A program for the improvement of science and mathematics teaching in the New Jersey public schools

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

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New Approaches to Science and Mathematics Teaching at Liberal Arts Colleges

Distinctively American ◽

10.4324/9780203793121-11 ◽

2017 ◽

pp. 217-240

Keyword(s):

Mathematics Teaching ◽

Liberal Arts ◽

Liberal Arts Colleges ◽

New Approaches ◽

And Mathematics

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Finland: policies for education and mathematics teaching and innovation

Mathematics Education for Sustainable Economic Growth and Job Creation ◽

10.4324/9781003048558-3 ◽

2021 ◽

pp. 25-36

Author(s):

Leo Pahkin

Keyword(s):

Mathematics Teaching ◽

And Mathematics

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A Science and Mathematics Teaching Center

International Astronomical Union Colloquium ◽

10.1017/s025292110008698x ◽

1990 ◽

Vol 105 ◽

pp. 309-311

Author(s):

Walter Bisard

Keyword(s):

Mathematics Teaching ◽

The United States ◽

Major Purpose ◽

Service Programs ◽

Central Michigan University ◽

Average Education ◽

Teaching Center ◽

Math Teaching ◽

And Mathematics ◽

Science And Mathematics Teachers

It is widely known that a crisis in science and mathematics teaching exists in the United States. This crisis has reached all levels of education, from elementary to secondary to colleges and universities. The problem, which is easy to define but difficult to resolve, is trifold: there are not enough high-quality science and mathematics teachers; present teachers are teaching out-of field or are out-of-date and in need of subject updating; and the average education graduate is only minimally qualified to teach science and math. These factors have caused national and state “alarms” to be published that point out the increasing mediocrity and an overall lack of science education in our nation’s schools.Central Michigan University, long among the nation’s leaders in the training of teachers at all levels, is taking steps to remedy this alarming situation. A Science and Mathematics Teaching Center, designed to confront the problem head-on, has been founded. The Center’s major purpose is to improve the quality of science and math teaching. This goal is being accomplished through a series of workshops, seminars, in-service programs, conferences, and teacher outreach programs.

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