Investigations: About This Site the power to transform the way teachers teach and think site's collaborators Thiswebsite is a collaboration between CESAME the LAB at Brown, and the math Forum http://www2.lab.brown.edu/investigations/about/
Extractions: The goal of this website is to support teachers who are implementing Investigations in Number, Data and Space in their classrooms. The site is also valuable for other educators and parents who need more information about this elementary mathematics program. Since this site is an open forum for teachers' and others' opinions and ideas, the views represented here do not necessarily represent the views of the site's collaborators. CESAME, The Center for the Enhancement of Science and Mathematics Education , is located at Northeastern University in Boston, Massachusetts. CESAME has provided financial and technical support to over sixty districts in Massachusetts that are implementing standards-based math and science curricula. Thirteen of these districts and over 50 schools began implementing Investigations with CESAME assistance. The staff at CESAME has a close working relationship with both district leaders and TERC, the developers of Investigations, with whom they discuss what support teachers, schools, and districts need through the various stages of implementation.
Education Week - Registration - Access Restricted 8%. 8th graders proficient in math (1996), where large proportions of teachers teachwithout a education established the panel in collaboration with Republican http://www.edweek.org/sreports/qc00/templates/state-policy.cfm?slug=la-up.htm
Findings From Research And Practice a sports team becomes a setting for developing math skills, practicing sequenced curriculumor learn new ways to teach reading collaboration is challenging work http://www.cydjournal.org/NewDesigns/ND_99Fall/honig.html
Extractions: Several articles in this issue of New Designs for Youth Development suggest that youth organizations can be important partners with schools in expanding youths' opportunities to learn. For example, service learning programs like the one described by Curtis Ogden in this issue can bring together schools and community agencies to enhance youths' learning and strengthen their neighborhoods. Mary Jane Harkins' article, "Supporting Students Through Community Connections" highlights how school/community initiatives promote an authentic learning environment and help sustain rural communities. Last, John Terry presents the Gulf of Maine Institute Without Walls as an example of schools and community-based environmental groups partnering around learning outcomes for youth
Feature - Community Colleges Come Alive With K-12 Collaboration that already exist and encourage ongoing collaboration to enrich in Dade County receivedtheir only math and science distressing because we don't teach to the http://www.convergemag.com/Publications/CNVGFeb00/Alliance_Feature/AllianceFeatu
Extractions: Three community college districts Maricopa, Miami-Dade and Cuyahoga are currently involved in a project that could potentially transform the way K-12 teachers nationwide are trained when it comes to technology. These institutions are also leading a new trend in seamless collaboration among educational institutions. According to Cindy Miles, vice president and chief operating officer at the League for Innovation in the Community College, the long-range goal of the Alliance project is to significantly aid the teacher preparation challenge schools currently face. "Through turnkey training and collaboration between institutions, we hope to train 9,000 K-12 teachers in the next three years," she said. PIECES OF THE PUZZLE The Alliance project includes a comprehensive training package comprised of exemplary, standards-based curriculum materials available on the Internet; video documentaries of model lessons and best practices using those curriculum materials; and print and electronic support materials to guide teachers in the implementation of the materials. The model is designed to build on the experiences of the project partners to create a national infrastructure of local partnerships involving community colleges working with neighboring schools. The project partners hope the model will be disseminated to all 50 states.
UNI: Syllabus - Teaching Elementary Math Functions and Algebra Standards, and when to teach? the development of lessons basedon math standards. collaboration During each activity, you are encouraged http://www.uni.edu/profdev/math/syllabus.html
Extractions: This class addresses the needs of math educators in grades 3-6. The national math standards will be introduced along with suggestions on how instruction can be adapted to your current math curriculum. Course topics include an examination of educational change and trends that impact math instruction, the National Council for Teachers of Mathematics suggested standards, and the impact of technology in math instruction. In addition the course will cover communication and math, relating math to the real world and using a variety of math skills and tools to solve problems. This course consists of eight modules. Each module is structured around an Introduction, Readings, Activities, and Activity Checklist.In each module there will be required readings and activities. Activities will involve creating a section of an extended math unit using a theme approach, and connecting this theme to the national math standards. Other activities will require your participation in the class listserv and sharing your reactions to what you read and learn. Participation Participants will: Exchange e-mail with other participants and participate in a workshop listserv and discussion with the instructor Review and discuss online background reading materials Search for additional information in online resources Complete course activities including those involving the development of lessons based on math standards
NS&M 197A: Exploring Math And Science Teaching EDUC/NS M 197A Exploring math and Science Encourage collaboration among sciencefaculty, education faculty observe K12 classrooms and teach practice lessons. http://www-unix.oit.umass.edu/~afeldman/197A.html
Extractions: http://www-unix.oit.umass.edu/~afeldman Course Goals Course Overview The first half of the semester will be devoted to setting up appropriate K12 connections and teaching experiences, and examining prevailing themes of mathematics and science teaching and learning. Some of these sessions will be led by participating K12 teachers. Students will observe K12 classrooms and teach practice lessons. Course Requirements 3 crs 2 crs 1 cr Attend all class sessions and participate actively in discussion and activities. Carefully read assigned readings. Come to class prepared to contribute your critical reflections on both your own experiences and ideas and those of others as presented in the readings. Respond in writing to reflection questions for each of the readings.
