and others and what that disagreement might suggest about issues in mathematics education; namely, (a) the relation of ethnomathematics to academic mathematics; (b) recent efforts to reform secondary school mathematics so that it prepares…

  8. Educational assessment of mathematics skills and abilities.

    Science.gov (United States)

    Bryant, B R; Rivera, D P

    1997-01-01

    Mathematics assessments play a valuable role in identifying students' strengths and weaknesses and in developing and monitoring instructional practice. Over the last century, mathematics assessment has been refined as math content has changed as a result of curriculum reform. Today, researchers and practitioners use various assessment techniques to (a) identify students who have mathematics learning disabilities (LD), (b) target individual strengths and weaknesses across mathematics areas, (c) document the effects of mathematics instruction in a remedial or special program, (d) identify strategies that students employ during math activities, (e) conduct research about the characteristics of students with math LD, and (f) examine the technical characteristics of mathematics tests. This article provides an historical overview of the development of mathematics assessment and a description of specific strategies for conducting math evaluations.

  9. SMSG: The Making of a Curriculum.

    Science.gov (United States)

    Wooton, William

    This book provides a description of the origin and activities of the School Mathematics Study Group over the first four years of its existence. While SMSG was not necessarily representative of all curriculum study groups, many of the experiences of SMSG were similar to those of other groups. Most of the projects provided a model of the curriculum…

  10. Box Plots in the Australian Curriculum

    Science.gov (United States)

    Watson, Jane M.

    2012-01-01

    This article compares the definition of "box plot" as used in the "Australian Curriculum: Mathematics" with other definitions used in the education community; describes the difficulties students experience when dealing with box plots; and discusses the elaboration that is necessary to enable teachers to develop the knowledge…

  11. Creating a Curriculum that Fosters Scientific thought

    Science.gov (United States)

    Langley, Tilan

    2009-01-01

    Despite the progress in technology since the time of Maria Montessori, the science curriculum has been pushed aside slowly as teachers' focus has shifted to literacy and mathematics. The Early Childhood classroom has grown complacent with miniature life cycle lessons and attractive puzzles; the time has come to return science to a critical…

  12. Box Plots in the Australian Curriculum

    Science.gov (United States)

    Watson, Jane M.

    2012-01-01

    This article compares the definition of "box plot" as used in the "Australian Curriculum: Mathematics" with other definitions used in the education community; describes the difficulties students experience when dealing with box plots; and discusses the elaboration that is necessary to enable teachers to develop the knowledge necessary to use them…

  13. Fibbin with Poems across the Curriculum

    Science.gov (United States)

    Bintz, William P.

    2010-01-01

    This article uses "fibbin" (Fibonacci poems) as an instructional strategy to teaching reading and writing across the curriculum. It describes fibbin from a historical and mathematical perspective and discusses it as an adaptation of the famous Fibonacci sequence to teaching content area material (e.g. science, math, and social studies). This…

  14. Teaching Mathematical Proofs That Rely on Ideas from Physics.

    Science.gov (United States)

    Hanna, Gila; Jahnke, H. Niels; DeBruyn, Ysbrand; Lomas, Dennis

    2001-01-01

    Describes empirical research into the effectiveness of using concepts and principles of physics in the teaching of geometrical proofs. Demonstrates, tentatively, that proofs from physics could be a viable addition to the mathematics curriculum. (Author/MM)

  15. Creative Activity in Mathematics Education: A First Attempt at Definition and Problem-Identification. Research Reports from the Curriculum Laboratory, College of Education, University of Illinois at Urbana-Champaign, Number 7.

    Science.gov (United States)

    Howson, A. G.; Westbury, Ian

    An attempt is made to define the meaning of invention and innovation in mathematics education in order to help develop guidelines for policies of research and development in this area. Spectrums of invention in the realms of geometry and group theory are proposed as models of ordering understanding of creative activity within mathematics. This…

  16. Searching for Evidence of Curricular Effect on the Teaching and Learning of Mathematics: Some Insights from the LieCal Project

    Science.gov (United States)

    Cai, Jinfa

    2014-01-01

    Drawing on evidence from the Longitudinal Investigation of the Effect of Curriculum on Algebra Learning (LieCal) Project, issues related to mathematics curriculum reform and student learning are discussed. The LieCal Project was designed to longitudinally investigate the impact of a reform mathematics curriculum called the Connected Mathematics…

  17. A Cultural and Linguistic Approach to Teaching Science and Mathematics to Native American Students.

    Science.gov (United States)

    Miller, Kenneth W.; Davison, David M.

    2001-01-01

    Explains cultural differences and how they affect the meaning of curriculum for students. Discusses factors that affect the learning of mathematics and science for students living on the Crow Indian Reservation in Montana and strategies for the development of a relevant curriculum through the integration of mathematics and science in a…

  18. Connected Mathematics Project (CMP). What Works Clearinghouse Intervention Report. Updated February 2017

    Science.gov (United States)

    What Works Clearinghouse, 2017

    2017-01-01

    "Connected Mathematics Project" (CMP) is a math curriculum for students in grades 6-8. It uses interactive problems and everyday situations to explore mathematical ideas, with a goal of fostering a problem-centered, inquiry-based learning environment. At each grade level, the curriculum covers numbers, algebra, geometry/measurement,…

  19. Everyday Mathematics®. What Works Clearinghouse Intervention Report. Updated November 2015

    Science.gov (United States)

    What Works Clearinghouse, 2015

    2015-01-01

    The "Everyday Mathematics®" curriculum aims to provide students in prekindergarten through grade 6 with multiple opportunities to learn math concepts and practice skills. Since the release of the WWC's 2010 Everyday Mathematics report, the curriculum continues to be widely used and evaluated. This updated review includes 30 studies that…

  20. Discrete Mathematics

    DEFF Research Database (Denmark)

    Sørensen, John Aasted

    2011-01-01

    The objectives of Discrete Mathematics (IDISM2) are: The introduction of the mathematics needed for analysis, design and verification of discrete systems, including the application within programming languages for computer systems. Having passed the IDISM2 course, the student will be able...... to accomplish the following: -Understand and apply formal representations in discrete mathematics. -Understand and apply formal representations in problems within discrete mathematics. -Understand methods for solving problems in discrete mathematics. -Apply methods for solving problems in discrete mathematics......; construct a finite state machine for a given application. Apply these concepts to new problems. The teaching in Discrete Mathematics is a combination of sessions with lectures and students solving problems, either manually or by using Matlab. Furthermore a selection of projects must be solved and handed...

