Modeling Discourse in Secondary Science and Mathematics Classrooms

2009 ◽  
pp. 341-352 ◽  
Author(s):  
M. Colleen Megowan-Romanowicz
Keyword(s):  
Secondary Science ◽  
Mathematics Classrooms ◽  
And Mathematics

scholarly journals Context and Implications Document for: Assessment And The Logic Of Instructional Practice In Secondary 3 English And Mathematics Classrooms In Singapore

2013 ◽  
Vol 1 (1) ◽  
pp. 122-123
Author(s):  
David Hogan ◽  
Melvin Chan ◽  
Ridzuan Rahim ◽  
Aye Khin Maung ◽  
Loo Siok Chen ◽  
...  
Keyword(s):  
Instructional Practice ◽  
Mathematics Classrooms ◽  
And Mathematics

Early Childhood Teachers

2011 ◽  
pp. 126-150 ◽  
Author(s):  
Kevin Thomas ◽  
Kathleen Spencer Cooter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Early Childhood Teachers ◽  
Field Experiences ◽  
Technology Training ◽  
Google Earth ◽  
Virtual Manipulatives ◽  
Mathematics Classrooms ◽  
And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

The Big Picture

1990 ◽  
Vol 83 (4) ◽  
pp. 258-262
Author(s):  
Maurice J. Burke
Keyword(s):  
Spatial Visualization ◽  
Cluster Approach ◽  
Mathematics Classrooms ◽  
The Past ◽  
Big Picture ◽  
Informal Method ◽  
And Mathematics

I nformal methods for discovering and demonstrating geometric principles are commonly used in mathematics classrooms. This article demonstrates an informal method that I have used successfully in workshops and mathematics classes for the past five years. It helps to show that spatial visualization and analogy can be useful informal tools. The article also recommends a cluster approach when studying propositions of informal geometry.

Research, Reflection, Practice: Gender and Mathematics: An Issue for the Twenty-First Century

2003 ◽  
Vol 9 (8) ◽  
pp. 470-473
Author(s):  
Joanne Rossi Becker
Keyword(s):  
Environmental Science ◽  
Agricultural Science ◽  
First Century ◽  
Elementary Grades ◽  
Equity Issue ◽  
Mathematics Classrooms ◽  
Women's Participation ◽  
Mathematics Section ◽  
Scientists And Engineers ◽  
And Mathematics

Is gender still a salient equity issue for today's mathematics classrooms? Although considerable progress in women's participation in mathematics has been achieved in the last twentyfive years, inequities still exist. For example, women represent less than fifteen percent of the employed scientists and engineers in computer science, mathematics, agricultural science, environmental science, chemistry, geology, physics and astronomy, economics, and engineering (NSF 1996). Females score an average of thirty points lower than males on the mathematics section of the SAT. Despite more than two decades of intervention, parity remains a vision for the future. This article discusses our role as teachers in giving girls an equitable foundation in mathematics in the elementary grades.

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