Mathematics Listings disadvantaged and underrepresented students become math and science range of projects,many in collaboration with other a logical way to teach problem solving http://www.encyberpedia.com/math.htm
Extractions: This site offers online classrooms for math and reasoning skills. If one appetizer or lesson is not to your liking, try another. Each one is different. Each one offers a unique view of math and reason. These comments and reviews are recommended to first time visitors A Virtual Center for Math Education on the Internet What's New Math Activity of the Month The Franklin 8-Square Geometer's Sketchpad Labs Showcase Including: MER Forum Workshop Constructing Math on the Internet Search or Browse The Annotated Forum Collectionof Internet Math Resources Steve's Dump Math Resources by Subject MathEducation Key Issuesin Math K-12 College amp; Advanced Math Topics Innovations and Concerns About the Math Forum Math Forum
ESC/Teacher Resources math problems to the National math Trail site projects that promote communication,collaboration, and the Project Director, Project Eteach, Education Service http://eteach.esc13.net/t_o_proj.htm
Extractions: Online Project/Collaboration Gaggle.Net Free Filtered Email for Schools: This safe, free email service is designed specifically for student use (in the classroom, library, or at home). An easy way for teachers to allow students to email, facilitate classroom email projects, and monitor student tasks.
Math 307=COMPSCI 367/567, Cryptology I Prerequisites math 170171 and math 187. to teach Maple as such, though I will teachuse of Academic Honesty collaboration on homework is expected and even http://math.boisestate.edu/~holmes/M307syllabus/
Extractions: Next: About this document ... Math 307=COMPSCI 367/567, Cryptology I Randall Holmes Instructor: M. Randall Holmes Schedule: Math 307, section 1, meeting 2:40-4:30 pm TTh in MG 104. Office and Hours: Office: Math/Geology 240A. Hours: To be determined after consulting you all. See ``open office policy'' below. Telephone: My office telephone number is 3011 (426-3011 from off-campus). My home telephone number is 345-2899: students are welcome to call me but please no calls after 8:30 pm any day or between 6 pm Friday and noon Sunday. Electronic Information: e-mail: holmes@math.boisestate.edu WWW (web page): http://math.boisestate.edu/~holmes I read my e-mail constantly and respond promptly. Resources for this class, such as a directory of public keys and message board, will be maintained on my site. Title of Course: Math 307, Cryptology I. The catalog description reads: ``Introduction to modular arithmetic. The study of the RSA, El-Gamal, Diffie-Hellman, and Blum-Blum-Shub public-key cryptosystems, authentication and digital signatures, anonymity protocols. Protocol failures for these systems. Crosslisted with COMPSCI 367 and 567''. Prerequisites Math 170-171 and Math 187. What we will actually cover is difficult to predict. Don't hesitate to tell me about any particular interests you may have in this area.
Collaboration Open Projects This approach of collaboration can be very fruitful and teaching methods in the ancientlanguages you teach. create graphs and charts, solve math problems, and http://www.eun.org/eun.org2/eun/en/Collaboration_eschoolnet/sub_area.cfm?sa=577
Intersection May 2000 Young University in Provo, UT, began a math collaboration. We decided to apply foran Exxon grant to help us in our quest to better learn and teach mathematics http://www.intersectionlive.org/May00.htm
Extractions: May 2000 Chris Ohana, who relocated last August from Iowa State University in Ames, IA to Western Washington University in Bellingham, WA, recently traveled to Iowa to attend the celebration she describes below. Thanks, Chris, for the article and photo. Ed. Glenda Lappan was the featured guest at a celebration of the achievements of MathCo, an Exxon project in Des Moines, Iowa. Dr. Lappan was caught in a whirlwind of teaching first-graders and fourth-graders and speaking with school board members and administrators. She had the opportunity to chat with teachers about mathematics teaching, learning, and standards. Her day was also punctuated by a staple of Iowa hospitality: generous portions of food. The legacy of MathCo will continue as our new teachers begin their careers. Two were hired by King and Perkins. The others are scattered from Iowa to Texas, Idaho and New Mexico. Our King and Perkins teachers have access to an enriched set of resources and knowledge as they pursue their careers. The collaboration of ISU with the schools is sustained in a new form, TechCo, through a focus on technology and teaching. It will build on the successes of MathCo as it blazes its own trail. At the evening reception, Dr. Lappan quipped that she did not realize that she had been invited to a love-in. Perhaps that is the greatest achievement of MathCo. Participants from the schools and universities worked together as colleagues and grew in their understanding of our joint commitment to improving education. It was a staggering effort from faculties at King, Perkins, ISU, our students, and the extended Exxon family. Thanks to all.