  1. Mathematical modelling

    DEFF Research Database (Denmark)

    Blomhøj, Morten

    2004-01-01

    Developing competences for setting up, analysing and criticising mathematical models are normally seen as relevant only from and above upper secondary level. The general belief among teachers is that modelling activities presuppose conceptual understanding of the mathematics involved. Mathematical...... modelling, however, can be seen as a practice of teaching that place the relation between real life and mathematics into the centre of teaching and learning mathematics, and this is relevant at all levels. Modelling activities may motivate the learning process and help the learner to establish cognitive...... roots for the construction of important mathematical concepts. In addition competences for setting up, analysing and criticising modelling processes and the possible use of models is a formative aim in this own right for mathematics teaching in general education. The paper presents a theoretical...

  2. Mathematical Modeling and Pure Mathematics

    Science.gov (United States)

    Usiskin, Zalman

    2015-01-01

    Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics. The purpose of this article is to illustrate how the mathematical modeling that is present in everyday situations can be naturally embedded in…

  3. Does Curriculum 2005 promote successful learning of elementary algebra?

    Directory of Open Access Journals (Sweden)

    Nelis Vermeulen

    2007-10-01

    Full Text Available This article reviews literature, previous to the development of Curriculum 2005, describing possible causes and solutions for learners’ poor performance in algebra. It then analyses the Revised National Curriculum Statement for Mathematics in an attempt to determine whether it addresses these causes and suggested solutions. This analysis finds that the curriculum to a large extent does address them, but that some are either not addressed, or addressed only implicitly. Consequently, Curriculum 2005 may only partly promote successful learning of elementary algebra.

  4. Envisioning Curriculum as Six Simultaneities

    Science.gov (United States)

    Hussain, Hanin; Conner, Lindsey; Mayo, Elaine

    2014-01-01

    This paper uses the discourse of complexity thinking to envision curriculum as six partial and coupled facets that exist simultaneously: curriculum as structure, curriculum as process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activity. Such a curriculum is emergent and self-organising. It is emergent…

  5. Theoretical Mathematics

    Science.gov (United States)

    Stöltzner, Michael

    Answering to the double-faced influence of string theory on mathematical practice and rigour, the mathematical physicists Arthur Jaffe and Frank Quinn have contemplated the idea that there exists a `theoretical' mathematics (alongside `theoretical' physics) whose basic structures and results still require independent corroboration by mathematical proof. In this paper, I shall take the Jaffe-Quinn debate mainly as a problem of mathematical ontology and analyse it against the backdrop of two philosophical views that are appreciative towards informal mathematical development and conjectural results: Lakatos's methodology of proofs and refutations and John von Neumann's opportunistic reading of Hilbert's axiomatic method. The comparison of both approaches shows that mitigating Lakatos's falsificationism makes his insights about mathematical quasi-ontology more relevant to 20th century mathematics in which new structures are introduced by axiomatisation and not necessarily motivated by informal ancestors. The final section discusses the consequences of string theorists' claim to finality for the theory's mathematical make-up. I argue that ontological reductionism as advocated by particle physicists and the quest for mathematically deeper axioms do not necessarily lead to identical results.

  6. Competentiegericht curriculum en cursusontwerp

    NARCIS (Netherlands)

    Firssova, Olga; Giesbertz, Wil

    2012-01-01

    Firssova, O., & Giesbertz, W. (2011, 30 mei). Competentiegericht curriculum en cursusontwerp. Presentatie gegeven tijdens de workshop van de BKO cursus Competentiegericht curriculum en cursusontwerp, Eindhoven, Nederland: Open Universiteit.

  7. Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 2-3 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, segundo y tercer grados. Field Test.

    Science.gov (United States)

    Chicago Board of Education, IL.

    A contrastive analysis approach is used in this supplementary math curriculum guide for Spanish-speaking second and third grade students in Chicago public schools. Lessons are presented for those objectives for which the instructional strategies used in the United States differ from those used in Spanish-speaking countries. (Objectives for which…

  8. Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 7-8 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, septimo y octavo grados. Field Test.

    Science.gov (United States)

    Chicago Board of Education, IL.

    This supplementary math curriculum guide for use with Spanish-speaking students in Chicago public schools' seventh and eighth grade classes employs a contrastive analysis approach. Lessons are presented for objectives for which the instructional strategies used in the United States differ from those in Spanish-speaking countries. (Objectives for…

  9. Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 4-6 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, cuatro-sexto grados. Field Test.

    Science.gov (United States)

    Chicago Board of Education, IL.

    This supplementary math curriculum guide for use with Spanish-speaking, fouth through sixth grade students in Chicago public schools employs a contrastive analysis approach. Lessons are presented for objectives for which the instructional strategies used in the United States differ from those used in Spanish-speaking countries. (Objectives for…

  10. K8S0 METAR

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — METAR is a routine scheduled observation and is the primary observation code used in the United States to satisfy requirements for reporting surface meteorological...

  11. Camptothecin induces urokinase-type plasminogen activator gene-expression in human RC-K8 malignant lymphoma and H69 small cell lung cancer cells.

    Directory of Open Access Journals (Sweden)

    Shibakura M

    2002-10-01

    Full Text Available We previously reported that anthracyclines, which could generate reactive oxygen species (ROS, could induce the urokinase-type plasminogen activator (uPA gene expression in human RC-K8 malignant lymphoma cells and in H69 small cell lung cancer (SCLC cells. In screening other uPA-inducible anti-cancer agents, we found that camptothecin (CPT and its derivative, SN38, could induce uPA in RC-K8 and H69 cells. CPT and SN38, which are also used for the treatment of lymphoma and SCLC, significantly increased the uPA accumulation in the conditioned media of both cells in a dose-dependent manner. The maximum induction of uPA mRNA levels was observed 24 h after stimulation. Pretreatment with pyrrolidine dithiocarbamate (PDTC, an anti-oxidant, inhibited the CPT-induced uPA mRNA expression. Thus, CPT induces uPA through gene expression, and, therefore, CPT may influence the tumor-cell biology by up-regulating the uPA/plasmin system.

