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.

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.

Projects

1988 ◽  
Vol 81 (8) ◽  
pp. 695-700
Keyword(s):  
School Districts ◽  
Secondary School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Classroom Teaching ◽  
State University ◽  
Pennsylvania State University ◽  
Teacher Nominations ◽  
National Science ◽  
Outstanding Teacher

During the summer of 1987, the first part of a National Science Foundation honors workshop for secondary school mathematics teachers was conducted at the Pennsylvania State University at Harrisburg. The objective of the workshop was to introduce select· ed teachers to the concepts and techniques of mathematical modeling and to encourage and aid them in actually preparing modeling exercises for incorporation into their classroom teaching. Through a system of planned networking, their experiences are shared with colleagues in the region. The thirty-five participants from the southcentral Pennsylvania region were selected on the basis of outstanding teacher nominations by their school districts.

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.

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.

scholarly journals South African teachers’ conceptualisations of gradient: A study of historically disadvantaged teachers in an Advanced Certificate in Education programme

Pythagoras ◽  
2011 ◽  
Vol 32 (1) ◽  
Author(s):  
Vimolan Mudaly ◽  
Deborah Moore-Russo
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
South African ◽  
Teacher Professional Development ◽  
Mathematics Teachers ◽  
Education Programme ◽  
Free Response ◽  
Secondary School Mathematics ◽  
Important Concept ◽  
Teacher Professional

This study looked at how a group of South African secondary school mathematics teachers regarded the concept of gradient (slope). Results are reported from nine free-response items on a paper-and-pencil test administered to practising teachers who were pursuing qualifications to teach Grades 10–12 mathematics through an Advanced Certificate in Education (ACE) programme. The findings suggest that teachers’ understanding of gradient varies greatly. A number of teachers in the study demonstrated very little to no understanding of this important concept, whilst others demonstrated a strong understanding of gradient and were able to conceptualise it in many different ways. Implications for teacher professional development are considered.

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.

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