Extractions: Openbook Linked Table of Contents Front Matter, pp. i-xxvi Executive Summary, pp. 1-14 Introduction and Context, pp. 15-29 The Continuum of Teacher Education in Science, Mathematics, ..., pp. 30-43 The Critical Importance of Well-Prepared Teachers for Studen..., pp. 44-65 Recommendations from the Profession and Disciplines, pp. 66-71 Teacher Education as a Professional Continuum, pp. 72-84 A Vision for Improving Teacher Education and the Teaching Pr..., pp. 85-108 Recommendations, pp. 109-130 References, pp. 131-142 Appendix A: Standards for Teacher Development and Professio..., pp. 143-147 Appendix B: Overview of Content Standards from the Natio..., pp. 148-153 Appendix C: Overview of Teaching Standards from the Nati..., pp. 154-158 Appendix D: Examples of Local and Statewide Programs That P..., pp. 159-163 Appendix E: Examples of Formal and Informal Partnerships Be..., pp. 164-176 Appendix F: Biographical Sketches of Committee Members, pp. 177-184
Extractions: Openbook Linked Table of Contents ront Matter, pp. i-iv Contents, pp. v-vi Background, pp. 1-2 Synopsis of Symposium Presentations..., pp. 3-3 The Need for Scientifically Literat..., pp. 3-3 The Need for Reform in State Policy..., pp. 3-4 The Need for Reform in Teacher Prep..., pp. 4-5 Implications of the Standards for T..., pp. 5-5 Response to Dr. Forgione, pp. 5-5 The Standards: A Guide for Systemic..., pp. 5-6 The Standards: A Guide for Professi..., pp. 6-7 The Montana Systemic Teacher Educat..., pp. 8-8 The Louisiana Collaborative for Exc..., pp. 9-10 The Connecticut Science Education A..., pp. 11-11 Reflections on Pre-science Educatio..., pp. 12-12 Response to the Teacher's Comments, pp. 13-13 A Science Educator's Perspective on..., pp. 14-14 The Role of Undergraduate Science C..., pp. 14-14
Focus Of Grant courses for education majors through collaboration among Colleges of of key conceptsof science and math. Model and teach appropriate pedagogy for preservice http://www.iup.edu/smetc/focus.htm
Extractions: Our project should include, where appropriate, other distance learning technologies, such as video teleconferencing, e-mail listserves, chat rooms, CD-ROMS, etc. For example, low-cost video teleconferencing systems such as Intel ProShare or C-Phone can be effective for person-to-person collaboration or information sharing among State System Schools and our partners in K-12 education, community colleges and business/industry. Effective large group video teleconferences require more expensive systems, such as VTEL or PictureTel. We need an inventory of available video conferencing capabilities among State System participants in the NSF project. These more advanced technologies should not be the focus of collaboration, but rather one of a number of tools designed for building closer connections. Less expensive, more widely distributed technologies, such as e-mail, should be the primary distance learning technologies used for collaborative purposes. Symposia/Workshops Teacher Enhancement Center - workshops one day per week Teacher Learning Center Link-to-Learn
Extractions: Calendar Helpline Chalkboard, Alumni Magazine Mentoring Network ... Office of External Relations by Nadine F.M. Pinède When Julie Moore was a high school math teacher, there was something she always wanted to do, but never got the chance. "I spent a lot of time picking up tips from other teachers, but rarely did I observe another teacher teach, and never did I see myself teach," she says. As the project director for the newly renamed Inquiry Learning Forum, Moore is helping bring this and other opportunities to Indiana's math and science teachers. Launched last spring with a $1.5 million grant from the National Science Foundation, the Inquiry Learning Forum - formerly the Internet Learning Forum - is presenting a new face to its members. The ILF reflects the emphasis of the project better than its former name. "We don't want technology to be the tail that wags the dog of education," says Donald Cunningham, Barbara B. Jacobs Chair in Education and Technology and director of the Center for Research on Learning and Technology, which houses the ILF in the School of Education. Even though the name and look have changed, the heart of the Web site remains consistent: creating communities of practice for educators. The ILF allows math and science teachers across Indiana the opportunity to "visit" a classroom and watch other teachers in action, to share lesson plans, and to reflect on what went on during classes, all from the comfort of their computers.
