scholarly journals Using Student-Centered Projects To Teach Mathematics Content Standards To Middle School Teachers II (The Second Course)

2006 ◽  
Vol 3 (9) ◽  
Author(s):  
Carryn Bellomo
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
School District ◽  
Middle School Teachers ◽  
Content Standards ◽  
College Level ◽  
School Teachers ◽  
Mathematical Content ◽  
Clark County ◽  
Clark County School District

Teaching and learning standards across the country are becoming more content driven, especially in mathematics.  As such, it is essential to develop substantive college level math courses for pre-service and in-service teachers.  These courses should deliver mathematical content in a relevant way.  Teachers must not only be proficient in their subject, but also recognize how to apply content meaningfully to student’s lives.  As part of a grant funded through the Department of Education in coordination with the Clark County School District, I have designed two college level courses that will deliver mathematical content standards to middle school teachers.  These courses will help prepare teachers at the middle school level by focusing on mathematical content, making connections within the curriculum, using technology, and enhancing the role of mathematics in everyday life and problem solving.  This paper extends the concepts provided in [1].  The primary purpose of this paper is to share with the academic community the projects used to develop content understanding in mathematics topics such as:  spatial relationships, geometry, problem solving, reasoning, mathematical modeling, financial and economic analysis, and probability.  This paper will present these projects, and tie them to mathematics standards outlined in the Clark County School District (and state of Nevada).

scholarly journals Using Student-Centered Projects To Teach Mathematics Content Standards

2006 ◽  
Vol 3 (4) ◽  
Author(s):  
Carryn Bellomo
Keyword(s):  
Middle School ◽  
School District ◽  
Teaching And Learning ◽  
Academic Community ◽  
School Level ◽  
Content Standards ◽  
College Level ◽  
Mathematical Content ◽  
Clark County ◽  
Clark County School District

Teaching and learning standards across the country are becoming more content driven, especially in mathematics.  As such, it is essential to develop substantive college level math courses for pre-service and in-service teachers.  These courses should deliver mathematical content in a relevant way.  Teachers must not only be proficient in their subject, but also recognize how to apply content meaningfully to student’s lives.  As part of a grant funded through the Department of Education in coordination with the Clark County School District, I have designed two college level courses that will deliver mathematical content standards to middle school teachers.  These courses will help prepare teachers at the middle school level by focusing on mathematical content, making connections within the curriculum, using technology, and enhancing the role of mathematics in everyday life and problem solving. The primary purpose of this paper is to share with the academic community the projects used to develop content understanding in mathematics topics such as:  mathematical notation, proportion, computation, estimation, linear regression, reflections, translations, finding relationships, and analyzing data.  This paper will present these projects, and tie them to mathematics standards outlined in the Clark County School District (and Nevada State) Standards.

Mathematical Explorations: A Treasure Hunt: Reflecting, Translating, and Rotating Points on a Coordinate Map

2007 ◽  
Vol 13 (5) ◽  
pp. 316-320
Author(s):  
Carryn Bellomo
Keyword(s):  
Middle School ◽  
School District ◽  
Middle School Teachers ◽  
Eighth Grade ◽  
University Campus ◽  
School Teachers ◽  
Clark County ◽  
Eighth Grade Students ◽  
Local Map ◽  
Clark County School District

Middle school teachers in Clark County School District, Nevada, have found the following geometry activities effective with sixth-, seventh-, and eighth-grade students when they study translations, rotations, and reflections of points in the plane. Students use a local map, in this case a university campus map, to find particular points under a translation, rotation, reflection, or composite of these symmetries. Teachers might choose to customize the lesson for their students with a map from their community, preparing clues similar to those in this activity using familiar locations.

Discrete Mathematics: A Course in Problem Solving for 21st Century Middle School Teachers

2013 ◽  
pp. 71-84
Author(s):  
Tanya Cofer ◽  
Valerie A. DeBellis ◽  
Cathy Liebars ◽  
Joseph G. Rosenstein ◽  
Bonnie Saunders ◽  
...  
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
21St Century ◽  
Discrete Mathematics ◽  
School Teachers

The Important Thing about Teaching Problem Solving

2010 ◽  
Vol 16 (2) ◽  
pp. 104-108
Author(s):  
Sally K. Roberts
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teachers ◽  
Learning Practices ◽  
Teaching Problem ◽  
Math Problems ◽  
New Strategies

I teach a content course in problem solving for middle school teachers. During the course, teacher candidates have the opportunity to confront their insecurities as they actively engage in solving math problems using a variety of strategies. As the semester progresses, they add new strategies to their problem-solving arsenal and explicitly reflect on teaching and learning practices that are conducive to this process.

The Caterer's Problem

1983 ◽  
Vol 76 (3) ◽  
pp. 188-193
Author(s):  
Eugene F. Krause
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
School Teachers ◽  
Research Project

How to teach problem solving? My usual unimaginative approach is to throw out a lot of problems and ask the students to work on them. Recently I tried something a little different with a class of preservice and in-service middle school teachers. We plunged into a problem that, to the best of my knowledge, was unsolved and treated it as a class research project. For an interval of several weeks we devoted a few minutes each period to progress reports on it. During this time.

Engaging Contexts for the Game of Nim

2007 ◽  
Vol 12 (5) ◽  
pp. 251-255
Author(s):  
Charles A. (andy) Reeves ◽  
Rosemarie Reeves Gleichowski
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Algebraic Reasoning ◽  
School Teachers ◽  
Spatial Sense ◽  
Problem Solving Strategies

Middle school teachers realize the value of students playing games in mathematics classes if those games emphasize problem-solving strategies, algebraic reasoning, or spatial sense.

For Your Information: Publications: March 2010

2010 ◽  
Vol 103 (7) ◽  
pp. 541-543
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Teacher Educators ◽  
School Curriculum ◽  
Content Standards ◽  
Mathematics Teacher Educators ◽  
Level 3 ◽  
Level 1

An excellent resource for mathematics teacher educators, middle school teachers, and preservice teachers, Navigating through Problem Solving and Reasoning in Grades 6–8 focuses on helping students improve their problem solving and reasoning skills. The first five chapters are aligned with NCTM's Content Standards and include activities that allow students to investigate various mathematics concepts in the middle school curriculum. The last chapter is an investigation of the Pythagorean theorem that is intended to move students from van Hiele level 1 to level 3.

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