  12. Camptothecin induces urokinase-type plasminogen activator gene-expression in human RC-K8 malignant lymphoma and H69 small cell lung cancer cells.

    Science.gov (United States)

    Shibakura, Misako; Niiya, Kenji; Kiguchi, Toru; Nakata, Yasunari; Tanimoto, Mitsune

    2002-10-01

    We previously reported that anthracyclines, which could generate reactive oxygen species (ROS), could induce the urokinase-type plasminogen activator (uPA) gene expression in human RC-K8 malignant lymphoma cells and in H69 small cell lung cancer (SCLC) cells. In screening other uPA-inducible anti-cancer agents, we found that camptothecin (CPT) and its derivative, SN38, could induce uPA in RC-K8 and H69 cells. CPT and SN38, which are also used for the treatment of lymphoma and SCLC, significantly increased the uPA accumulation in the conditioned media of both cells in a dose-dependent manner. The maximum induction of uPA mRNA levels was observed 24 h after stimulation. Pretreatment with pyrrolidine dithiocarbamate (PDTC), an anti-oxidant, inhibited the CPT-induced uPA mRNA expression. Thus, CPT induces uPA through gene expression, and, therefore, CPT may influence the tumor-cell biology by up-regulating the uPA/plasmin system.

  13. Financial mathematics

    CERN Document Server

    Jothi, A Lenin

    2009-01-01

    Financial services, particularly banking and insurance services is the prominent sector for the development of a nation. After the liberalisation of financial sector in India, the scope of getting career opportunities has been widened. It is heartening to note that various universities in India have introduced professional courses on banking and insurance. A new field of applied mathematics has come into prominence under the name of Financial Mathematics. Financial mathematics has attained much importance in the recent years because of the role played by mathematical concepts in decision - m

  14. Mathematics everywhere

    CERN Document Server

    Aigner, Martin; Spain, Philip G

    2010-01-01

    Mathematics is all around us. Often we do not realize it, though. Mathematics Everywhere is a collection of presentations on the role of mathematics in everyday life, through science, technology, and culture. The common theme is the unique position of mathematics as the art of pure thought and at the same time as a universally applicable science. The authors are renowned mathematicians; their presentations cover a wide range of topics. From compact discs to the stock exchange, from computer tomography to traffic routing, from electronic money to climate change, they make the "math inside" unde

  15. Mathematical scandals

    CERN Document Server

    Pappas, Theoni

    1997-01-01

    In this highly readable volume of vignettes of mathematical scandals and gossip, Theoni Pappas assembles 29 fascinating stories of intrigue and the bizarre ? in short, the human background of the history of mathematics. Might a haberdasher have changed Einstein's life? Why was the first woman mathematician murdered? How come there's no Nobel Prize in mathematics?Mathematics is principally about numbers, equations, and solutions, all of them precise and timeless. But, behind this arcane matter lies the sometimes sordid world of real people, whose rivalries and deceptions

  16. Engineering mathematics

    CERN Document Server

    Stroud, K A

    2013-01-01

    A groundbreaking and comprehensive reference that's been a bestseller since it first debuted in 1970, the new seventh edition of Engineering Mathematics has been thoroughly revised and expanded. Providing a broad mathematical survey, this innovative volume covers a full range of topics from the very basic to the advanced. Whether you're an engineer looking for a useful on-the-job reference or want to improve your mathematical skills, or you are a student who needs an in-depth self-study guide, Engineering Mathematics is sure to come in handy time and time again.

  17. MKT and Curriculum Materials Are Only Part of the Story: Insights from a Lesson on Fractions

    Science.gov (United States)

    Sleep, Laurie; Eskelson, Samuel L.

    2012-01-01

    This paper investigates the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the mathematical quality of instruction by comparing the enactment of a fractions problem taught by two teachers with differing MKT. It was found that MKT seem to support teachers' precise use of mathematical language and to prevent…

  18. The discursive production of classroom mathematics

    Science.gov (United States)

    Smith, Kim; Hodson, Elaine; Brown, Tony

    2013-09-01

    School mathematics is a function of its discursive environment where the language being used formats mathematical activity. The paper explores this theme through an extended example in which the conduct of mathematical teaching and learning is restricted by regulative educational policies. It considers how mathematics is discursively produced by student teachers within an employment-based model of teacher education in England where there is a low university input. It is argued that teacher reflections on mathematical learning and teaching within the course are patterned discursively in line with formal curriculum framings, assessment requirements and the local demands of their placement school. Both teachers and students are subject to regulative discourses that shape their actions and as a consequence this regulation influences the forms of mathematical activity that can take place. It is shown how university sessions can provide a limited critical platform from which to interrogate these restrictions and renegotiate them.

  19. Conceptualising inquiry based education in mathematics

    DEFF Research Database (Denmark)

    Blomhøj, Morten; Artigue, Michéle

    2013-01-01

    The terms inquiry-based learning (IBL) and inquiry-based education (IBE) have appeared with increasing frequency in educational policy and curriculum documents related to mathematics and science education over the past decade, indicating a major educational trend. We go back to the origin...... of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyse and discuss its migration to science and mathematics education. For conceptualizing inquiry-based mathematics education (IBME) it is important to analyse how this concept resonates with already well-established theoretical...... frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problem-solving tradition, the Theory of Didactical Situations, the Realistic Mathematics Education programme, the mathematical modelling perspective, the Anthropological Theory of Didactics...

