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.

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.

Promising Research, Programs, and Projects: Algebraic Thinking: A Professional-Development Theme

1997 ◽  
Vol 3 (6) ◽  
pp. 326-329
Author(s):  
Faye Nisonoff Ruopp ◽  
Al Cuoco ◽  
Sue M. Rasala ◽  
M. Grace Kelemanik
Keyword(s):  
Professional Development ◽  
School Districts ◽  
High School Teachers ◽  
Development Program ◽  
Algebraic Thinking ◽  
School Teachers ◽  
Education Development ◽  
School Day ◽  
K 12 ◽  
Development Center

Over a thirty-six month period beginning September 1992, teams of two elementary, two middle, and two high school teachers from each of seven school districts attended a series of biweekly seminars at Education Development Center (EDC). The seminars, called Teachers, Time and Transformations (TTT), were held during the school day as part of a professional-development program for K–12 mathematics teachers.

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: 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.

Projects: Building Regional Capacity

2000 ◽  
Vol 93 (6) ◽  
pp. 536-538
Author(s):  
Peggy Kasten
Keyword(s):  
Professional Development ◽  
New England ◽  
Mathematics Teachers ◽  
Department Heads ◽  
Education Development ◽  
University Of Massachusetts ◽  
The University ◽  
Quality Professional Development ◽  
Development Center ◽  
Eastern Massachusetts

Building Regional Capacity (BRC) is an NSF-funded professional development institute for grades 7—12 mathematics teachers, department heads, mathematics coordinators, and other present or future teacher leaders from around New England. Its chief focus is leadership in designing and delivering quality professional development. BRC was developed at the Education Development Center (EDC) and is a collaboration among EDC, the University of Massachusetts Lowell (UMass Lowell), and the Eastern Massachusetts Association of Mathematics Department Heads.

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.

Projects

1997 ◽  
Vol 90 (3) ◽  
pp. 254-255
Author(s):  
Sharon Stenglein
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
High School Mathematics Teachers

ln this National Science Foundation (NFS) Teacher Enhancement Project, fifty Minnesota middle school and high school mathematics teachers are collaborating with three Saint Olaf CoUege mathematics professors to integrate inquiry-based geometry and visualization across their secondary mathematics curricula.

Early Childhood Corner: Listening to Teachers: Planning for Professional Development

2002 ◽  
Vol 9 (1) ◽  
pp. 36-39 ◽  
Author(s):  
Julie Sarama
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Early Childhood ◽  
Mathematics Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Early Childhood Mathematics ◽  
National Science ◽  
Recent Project

“Teachers are the key to academic achievement for students.” This statement is widely accepted, but professional development in early childhood mathematics education faces a number of barriers. What are those barriers? What do teachers have to say about developing their own knowledge of the teaching and learning of mathematics? What should be done to address these problems? Answering these questions was the goal of a recent project funded by the National Science Foundation called “Planning for Professional Development in Pre-School Mathematics: Meeting the Challenge of Standards 2000.” This article shares some of the answers I found in the course of that project.

Meaning of an arithmetic test score

1962 ◽  
Vol 9 (3) ◽  
pp. 145-148
Author(s):  
Reuben R. Rusch ◽  
John A. Brown ◽  
Arthur R. Delong
Keyword(s):  
United States ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Test Score ◽  
The United States ◽  
National Science

The arithmetic test1 shown in Figure 1 was given to thirty-five mathematics teachers representing various geographic areas of the United States.2 These teachers had been awarded National Science Foundation Scholarships on the basis of training and demonstrated competence. They were asked to imagine themselves to be Billy Brown's teacher and to grade Billy's arithmetic test, adding any comments they considered appropriate.

Projects: Mathematical JavaBeans

2001 ◽  
Vol 94 (3) ◽  
pp. 240
Keyword(s):  
Mathematics Teachers ◽  
National Science Foundation ◽  
The Internet ◽  
National Science Foundation Grant ◽  
State University ◽  
Java Applet ◽  
National Science ◽  
Java Beans

Most mathematics teachers have developed a few favorite mathematics activities that are effective in teaching. Taken together, these activities should serve as a vast resource for all teachers of mathematics if they could be furnished in an easily accessible manner. For many activities, turning the activity into a Java applet that can be posted on the Internet is a way to make these activities more accessible. With the help of a National Science Foundation Grant (DUE-9950714), the Mathematical Java-Beans project at Emporia State University is developing tools to make this process easier.

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