Cooperative Action in the Improvement of Science and Mathematics Teaching

1950 ◽  
Vol 43 (5) ◽  
pp. 203-206
Author(s):  
J. R. Mayor

In order to take advantage of the opportunity to discuss common problems with science teachers The National Council of Teachers of Mathematics held a one and one-half day meeting in New York at the time of the Christmas meetings of the American Association for the Advancement of Science. The suggestion for a joint session with the National Science Teaching Societies came originally from the Cooperative Committee on Science and Mathematics Teaching, a committee of the American Association for the Advancement of Science. The Cooperative Committee includes representatives of sixteen professional organizations and the United States Office of Education. E. H. C. Hildebrandt was the first representative of The National Council of Teachers of Mathematics on the Committee and the author is the present representative. Raleigh Schorling is the Committee representative of the Mathematical Association of America.

1951 ◽  
Vol 44 (3) ◽  
pp. 188-189
Author(s):  
John R. Mayor

The National Council of Teachers of Mathematics with more than 7000 members is already one of the largest professional organizations of teachers in any subject matter area. If the Council is to carry out its function to improve mathematics teaching at all levels of instruction everywhere, it not only should have a much larger membership but it will also have to constantly improve its services and make sure that its members and mathematics teachers everywhere make use of these services.


1990 ◽  
Vol 105 ◽  
pp. 309-311
Author(s):  
Walter Bisard

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there are not enough high-quality science and mathematics teachers; present teachers are teaching out-of field or are out-of-date and in need of subject updating; and the average education graduate is only minimally qualified to teach science and math.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.


2016 ◽  
Vol 15 (1) ◽  
pp. ar8 ◽  
Author(s):  
Kristy L. Kenyon ◽  
Morgan E. Onorato ◽  
Alan J. Gottesman ◽  
Jamila Hoque ◽  
Sally G. Hoskins

CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an innovative pedagogy for teaching science through the intensive analysis of scientific literature. Initiated at the City College of New York, a minority-serving institution, and regionally expanded in the New York/New Jersey/Pennsylvania area, this methodology has had multiple positive impacts on faculty and students in science, technology, engineering, and mathematics courses. To determine whether the CREATE strategy is effective at the community college (2-yr) level, we prepared 2-yr faculty to use CREATE methodologies and investigated CREATE implementation at community colleges in seven regions of the United States. We used outside evaluation combined with pre/postcourse assessments of students to test related hypotheses: 1) workshop-trained 2-yr faculty teach effectively with the CREATE strategy in their first attempt, and 2) 2-yr students in CREATE courses make cognitive and affective gains during their CREATE quarter or semester. Community college students demonstrated positive shifts in experimental design and critical-thinking ability concurrent with gains in attitudes/self-rated learning and maturation of epistemological beliefs about science.


Author(s):  
Ethelene Whitmire

This chapter describes Regina's active retirement years and examines her legacy. Regina lived for nearly a decade as a widow until February 5, 1993, when she died at the age of ninety-one in the Bethel Nursing Home. Regina's death was reported in the New York Amsterdam News—the newspaper that had covered her social engagements, creative pursuits, wedding, and professional accomplishments. Regina's last will was a testimony to her strong commitment to various organizations. Regina left several thousand dollars to various organizations located in New York City, including two thousand dollars to the National Urban League and an equal amount to the National Association for the Advancement of Colored People; one thousand dollars to National Council of Women of the United States, two thousand dollars to the American Council for Nationalities Services, and one thousand to the Washington Heights Branch of the New York Public Library.


2014 ◽  
Vol 11 (2) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas

It is obvious, that collaboration plays an increasing role among science and mathematics teachers. It is quite useful if different ideas on science and mathematics teaching are shared among teachers. Teachers have better opportunities to experience collaboration. The collaborative process supports the transdisciplinarity of science and mathematics teaching. Teachers are able to develop an understanding of how mathematics and science concepts can be taught in creative, playful and effective way. The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). It is obvious, that collaboration of mathematics and science teachers is important for improvement of quality of natural science education. Key words: collaboration, quality of natural science education, science and mathematics teaching.