  20. 新课程理念下巧用讲授法提高数学课堂教学效果——“胸有成竹、游刃有余、锦上添花”式课堂教学%Applying Instructive Method to Improve Mathematics Classroom Teaching Effect in the Light of New Curriculum Idea

    Institute of Scientific and Technical Information of China (English)

    温莉

    2011-01-01

    Curriculum reform brings positive changes in teachers' teaching idea and teaehing method and students' learning method, but mathematics teaching commonly adopts instructive method. This paper expounds the application of instructive method in teaching with%课程改革给中学数学教师带来了教学理念、教学方法和学生学习方式等方面的积极变化,但数学课一般还是以讲授法为主要方法。本文用几个成语试述讲授法在教学中的应用.期望有助于提高课堂教学效果。

  1. The Strategy of Training College Professionals of Mathematical Education under the Concept of Primary School New Curriculum%小学数学新课程理念下专科数学教育专业人才的培养探索

    Institute of Scientific and Technical Information of China (English)

    韦鸿敏; 侯代忠; 周优军

    2015-01-01

    Combined with the latest developments of basic education reform,this paper analyzes the current shortage of professional training system of specialist mathematics education. From pre-service education course structure,teaching methods and professional skills training,etc.,the paper explores the concept of policy under the new primary curriculum specialist professional training in Mathe⁃matics Education .%结合基础教育改革的最新进展分析当前专科数学教育专业培养体系的不足,从职前教育的课程结构、教学方法和专业技能训练等方面,探索小学新课程理念下专科数学教育专业人才培养的策略。

  2. The Implications of American Mathematics Graduates’ Career Development on the Career Planning of Chinese Mathematics Graduates

    Directory of Open Access Journals (Sweden)

    Zhang Shuntao

    2015-01-01

    Full Text Available This article starts with an careful analysis of the factors that cause Chinese mathematics graduate’s heavy pressure in job hunting and career development, followed by a detailed introduction of American mathematics graduates’ positive employment potential and their benign career development prospect. Finally the author puts forward that mathematics majors should plan their curriculum study in relation to their future career development, with the help of systematic, professional career development consultancy and guidance. Suggestions on how to improve mathematics majors employment competitiveness are also provided in this article.

  3. Evaluating the Suitability of Mathematical Thinking Problems for Senior High-School Students by Including Mathematical Sense Making and Global Planning

    Science.gov (United States)

    van Velzen, Joke H.

    2016-01-01

    The mathematics curriculum often provides for relatively few mathematical thinking problems or non-routine problems that focus on a deepening of understanding mathematical concepts and the problem-solving process. To develop such problems, methods are required to evaluate their suitability. The purpose of this preliminary study was to find such an…

  4. Experimental Mathematics and Mathematical Physics

    Energy Technology Data Exchange (ETDEWEB)

    Bailey, David H.; Borwein, Jonathan M.; Broadhurst, David; Zudilin, Wadim

    2009-06-26

    One of the most effective techniques of experimental mathematics is to compute mathematical entities such as integrals, series or limits to high precision, then attempt to recognize the resulting numerical values. Recently these techniques have been applied with great success to problems in mathematical physics. Notable among these applications are the identification of some key multi-dimensional integrals that arise in Ising theory, quantum field theory and in magnetic spin theory.

  5. Mathematical logic

    CERN Document Server

    Kleene, Stephen Cole

    2002-01-01

    Undergraduate students with no prior instruction in mathematical logic will benefit from this multi-part text. Part I offers an elementary but thorough overview of mathematical logic of 1st order. Part II introduces some of the newer ideas and the more profound results of logical research in the 20th century. 1967 edition.

  6. Mathematics 2

    CERN Document Server

    Kodaira, Kunihiko

    1996-01-01

    This is the translation from the Japanese textbook for the grade 11 course, "General Mathematics". It is part of the easier of the three elective courses in mathematics offered at this level and is taken by about 40% of students. The book covers basic notions of probability and statistics, vectors, exponential, logarithmic, and trigonometric functions, and an introduction to differentiation and integration.

  7. Curriculum Mapping. Focus On

    Science.gov (United States)

    Molineaux, Rebecca

    2008-01-01

    This "Focus On" discusses curriculum mapping, a process that allows educators to align the curriculum both within and across grades and to ensure that the curriculum is in line with school, local, and state standards. It outlines the steps of the curriculum mapping process from planning the mapping initiative to creating and editing curriculum…

  8. Modern Mathematics in East Africa: A Survey, 1961-1971

    Science.gov (United States)

    Woodhouse, D.

    1973-01-01

    Shetched are the educational developments of East Africa, particularly in Tanzania. Emphasis is on establishing a modern mathematics program for the secondary school. The modifications made on the School Mathematics Project (SMP) curriculum and the development of the Entebbe Project designed to meet African needs are described. (JP)

  9. 2012 National Survey of Science and Mathematics Education: Highlights Report

    Science.gov (United States)

    Horizon Research, Inc., 2013

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  10. Practice and Conceptions: Communicating Mathematics in the Workplace

    Science.gov (United States)

    Wood, Leigh N.

    2012-01-01

    The study examined the experience of communication in the workplace for mathematics graduates with a view to enriching university curriculum. I broaden the work of Burton and Morgan (2000), who investigated the discourse practices of academic mathematicians to examine the discourse used by new mathematics graduates in industry and their…

  11. Vertically Integrating Professional Skills throughout a Mathematics Major

    Science.gov (United States)

    Dziak, Clarice; Leventhal, Brian; Luttman, Aaron; Skufca, Joseph

    2014-01-01

    In response to a university mandate to include "professional issues" as a component of every major, we have developed a vertically integrated approach to incorporating the study of professional skills and issues into the mathematics curriculum. Beginning in the first year of study, mathematics majors take an inquiry-based course in…

  12. A Primary Teacher's Developing Understanding of Mathematical Reasoning

    Science.gov (United States)

    Loong, Esther Yook-Kin

    2014-01-01

    To support teachers in their quest to incorporate reasoning as a mathematical proficiency as espoused in the Australian Curriculum: Mathematics, a professional learning research project using demonstration lessons was carried out. This paper reports on the impact of demonstration lessons on one participating teacher's pedagogical knowledge about…

  13. Approaching Standards for Mathematics Assessment. ERIC/CSMEE Digest.

    Science.gov (United States)

    Brosnan, Patricia A.; Hartog, Martin D.

