Projects

1996 ◽  
Vol 89 (2) ◽  
pp. 175a-176
Keyword(s):  
Curriculum Development ◽  
National Science Foundation ◽  
Development Project ◽  
Public Broadcasting ◽  
National Science ◽  
Educational Networks ◽  
Mathematics And Science

The Math Vantage Project is a curriculum-development project of the Nebraska Mathematics and Science Intiative, a state systemic project supported in part by the National Science Foundation. Math Vantage is currently in its fourth and final year of developing twenty-three ten-to-fifteen-minute video programs and accompanying student lessons. National video awards from Corporation for Public Broadcasting, Council on International Nontheatrical Events, and Central Educational Networks have been received by various Math Vantage programs.

Projects: The Connected Geometry Project

1996 ◽  
Vol 89 (7) ◽  
pp. 612-614
Author(s):  
Sharon Stenglein
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
National Science Foundation ◽  
School Curriculum ◽  
Development Project ◽  
Education Development ◽  
National Science ◽  
Secondary School Curriculum ◽  
Development Center

Connected Geometry is a secondary school curriculum development project funded by the National Science Foundation and housed at Education Development Center in Newton, Massachusetts.

Improving Problem Solving through Drawings

1999 ◽  
Vol 6 (1) ◽  
pp. 48-51
Author(s):  
Janet A. Kelly
Keyword(s):  
Problem Solving ◽  
National Science Foundation ◽  
Single Mode ◽  
Fifth Grade ◽  
Algorithmic Approach ◽  
Mathematics Problem Solving ◽  
National Science ◽  
Math Problems ◽  
Mathematics Problem ◽  
Mathematics And Science

While working with third-, fourth-, and fifth-grade teachers in a National Science Foundation–sponsored project designed to enhance the mathematics and science teaching of in-service elementary teachers, we recognized that teaching mathematics problem solving was one of their greatest challenges. Discussions with the teachers revealed that most were using an algorithmic approach to problem solving with an emphasis on facts, rules, and procedures. Their students were being taught to solve word problems in a systematic, single-mode manner. We found that the teachers were most comfortable with the algorithmic approach because that is how they were taught mathematics when they were in school. As one teacher commented, “I was stunned to find out that not everyone worked math problems the same way.”

Summer institutes in mathematics and science-mathematics for elementary-school personnel

1961 ◽  
Vol 8 (2) ◽  
pp. 90
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
National Science Foundation ◽  
School Personnel ◽  
School Teachers ◽  
National Science ◽  
Elementary School Personnel ◽  
Science Information ◽  
Mathematics And Science

The National Science Foundation has provided funds to support nineteen summer institutes in 1961 for elementary-school teachers, supervisors, and principals. Primary emphasis in the institutes will be devoted to strengthening the participants' knowledge of mathematics and science. Information and application blanks may be obtajned only from the host institutions. The completed application blanks must be postmarked by March 15, 1961, to assure consideration.

Projects: Appalachian Mathematics and Science Partnership

2003 ◽  
Vol 96 (5) ◽  
pp. 383
Author(s):  
Paul Eakin
Keyword(s):  
Higher Education ◽  
School Districts ◽  
National Science Foundation ◽  
Institutions Of Higher Education ◽  
Eastern Kentucky ◽  
National Science ◽  
Mathematics And Science

The Appalachian Mathematics and Science Partnership (AMSP) is a National Science Foundation Math Science Partnership (MSP) project (NSF 0227028) that consists of 52 school districts in eastern Kentucky, northeastern Tennessee, and western Virginia, together with nine institutions of higher education. It was proposed in spring 2002 and received its initial funding effective October 1, 2002. The overall focus and primary purpose of AMSP is to help improve all students' performance in mathematics and science throughout the region.

Summer institutes in mathematics and science

1963 ◽  
Vol 10 (2) ◽  
pp. 103
Keyword(s):  
Elementary Teachers ◽  
National Science Foundation ◽  
National Science ◽  
Science Area ◽  
Mathematics And Science

The National Science Foundation is supporting eleven summer institutes in mathematics only and six which offer mathematics in conjunction with a science area. This makes a group of seventeen out of a total of thirty-three institutes granted for elementary teachers, supervisors, and principals.