2012 ◽  
Vol 43 (2) ◽  
pp. 126-143 ◽  
Author(s):  
Daniel J. Heck ◽  
James E. Tarr ◽  
Karen F. Hollebrands ◽  
Erica N. Walker ◽  
Robert Q. Berry III ◽  
...  

The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, well-articulated, and consistent with research in the field [emphasis added], and focused on increasing student learning” (NCTM, n.d.).


1878 ◽  
Vol 24 (106) ◽  
pp. 299-303

Under the above title, Dr. Spitzka, of New York, who recently gained the W. and S. Tuke Prize Essay, publishes an address to the New York Neurological Society, in the April Number of the “Journal of Nervous and Mental Disease,” in which he criticises most severely—many people would say intemperately—the work of American asylum physicians and the policy of the American Association of Superintendents of Asylums. There is much truth, however, in what Dr. Spitzka says, and we think our American brethren would do well to take heed to this and many other indications that a more liberal and open mode of conducting their asylums and managing their Association is required. All who know the history of the American Association know the work it has done, and there are few members of the medical profession interested in the matter who are not acquainted with the spirit of philanthropy and self-sacrifice that has generally characterized the physicians to the hospitals and asylums for the insane in the United States. Much good and honest work has been done, and is being done, too, in the scientific study of mental disease in American asylums. It is, therefore, a pity that they should allow their good to be evil spoken of by those who are not fully acquainted with what they and their institutions have done, through any mere mistake in their general policy as an Association. For example, we have never sympathized with the exclusive and unscientific spirit which shuts out Assistant Medical Officers of Asylums from the privilege of membership; we hold it to be a mistake in policy, a misfortune in practice, and unjustifiable on any ground. Dr. Spitzka's article is also a plea for the appointment of visiting physicians to American asylums who shall enjoy the position and means of studying disease which the Visiting Physicians of Hospitals enjoy. The ability of the article is unquestionable, and its vigour almost excessive, but its personalities and spirit are certainly not becoming in one member of a profession towards other members of the same profession, the aims of many of whom are no doubt as high and their conduct as honest as his own. It is certainly a pity that the mode of American political vituperation and its intemperance of language should be allowed entrance into the literature of the mild and merciful profession of medicine. If Dr. Spitzka's arguments and cause are good, surely, on every principle of true literary art and good taste, his language should be moderate and free from passion. We could point out to him some asylums in his fatherland with very distinguished Visiting Physicians, where all the instruments of neurological research and therapy might be found, yet whose management and the comfort of their patients cannot be compared with most American asylums. To these remarks we shall add a few extracts:—


1991 ◽  
Vol 38 (5) ◽  
pp. 58-60
Author(s):  
David L. Pagni

The last three years has seen a marvelous resurgence of interest in the use of calculators for teaching mathematics. Much of the credit goes to professional organizations like the National Council of Teachers of Mathematics that have promoted the use of calculators. The renewed interest in the use of calculators in schools coupled with the sale of over 250 million electronic hand-held calculators in the last ten years in the United States (about three for each household) suggests that an opportunity exists for a revolution in mathematics education.


1961 ◽  
Vol 8 (2) ◽  
pp. 81-82
Author(s):  
J. Fred Weaver

Readers of THE ARITHMETIC TEACHER will be interested in a recently published report, Analysis of Research in the Teaching of Mathematics: 1957 and 1958, prepared by Kenneth E. Brown and John J. Kinsella.* Dr. Brown is specialist for mathematics, Office of Education, U.S. Department of Health, Education, and Welfare; Prof. Kinsella, of the Department of Science and Mathematics Education of the New York University School of Education, is chairman of the Research Committee of the National Council of Teachers of Mathematics.


1988 ◽  
Vol 81 (7) ◽  
pp. 599-600

In July 1985, the Carnegie Corporation of New York awarded a grant to the North Carolina School of Science and Mathematics to develop a course for fourth-year high school mathematics. This course, called Introduction to College Mathematics, responds to the challenges posed by reports from the College Board, the National Council of Teachers of Mathematics, the Sloan Foundation, and the National Science Foundation to begin preparing students for their lives in the twenty-first century.


Sign in / Sign up

Export Citation Format

Share Document