    Current assessment practices in the classroom can affect the movement toward a child-centered curriculum in mathematics education. The mathematical community is addressing the challenge to implement standards in the areas of testing, assessment, and accountability in order to maintain this movement. This digest: (1) discusses what makes current…

  14. Investigations in Mathematics Education, Volume 5 Number 3.

    Science.gov (United States)

    Higgins, Jon L., Ed.

    Using a broad definition of research to include evaluative studies of large curriculum projects or teacher-training programs, Investigations in Mathematics Education (IME) is a quarterly journal of expanded abstracts and critical analyses of recent research in mathematics education. The 16 abstracts in this issue were done especially for IME by…

  15. Mathematical Communication in State Standards before the Common Core

    Science.gov (United States)

    Kosko, Karl Wesley; Gao, Yang

    2017-01-01

    Mathematical communication has been an important feature of standards documents since National Council of Teachers of Mathematics' (NCTM) (1989) "Curriculum and Evaluation Standards." Such an emphasis has influenced content standards of states from then to present. This study examined how effective the prevalence of various forms of…

  16. Comprehensive Instructional Management System (CIMS)--Mathematics, 1988-89.

    Science.gov (United States)

    Guerrero, Frank; And Others

    The Comprehensive Instructional Management System (CIMS) Mathematics project is a teacher-developed mathematics curriculum for kindergarten through grade seven. The 1988-89 evaluation focused on (1) the operation and impact of the program in sample of five districts, chosen to provide diverse models of the computer management system, (2) the…

  17. Mathematics in Student-­Centred Inquiry Learning: Student Engagement

    Science.gov (United States)

    Calder, Nigel

    2013-01-01

    This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…

  18. Mathematics Education: Student Terminal Goals, Program Goals, and Behavioral Objectives.

    Science.gov (United States)

    Mesa Public Schools, AZ.

    Behavioral objectives are listed for the primary, intermediate and junior high mathematics curriculum in the Mesa Public Schools (Arizona). Lists of specific objectives are given by level for sets, symbol recognition, number operations, mathematical structures, measurement and problem solving skills. (JP)

  19. Primary Mathematics Teacher Education Encountering Difficult Terrain: A Personal Perspective

    Science.gov (United States)

    Norton, Stephen

    2016-01-01

    This paper is a case study in preparing prospective primary teachers to teach mathematics at one Australian university. The paper describes the content knowledge of prospective teachers, pre and post a final mathematics curriculum subject. The teaching approach which attempts to account for both content and pedagogical content knowledge is…

  20. Conditional Inference and Advanced Mathematical Study: Further Evidence

    Science.gov (United States)

    Inglis, Matthew; Simpson, Adrian

    2009-01-01

    In this paper, we examine the support given for the "theory of formal discipline" by Inglis and Simpson (Educational Studies Mathematics 67:187-204, "2008"). This theory, which is widely accepted by mathematicians and curriculum bodies, suggests that the study of advanced mathematics develops general thinking skills and, in particular, conditional…

  1. Big Ideas in Primary Mathematics: Issues and Directions

    Science.gov (United States)

    Askew, Mike

    2013-01-01

    This article is located within the literature arguing for attention to Big Ideas in teaching and learning mathematics for understanding. The focus is on surveying the literature of Big Ideas and clarifying what might constitute Big Ideas in the primary Mathematics Curriculum based on both theoretical and pragmatic considerations. This is…

  2. Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

    Science.gov (United States)

    Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

    2007-12-01

    University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an

  3. Mathematics unbound

    CERN Document Server

    Parshall, Karen Hunger

    2002-01-01

    Although today's mathematical research community takes its international character very much for granted, this "global nature" is relatively recent, having evolved over a period of roughly 150 years-from the beginning of the nineteenth century to the middle of the twentieth century. During this time, the practice of mathematics changed from being centered on a collection of disparate national communities to being characterized by an international group of scholars for whom the goal of mathematical research and cooperation transcended national boundaries. Yet, the development of an international community was far from smooth and involved obstacles such as war, political upheaval, and national rivalries. Until now, this evolution has been largely overlooked by historians and mathematicians alike. This book addresses the issue by bringing together essays by twenty experts in the history of mathematics who have investigated the genesis of today's international mathematical community. This includes not only develo...

  4. Mathematical biology

    CERN Document Server

    Murray, James D

    1993-01-01

    The book is a textbook (with many exercises) giving an in-depth account of the practical use of mathematical modelling in the biomedical sciences. The mathematical level required is generally not high and the emphasis is on what is required to solve the real biological problem. The subject matter is drawn, e.g. from population biology, reaction kinetics, biological oscillators and switches, Belousov-Zhabotinskii reaction, reaction-diffusion theory, biological wave phenomena, central pattern generators, neural models, spread of epidemics, mechanochemical theory of biological pattern formation and importance in evolution. Most of the models are based on real biological problems and the predictions and explanations offered as a direct result of mathematical analysis of the models are important aspects of the book. The aim is to provide a thorough training in practical mathematical biology and to show how exciting and novel mathematical challenges arise from a genuine interdisciplinary involvement with the biosci...

  5. The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement. Practical Intervention in the Schools Series

    Science.gov (United States)

    Hosp, Michelle K.; Hosp, John L.; Howell, Kenneth W.

    2007-01-01

    This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide everything needed to evaluate student learning in reading, spelling, writing, and math; graph the resulting data; and use this information to make…

  6. Accelerating Mathematics Achievement Using Heterogeneous Grouping

    Science.gov (United States)

    Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.

    2006-01-01

    This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed…

  7. Using Dynamic Geometry Software in Mathematics Teaching

    Science.gov (United States)

    Jones, Keith

    2012-01-01

    When it comes to using software to enhance the learning and teaching of mathematics it is all too easy to "talk the talk", but "walking the walk" is something else. There are many pertinent problems associated with accessibility, robust systems, curriculum time, classroom management, software familiarity and intuitive usage to name but a few.…

  8. Key Concept Mathematics and Management Science Models

    Science.gov (United States)

    Macbeth, Thomas G.; Dery, George C.

    1973-01-01

    The presentation of topics in calculus and matrix algebra to second semester freshmen along with a treatment of exponential and power functions would permit them to cope with a significant portion of the mathematical concepts that comprise the essence of several disciplines in a business school curriculum. (Author)

  9. Key Concept Mathematics and Management Science Models

    Science.gov (United States)

    Macbeth, Thomas G.; Dery, George C.