Welcome To Crown College! teach math Survey, College Algebra, Calculus I and II. to design and implement a matheducation program. in team leading that includes collaboration and consensus http://www.crown.edu/admin_serv/oncampusjobs.htm
Extractions: Crown College is the Midwest regional college of The Christian and Missionary Alliance and holds to a strong evangelical Christian position providing a biblically-based education for Christian leadership. Degree programs have biblical, general education, and professional components. Major goals include spiritual development, the integration of faith and knowledge, and academic excellence. All applicants will receive equal consideration for employment without regard to race, color, sex, age, national origin, and public assistance or disability status.
A.C. Gilbert's Discovery Village-About Us What can we do to teach these concepts in an Family math Night is an outreach programfor up to 250 people that provides a collaboration of activities http://www.acgilbert.org/press.htm
Extractions: Salem's own A.C. Gilbert's Discovery Village recently aired on The Travel Channel in the top ten pick for interactive toylands in the U.S. A.C. Gilbert's Discovery Village ranked #2 in The Travel Channel's production of TOP TEN TOYLANDS, which was produced by Michael Hoff Productions for Discovery Communications, Inc and The Travel Channel. A.C. Gilbert's Discovery Village is proud to announce a recent grant of $70,000 from M.J. Murdock Charitable Trust for various exhibit renovations. A.C. Gilbert's Discovery Village continues to provide innovative hands-on learning tools for youth and enhance art, science, and humanities programs through charitable foundations such as M.J. Murdock. The majority of these funds are specifically designated toward a new math exhibit and delivery of math programs to rural schools. According to Bob Lee, Education Board Chair of A.C. Gilbert's Discovery Village, "
Report On Summer TQE Project Coteach courses. The course is constructed as a collaboration incontent method-should be team taught by math, science ed. Use http://www.coe.ilstu.edu/iplp/RUexperiential.html
Extractions: Metropolitan Institute for Teaching and Learning September, 2001 Introduction The Science and Math Team worked on three main areas: Plan and develop a math tutoring class for all math majors Plan and develop a science lab assistant class all math majors Review the Science and Mathematics requirements for Secondary Education majors The Team reviewed the purpose for the courses new members. The courses will help to fulfill the goal to increase intensive and extensive "clinical" experiences for teacher training. The primary focus will be the middle school level, with some primary and secondary level applications. The courses should at least two instructors that can collaborate to provide students with perspectives from both the content areas and education. Math Tutoring Class The math "sub-team" members met on June 28 to make plans for piloting the math tutoring course in the Spring of 2002. They reported that the following were provisionally decided: 3 semester hour course cross-listed Math/EDUC Math title: "Math Tutoring Seminar"
Office Of Public School Programs Division Of External Affairs of implementation and continues the collaboration among the AzTEC program activitiesinclude math and science course which includes the inspire.teach program. http://www.maricopa.edu/opsp/grants.html
Extractions: Cognitively Guided Instruction (CGI) is a philosophy of teaching, based on teachers understanding a set of principles that identify specific problem types characterizing the different ways children view the concepts of addition, subtraction, multiplication and division. It focuses on solution strategies that students apply when solving problems and the student progression through specific sequences when applying these solution strategies. In application, CGI becomes a problem solving approach teachers use to teach mathematical concepts and skills that emphasize building on the experiences and mathematical knowledge children already possess. Teachers learn how to use this understanding as a basis for assessing students thinking and making instructional decisions. The Phoenix CGI grant began in September 1996, in collaboration with the Phoenix USI. At that time, both grants worked in tandem to meet the goals and objectives set forth by the two grants. Eventually, because of the efforts of the USI, CGI was able to change its scope to focus on teacher leadership development in CGI and in content strands beyond the original whole number research to include children's thinking in Rational Number, Algebra and Geometry/Measurement. Teacher leaders participated in workshops, tested new constructs in their classrooms and conducted case studies and classroom research in order to deepen both their content and pedagogical content knowledge; products generated by the Geometry classroom research projects have been submitted for publication.
Campuswide Conference On Programs With Outreach cream and candy-making to teach students how promoting the science and math skillsof is particularly apparent in educational collaboration; Cornell educators http://www.news.cornell.edu/Chronicle/01/9.27.01/outreach_conf.html
