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.

Algebraic Thinking: A Theme for Professional Development

1997 ◽  
Vol 90 (2) ◽  
pp. 150-154
Author(s):  
Faye Ruopp ◽  
Al Cuoco ◽  
Sue M. Rasala ◽  
M. Grace Kelemanik
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Algebraic Thinking ◽  
Education Development ◽  
National Science ◽  
Development Center

Education Development Center (EDC), Incorporated, with support from the National Science Foundation (ESI-9253322), created a professionaldevelopment program for mathematics teachers, Teachers Time and Transformations (TTT), with algebraic thinking as its content focus.

A Mathematical Conversation With Fourth Graders

1991 ◽  
Vol 38 (8) ◽  
pp. 38-43
Author(s):  
E. Paul Goldenberg
Keyword(s):  
Curriculum Development ◽  
Fourth Graders ◽  
Development Project ◽  
Mathematical Ability ◽  
The Other ◽  
Blue Collar ◽  
Education Development ◽  
Development Center ◽  
Better Than

This article reports a mathematical conversation with some fourth graders. As part of an NSF-funded curriculum-development project conducted at Education Development Center, we wanted to see how students would think about decimals if their first encounter with them was as “more numbers between the familiar numbers.” Two groups of eight fourth graders were selected in a school serving a predominantly blue-collar semiurban community near Boston. One group was identified as “better than average but not the brightest,” whereas the other was decribed as having “real problems” and “little mathematical ability.” None of the sixteen students had apparently learned anything about decimals before.

Calendar: April 2003

2003 ◽  
Vol 96 (4) ◽  
pp. 264-269
Author(s):  
Steve Benson
Keyword(s):  
Web Site ◽  
National Science Foundation ◽  
Education Development ◽  
Link Type ◽  
Mathematics Problems ◽  
National Science ◽  
Development Center ◽  
The Web

Problem 1 was adapted from a problem in One Equals Zero and Other Mathematical Surprises, by Nitsa Movshovitz-Hadar and John Webb (Berkeley, Calif.: Key Curriculum Press, 1998). Problem 2 is adapted from a problem from the Mathcounts 1998–99 Handbook. Problems 3–14, 27, and 28 come from the mathschallenge.net Web site. Problem 15 is from the Math Forum's Problem of the Week Archives, available at mathforum.org/pow. Problems 16–25 came from—or were adapted from—problems at the Mathematics Problems and Warm-ups Web site, at www.geom.umn.edu/~lori/mathed /problems. Sources of the problems, as cited on the Web site, are as follows: problems 16, 18–21, and 25 are from Mathematical Games, by Marie Berrondo (Englewood Cliffs, N.J.: Prentice Hall, 1983); problems 17, 22, and 24 are from Fun with Brain Puzzlers, by L. H. Langley-Cook (Greenwich, Conn.: Fawcett, 1965); and problem 23 is from the Minnesota Math League. Problem 29 comes from the “Nets of Cubes” problem set from Problems with a Point, a National Science Foundation–supported project at Education Development Center, available at www2.edc.org/mathproblems.

scholarly journals Examining Teachers’ Role in the Development and Implementation of Curriculum Support Materials in Secondary School Curricula in Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 158-169
Author(s):  
Dr Lydia Kanake Kobiah
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Design Data ◽  
Support Materials ◽  
Secondary School Curriculum ◽  
Curriculum Delivery ◽  
Descriptive Survey ◽  
School Curricula

This study's purpose was to establish teachers’ views towards their involvement in the choice and development of curriculum support materials and implementation of the secondary school curriculum in Kenya. The study involved 342 secondary school teachers and employed a descriptive survey research design. Data from principals and teachers was collected using an interview schedule and questionnaires, respectively. Analysis of the collected data was carried out using inferential and descriptive statistics. The study's findings showed that there existed a statically significant relationship between teachers’ views on their involvement in the choice and development of curriculum support materials for secondary school curriculum. However, teachers’ voice in the process of developing curriculum support materials was at the minimum: to a small extent (M=1.97). The study recommends that teachers who are key curriculum implementers should be engaged in planning and developing the curriculum in all stages for effective curriculum delivery in schools. KICD (Kenya Institute of Curriculum Development) should lay better strategies to involve teachers in the curriculum development process. The findings of this study will, hopefully, supplement government efforts directed towards the improvement of curriculum delivery in Kenyan secondary schools.

Project UMAP: Its Impact on Mathematics Education

1980 ◽  
Vol 8 (4) ◽  
pp. 303-306
Author(s):  
Ross L. Finney ◽  
Felicia M. De May
Keyword(s):  
Mathematics Education ◽  
Undergraduate Students ◽  
Subject Matter ◽  
National Science Foundation ◽  
Applied Mathematics ◽  
Undergraduate Mathematics ◽  
Education Development ◽  
National Science ◽  
Development Center

The Undergraduate Mathematics Applications Project (UMAP) is funded by a grant from the National Science Foundation to Education Development Center, Inc. The Project is responsible for the development of mathematics applications materials (modules and monographs) for undergraduate students. The materials are written, reviewed, and field-tested by individuals throughout the country, and are edited and produced by the UMAP staff, in conjunction with its Subject Matter Panels and Monograph Editorial Board. The Project, in cooperation with the Mathematical Association of America and the Society for Industrial and Applied Mathematics, produces The UMAP Journal—a journal devoted to undergraduate mathematics and its applications and published by Birkhäuser Boston, Inc. UMAP's ultimate goal is to organize the developers and users of UMAP materials into an independent, multidisciplinary Consortium to continue the activities of the Project after the initial funding period.

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: 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.

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