    1973-01-01

    The presentation of topics in calculus and matrix algebra to second semester freshmen along with a treatment of exponential and power functions would permit them to cope with a significant portion of the mathematical concepts that comprise the essence of several disciplines in a business school curriculum. (Author)

  10. African mathematics from bones to computers

    CERN Document Server

    Bangura, Abdul Karim

    2011-01-01

    This comprehensive text on African Mathematics addresses some of the problematic issues in the field, such as attitudes, curriculum development, educational change, academic achievement, standardized and other tests, performance factors, student characteristics, cross-cultural differences and studies, literacy, native speakers, social class and differences, equal education, teaching methods, and more.

  11. Mathematical Knowledge for Teaching in the Netherlands

    NARCIS (Netherlands)

    Keijzer, R.; Kool, M.J.H.

    2012-01-01

    The implementation of the new mathematical knowledge base in Dutch teacher education institutes for primary education raises a need for curriculum development. Teacher educators have to raise student teachers’ subject matter knowledge to a higher level. In working on this aim teacher educators

  12. Synthesis and Structural Characterization of the New Clathrates K8Cd4Ge42, Rb8Cd4Ge42, and Cs8Cd4Ge42

    Directory of Open Access Journals (Sweden)

    Marion C. Schäfer

    2016-03-01

    Full Text Available This paper presents results from our exploratory work in the systems K-Cd-Ge, Rb-Cd-Ge, and Cs-Cd-Ge, which yielded the novel type-I clathrates with refined compositions K8Cd3.77(7Ge42.23, Rb8Cd3.65(7Ge42.35, and Cs7.80(1Cd3.65(6Ge42.35. The three compounds represent rare examples of clathrates of germanium with the alkali metals, where a d10 element substitutes a group 14 element. The three structures, established by single-crystal X-ray diffraction, indicate that the framework-building Ge atoms are randomly substituted by Cd atoms on only one of the three possible crystallographic sites. This and several other details of the crystal chemistry are elaborated.

  13. Mathematics education and the dignity of being

    DEFF Research Database (Denmark)

    Valero, Paola; García, Gloria; Camelo, Francisco;

    2012-01-01

    On the grounds of our work as researchers, teacher educators and teachers engaging with a socio-political approach in mathematics education in Colombia, we propose to understand democracy in terms of the possibility of constructing a social subjectivity for the dignity of being. We address...... classrooms. We illustrate a pedagogical possibility to move towards a mathematics education for social subjectivity with our work in reassembling the notion of geometrical space in the Colombian secondary school mathematics curriculum with notions of space from critical geography and the problem...... of territorialisation, and Latin American epistemology with the notion of intimate space as an important element of social subjectivity....

  14. Developing Digital Technologies for Undergraduate University Mathematics

    DEFF Research Database (Denmark)

    Triantafyllou, Eva; Timcenko, Olga

    2013-01-01

    Our research effort presented in this paper relates with developing digital tools for mathematics education at undergraduate university level. It focuses specifically on studies where mathematics is not a core subject but it is very important in order to cope with core subjects. For our design, we...... at Aalborg University Copenhagen. Then we conducted focus groups with students where they reflected on the introduction of these applets and proposed ways to improve them or alternative ways to present the specific part of the curriculum. At the same time, we conducted observations of teachers and students...... requirements for the development of digital tools that support mathematics teaching and learning at university level....

  15. Mathematics education and comparative historical studies

    Directory of Open Access Journals (Sweden)

    Wagner RODRIGUES VALENTE

    2013-11-01

    Full Text Available This paper has as its aims: to characterize the area of research «history of mathematics education» and to defend the idea that mathematics education has constituted a privileged research theme within the field of comparative historical studies. To achieve these aims, the text includes references to a review of the literature concerning comparative studies, the analysis of two fundamental moments focused on attempts to internationalize the mathematics curriculum, both of which occurred during the 20th century, and, to end, a case study emanating from an international cooperation between researchers in Brazil and Portugal.

  16. Applied mathematics

    CERN Document Server

    Logan, J David

    2013-01-01

    Praise for the Third Edition"Future mathematicians, scientists, and engineers should find the book to be an excellent introductory text for coursework or self-study as well as worth its shelf space for reference." -MAA Reviews Applied Mathematics, Fourth Edition is a thoroughly updated and revised edition on the applications of modeling and analyzing natural, social, and technological processes. The book covers a wide range of key topics in mathematical methods and modeling and highlights the connections between mathematics and the applied and nat

  17. Speed mathematics

    CERN Document Server

    Handley, Bill

    2012-01-01

    This new, revised edition of the bestselling Speed Mathematics features new chapters on memorising numbers and general information, calculating statistics and compound interest, square roots, logarithms and easy trig calculations. Written so anyone can understand, this book teaches simple strategies that will enable readers to make lightning-quick calculations. People who excel at mathematics use better strategies than the rest of us; they are not necessarily more intelligent. With Speed Mathematics you'll discover methods to make maths easy and fun. This book is perfect for stud

  18. Mathematical physics

    CERN Document Server

    Geroch, Robert

    1985-01-01

    Mathematical Physics is an introduction to such basic mathematical structures as groups, vector spaces, topological spaces, measure spaces, and Hilbert space. Geroch uses category theory to emphasize both the interrelationships among different structures and the unity of mathematics. Perhaps the most valuable feature of the book is the illuminating intuitive discussion of the ""whys"" of proofs and of axioms and definitions. This book, based on Geroch's University of Chicago course, will be especially helpful to those working in theoretical physics, including such areas as relativity, particle

  19. Exploring systematic lesson variation : A teaching method in mathematics

    OpenAIRE

    Russell, Laurence

    2015-01-01

    The study presented in this licentiate thesis explores the student perception of systematically varied lessons, a specific lesson design and exploratory method of teaching mathematics in comprehensive school. Two 9th grade classes are taught in the curriculum defined mathematical core content sections of algebra and mathematical relationships and rate of change but by two different methods. One class is taught using a conventional textbook approach and the other with a series of systematicall...