Elementary school mathematics in the 1970s

1971 ◽  
Vol 18 (6) ◽  
pp. 385
Author(s):  
John R. Clark
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
National Science Foundation ◽  
School Mathematics ◽  
Reform Movement ◽  
National Council ◽  
Elementary School Mathematics ◽  
National Science ◽  
Mathematics And Science

Following the successful launching of Sputnik, Congress created the National Science Foundation with instructions and funds to upgrade the scholarship of teachers of mathematics and science. Prestigious professors of mathematics, in cooperation with committees of the Mathematics Association of America and the National Council of Teachers of Mathematics, set out to produce a modern program of instruction in school mathematics. The then-existing programs were analyzed and found to be seriously inadequate in structure, in definitions and assumptions, in development of properties of operation with their appropriate symbolism, and in precision of vocabulary. During the early 1960s institutes and writing teams were engaged in producing and promoting the so-called new mathematics. The resulting reform movement in mathematics education eclipsed any previous one, both in scope and in speed of implementation.

Implementing the Professional Standards for Teaching Mathematics: Doing Mathematics Together: Creating a Mathematical Culture

1993 ◽  
Vol 40 (6) ◽  
pp. 338-341
Author(s):  
Rebecca B. Corwin
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Curriculum Development ◽  
National Science Foundation ◽  
Technical Education ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Education Curriculum ◽  
Mathematical Culture ◽  
National Science

Rebecca Corwin is professor of education at Lesley College in Cambridge. Massachusetts. where she teaches courses in mathematics education. curriculum development and computer intergration. She is also codirector of the National Science foundation-funded Talking Mathematics projett at the Technical Education Research Center (TERC) in Cambridge

Projects: PRIME-TEAM

2001 ◽  
Vol 94 (4) ◽  
pp. 336
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Development Project ◽  
Instructional Materials ◽  
School Level ◽  
National Science ◽  
Team Project ◽  
Academic Year

The PRIME-TEAM project (Promoting Excellence in Iowa Mathematics education through Teacher Enhancement and Exemplary Instructional Materials) was a professional development project for secondary school mathematics teachers in Iowa. Its primary goals were to help teachers become leaders in their schools and to foster school-level educational change. The project evolved from a smaller National Science Foundation (NSF) project, which involved nine Iowa schools in 1996–1997, to qualify as a NSF Local Systemic Change (LSC) project during the 1998–1999 academic year.

Early Childhood Corner: Teaching Young Mathematicians: The Challenges and Rewards

2000 ◽  
Vol 6 (6) ◽  
pp. 376-381
Author(s):  
Cyndi Frakes ◽  
Kate Kline
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
National Science Foundation ◽  
Development Project ◽  
Kindergarten Teachers ◽  
Mathematical Ideas ◽  
Link Type ◽  
Teacher’S Role ◽  
National Science ◽  
Mathematics Curricula

How does a teacher recognize young mathematicians? What is the teacher's role in developing mathematicians? We asked ourselves and a group of other kindergarten teachers these questions as part of a professional development project titled Implementing Investigations in Mathematics (InMath). The purpose of the project is to support teachers as they implement Investigations in Number, Data and Space, one of the new mathematics curricula funded by the National Science Foundation. The Investigations program focuses on learning through exploration of mathematical ideas and encourages children to invent their own strategies and approaches for solving problems. For more information about Investigations, go to www.terc.edu/investigations.

Engineering Technology and Its Application to the Marine Environment

1971 ◽  
Vol 8 (04) ◽  
pp. 510-514
Author(s):  
James F. Hallock ◽  
J. E. Thomas
Keyword(s):  
Curriculum Development ◽  
Marine Environment ◽  
National Science Foundation ◽  
Baccalaureate Degree ◽  
Degree Programs ◽  
Technology Curriculum ◽  
Engineering Technology ◽  
National Science ◽  
Marine Engineering ◽  
Work Done

Covering work done under Grant GH-25 from the Sea Grant Office of the National Science Foundation, this paper describes the development of an engineering technology curriculum in Naval Architecture and Marine Engineering leading to the degree of Bachelor of Engineering Technology. The emergence of baccalaureate degree programs is traced; the types of students for whom the programs are suited is suggested; employment areas are discussed; and a pre-engineering technology curriculum is described. The particular curriculum in Marine Engineering Technology is described with attention given to cooperation from shipyard personnel in curriculum development, the creation of new courses in Shipbuilding and Shipyard Operations, and the continuing support from commercial shipyards as the curriculum was being offered.

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