Projects: Teaching Improvements through Mathematics Education 2000 (TIME 2000)

2001 ◽  
Vol 94 (1) ◽  
pp. 72-74
Keyword(s):  
College Students ◽  
Mathematics Education ◽  
Secondary School ◽  
National Science Foundation ◽  
School Mathematics ◽  
First Year ◽  
Private Funding ◽  
Undergraduate Program ◽  
Secondary School Mathematics ◽  
National Science

The Teaching Improvements through Mathematics Education 2000 (TIME 2000) project is an undergraduate program designed to recruit and prepare future teachers of secondary school mathematics. The National Science Foundation furnished funding from 1997 to 1999 for planning and the first year of this project's implementation. With private funding, we have been able to capitalize on the accomplishments of this project by extending it to a full four-year program and offering it to incoming college students.

Implementing the Curriculum and Evaluation Standards: First-Year Algebra

1991 ◽  
Vol 84 (9) ◽  
pp. 715-722
Author(s):  
Judith Kysh
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
First Year ◽  
Evaluation Standards ◽  
Secondary School Mathematics

Fans of Dr. Doolittle may recall his famous fictional beast, the Push-Me-Pull-You. It had heads at both ends but never knew which way to go. Many secondary school mathematics teachers feel as though they are trying to ride one of these creatures when they examine the NCTM's Curriculum and Evaluation Standards (1989) and then turn around to consider the institutional demands of their schools and local universities.

SoundOFF: The Computer—A Tool for Instruction?

1984 ◽  
Vol 77 (6) ◽  
pp. 404-490
Author(s):  
Jack D. Wilkinson
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Positive Impact ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
History Of

“January of 1980 is an important month in the history of computers and people. During that month, more computers were built than children were born.” This statement by Arthur Luehrmann should set the stage for a September 1984 statement that describes the significant, positive impact that computers have had on secondary school mathematics education (grades 7-12). However, no such statement can be made.

Research on MATHEMATICS EDUCATION (K–12) Reported in 1970

1971 ◽  
Vol 2 (4) ◽  
pp. 257-298
Author(s):  
Marilyn N. Suydam ◽  
J. Fred Weaver
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
K 12

An annual annotated listing of research pertaining to elementary and secondary school mathematics.

A Student Asks about (–5)!

2017 ◽  
Vol 111 (2) ◽  
pp. 104-110
Author(s):  
E. Paul Goldenberg ◽  
Cynthia J. Carter
Keyword(s):  
Secondary School ◽  
School Mathematics ◽  
First Year ◽  
Negative Numbers ◽  
Secondary School Mathematics ◽  
Starting Point

A first-year algebra student's curiosity about factorials of negative numbers became a starting point for an extended discovery lesson into territory not usually explored in secondary school mathematics.

Mathematical Structures: Answering the “Why” Questions

1996 ◽  
Vol 89 (9) ◽  
pp. 716-722
Author(s):  
Doug Bush ◽  
William S. Jones
Keyword(s):  
College Students ◽  
High School ◽  
Secondary School ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Mathematical Structures ◽  
The Past ◽  
Why Questions

Understanding the answers to “why” questions is an important part of secondary school mathematics. Over the past few years, we have taught naturally curious high school and college students who have asked these questions as they learned mathematics.

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.

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