  20. Thinking of Mathematics Teachers’Teaching Behavior Standard under the New Curriculum%新课程下对数学教师教学行为规范的思考

    Institute of Scientific and Technical Information of China (English)

    陈润生

    2014-01-01

    From the perspective of mathematical sciences,explore mathematics teachers under the new period in preparing our homework in class instruction after the evaluation of six aspects,such as teaching research behavior standards,to guide the mathematics teachers focus on subject characteristics,the implementation of the subject standard,improve maths,there for improving mathematics education teaching quality.%从数学的角度出发,探索新时期下数学教师在备课、上课、批改作业、课外辅导、考试评价、教学研究等六个方面的行为规范,以期能引导广大数学教师关注学科特点,落实学科规范,提升数学素养,从而大面积提高数学科的教育教学质量。

  1. Mathematics education, democracy and development: Exploring connections

    Directory of Open Access Journals (Sweden)

    Renuka Vithal

    2012-08-01

    Full Text Available Mathematics education and its links to democracy and development are explored in this article, with specific reference to the case of South Africa. This is done by engaging four key questions. Firstly, the question of whether mathematics education can be a preparation for democracy and include a concern for development, is discussed by drawing on conceptual tools of critical mathematics education and allied areas in a development context. Secondly, the question of how mathematics education is distributed in society and participates in shaping educational possibilities in addressing its development needs and goals is used to examine the issues emerging from mathematics performance in international studies and the national Grade 12 examination; the latter is explored specifically in respect of the South African mathematics curriculum reforms and teacher education challenges. Thirdly, the question of whether a mathematics classroom can be a space for democratic living and learning that equally recognises the importance of issues of development in contexts like South Africa, as a post-conflict society still healing from its apartheid wounds, continuing inequality and poverty, is explored through pedagogies of conflict, dialogue and forgiveness. Finally the question of whether democracy and development can have anything to do with mathematics content matters, is discussed by appropriating, as a metaphor, South Africa’s Truth and Reconciliation Commission’s framework of multiple ‘truths’, to seek links within and across the various forms and movements in mathematics and mathematics education that have emerged in the past few decades.

  2. Mathematical Biology Modules Based on Modern Molecular Biology and Modern Discrete Mathematics

    OpenAIRE

    Robeva, Raina; Davies, Robin; Hodge, Terrell; Enyedi, Alexander

    2010-01-01

    We describe an ongoing collaborative curriculum materials development project between Sweet Briar College and Western Michigan University, with support from the National Science Foundation. We present a collection of modules under development that can be used in existing mathematics and biology courses, and we address a critical national need to introduce students to mathematical methods beyond the interface of biology with calculus. Based on ongoing research, and designed to use the project-...

  3. Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry

    Science.gov (United States)

    Jacobs, Gerrie J.; Durandt, Rina

    2017-01-01

    This study explores the attitudes of mathematics pre-service teachers, based on their initial exposure to a model-eliciting challenge. The new Curriculum and Assessment Policy Statement determines that mathematics students should be able to identify, investigate and solve problems via modelling. The unpreparedness of mathematics teachers in…

  4. Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry

    Science.gov (United States)

    Jacobs, Gerrie J.; Durandt, Rina

    2017-01-01

    This study explores the attitudes of mathematics pre-service teachers, based on their initial exposure to a model-eliciting challenge. The new Curriculum and Assessment Policy Statement determines that mathematics students should be able to identify, investigate and solve problems via modelling. The unpreparedness of mathematics teachers in…

  5. Developing Prospective Mathematics Teachers in Mexico: A Lesson on the Relationship between Integration and Differentiation

    Science.gov (United States)

    Ponce-Campuzano, Juan Carlos

    2013-01-01

    Mexican authorities and universities are actively working to improve mathematics teaching and learning across the education system. Thus, efforts are underway to raise the historically low performance in mathematics, which include theoretically grounded pedagogy and curriculum development to raise mathematical knowledge in teacher education…

  6. Mathematics-Related Anxiety and Attitudes: Examining the Impact among Latina Preservice Teachers

    Science.gov (United States)

    Gautreau, Cynthia; Brye, Michelle VanderVeldt; Lunceford, Christina

    2016-01-01

    The purpose of this study was to investigate mathematics-related anxiety and attitudes among Latina preservice teachers. Three sections from the Inventory of Mathematics Attitudes, Experience, and Self Awareness were administered to preservice teachers enrolled in a curriculum and instruction mathematics course during the 1st semester of a…

  7. Primary Teachers Notice the Impact of Language on Children's Mathematical Reasoning

    Science.gov (United States)

    Bragg, Leicha A.; Herbert, Sandra; Loong, Esther Yoon-Kin; Vale, Colleen; Widjaja, Wanty

    2016-01-01

    Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but this necessitates changes to teaching practice and hence a need for professional learning. The development of children's mathematical reasoning requires appropriate encouragement and feedback from their teacher who can only do this if they recognise…

  8. The academic merits of modelling in higher mathematics education: A case study

    NARCIS (Netherlands)

    J. Perrenet; I. Adan

    2010-01-01

    Modelling is an important subject in the Bachelor curriculum of Applied Mathematics at Eindhoven University of Technology in the Netherlands. Students not only learn how to apply their knowledge to solve mathematical problems posed in non-mathematical language, but also they learn to look actively f

  9. The Thirteenth ICMI Study on Mathematics Education in Different Cultural Traditions.

    Science.gov (United States)

    Graf, Klaus-D.; Leung, Frederick K. S.

    2000-01-01

    Presents a study by the International Commission on Mathematical Instruction (ICMI) on mathematics education in different cultural traditions. Investigates problems in mathematics education including issues such as curriculum; assessment; policy; the influences of information, communication technology (ICT), and multimedia; and community and…

  10. Enhancing Basic Skills in Modern Introductory Engineering Mathematics with High IT Integration

    DEFF Research Database (Denmark)

    Schmidt, Karsten; Hussmann, Peter Munkebo

    2013-01-01

    At a technical university, the freshmen meet technical textbooks and instructions that require mastery of basic pre-university mathematical skills. In this project we are testing these skills, and propose a curriculum redesign for introductory mathematics aimed for bridging the gaps. Mathematics 1...

  11. Mathematics-Related Anxiety and Attitudes: Examining the Impact among Latina Preservice Teachers

    Science.gov (United States)

    Gautreau, Cynthia; Brye, Michelle VanderVeldt; Lunceford, Christina

    2016-01-01

    The purpose of this study was to investigate mathematics-related anxiety and attitudes among Latina preservice teachers. Three sections from the Inventory of Mathematics Attitudes, Experience, and Self Awareness were administered to preservice teachers enrolled in a curriculum and instruction mathematics course during the 1st semester of a…

  12. Theoretical Factors Affecting Parental Roles in Children's Mathematical Learning in American and Chinese-Born Mothers

    Science.gov (United States)

    Hunt, Jessica H.; Hu, Bi Ying

    2011-01-01

    This introductory qualitative study sought to explain American and Chinese-born mothers' personal beliefs and experiences with mathematics, views of U.S. mathematics curriculum, and how these factors influenced motivation regarding roles played in their children's mathematical learning through expectancy-value and attribution theories. The…

  13. Incorporating the Common Core's Problem Solving Standard for Mathematical Practice into an Early Elementary Inclusive Classroom

    Science.gov (United States)

    Fletcher, Nicole

    2014-01-01

    Mathematics curriculum designers and policy decision makers are beginning to recognize the importance of problem solving, even at the earliest stages of mathematics learning. The Common Core includes sense making and perseverance in solving problems in its standards for mathematical practice for students at all grade levels. Incorporating problem…

  14. Using Concept Cartoons to Access Student Beliefs about Preferred Approaches to Mathematics Learning and Teaching

    Science.gov (United States)

    Sexton, Matthew

    2010-01-01

    Curriculum reforms in the teaching of mathematics have encouraged a move away from sole memorisation of facts to the construction of deeper levels of understanding. With this reform, teachers of mathematics are called to act as facilitators of the construction of mathematical knowledge. However, some research suggests that students believe that…

  15. Developing prospective mathematics teachers in Mexico: a lesson on the relationship between integration and differentiation

    Science.gov (United States)

    Ponce-Campuzano, Juan Carlos

    2013-10-01

    Mexican authorities and universities are actively working to improve mathematics teaching and learning across the education system. Thus, efforts are underway to raise the historically low performance in mathematics, which include theoretically grounded pedagogy and curriculum development to raise mathematical knowledge in teacher education programmes. The purpose of this article is twofold. Firstly, I give an overview of the educational system in Mexico by outlining the evolution of the mathematics curriculum and teacher preparation programmes. Secondly, I describe and discuss, from my own practice, a lesson using dynamic tools for helping prospective teachers to understand the relationship between integration and differentiation within the context of the current literature from Mexico and abroad. While Mexico faces distinct issues within its educational system, challenges in how future mathematics teachers understand mathematical content appear universal. Thus, teaching mathematical content while modelling effective mathematical pedagogical practices is of relevance to all of us striving to enhance the quality of future mathematics teachers.

  16. Mathematical modelling

    CERN Document Server

    2016-01-01

    This book provides a thorough introduction to the challenge of applying mathematics in real-world scenarios. Modelling tasks rarely involve well-defined categories, and they often require multidisciplinary input from mathematics, physics, computer sciences, or engineering. In keeping with this spirit of modelling, the book includes a wealth of cross-references between the chapters and frequently points to the real-world context. The book combines classical approaches to modelling with novel areas such as soft computing methods, inverse problems, and model uncertainty. Attention is also paid to the interaction between models, data and the use of mathematical software. The reader will find a broad selection of theoretical tools for practicing industrial mathematics, including the analysis of continuum models, probabilistic and discrete phenomena, and asymptotic and sensitivity analysis.

  17. Algorithmic mathematics

    CERN Document Server

    Hougardy, Stefan

    2016-01-01

    Algorithms play an increasingly important role in nearly all fields of mathematics. This book allows readers to develop basic mathematical abilities, in particular those concerning the design and analysis of algorithms as well as their implementation. It presents not only fundamental algorithms like the sieve of Eratosthenes, the Euclidean algorithm, sorting algorithms, algorithms on graphs, and Gaussian elimination, but also discusses elementary data structures, basic graph theory, and numerical questions. In addition, it provides an introduction to programming and demonstrates in detail how to implement algorithms in C++. This textbook is suitable for students who are new to the subject and covers a basic mathematical lecture course, complementing traditional courses on analysis and linear algebra. Both authors have given this "Algorithmic Mathematics" course at the University of Bonn several times in recent years.

  18. Mathematical physics

    CERN Document Server

    Menzel, Donald H

    2003-01-01

    Useful treatment of classical mechanics, electromagnetic theory, and relativity includes explanations of function theory, vectors, matrices, dyadics, tensors, partial differential equations, other advanced mathematical techniques. Nearly 200 problems with answers.

  19. Mathematical physiology

    CERN Document Server

    Sneyd, James

    2009-01-01

    There has been a long history of interaction between mathematics and physiology. This book looks in detail at a wide selection of mathematical models in physiology, showing how physiological problems can be formulated and studied mathematically, and how such models give rise to interesting and challenging mathematical questions. With its coverage of many recent models it gives an overview of the field, while many older models are also discussed, to put the modern work in context. In this second edition the coverage of basic principles has been expanded to include such topics as stochastic differential equations, Markov models and Gibbs free energy, and the selection of models has also been expanded to include some of the basic models of fluid transport, respiration/perfusion, blood diseases, molecular motors, smooth muscle, neuroendrocine cells, the baroreceptor loop, turboglomerular oscillations, blood clotting and the retina. Owing to this extensive coverage, the second edition is published in two volumes. ...

  20. Mortimer Mathematics

    Science.gov (United States)

    Yvon, Bernard R.; Walo, Trudy J.

    1975-01-01

    A large doll can be used to illustrate many mathematical concepts to young children. Examples of the concepts introduced with the doll include one-to-one correspondence (buttons with buttonholes) and relative sizes. (SD)