Mathematics Classrooms in Japan, Taiwan, and the United States

1987 ◽  
Vol 58 (5) ◽  
pp. 1272 ◽  
Author(s):  
James W. Stigler ◽  
Shin-ying Lee ◽  
Harold W. Stevenson
Keyword(s):  
United States ◽  
The United States ◽  
Mathematics Classrooms

The Mathematics Teacher Shortage—Some Solutions

1981 ◽  
Vol 74 (3) ◽  
pp. 173-178
Author(s):  
Clyde Paul
Keyword(s):  
United States ◽  
School Districts ◽  
Mathematics Teacher ◽  
Teacher Shortage ◽  
The United States ◽  
School Superintendents ◽  
Qualified Teachers ◽  
Mathematics Classrooms ◽  
Teacher Applicants ◽  
Education Statistics

Evidence continues to accumulate that mathematics education in the United States is facing a serious peril caused by the increasing shortage of qualified teachers. Dunathan (1979) surveyed school superintendents in nine midwestern states about this topic. Approximately 70 percent of those administrators who responded thought a shortage of qualified mathematics teacher applicants existed. Less than 5 percent indicated that they believed there was a surplus. A 1977 survey conducted by the federal government discovered that approximately one-fourth of the nation's school districts had at least one opening in some field for which no qualified applicant could be found (Jacobson, 1979). Data from other sources suggest that many of those unstaffed positions were in mathematics classrooms. Reporting figures prepared by the National Center for Education Statistics, Dessart (1979b) states “… 1100 mathematics teacher positions were unfilled in the secondary schools of the United States during the fall of 1977.” The November 26 issue of Education USA (“Teacher Shortage,” 1979) quotes the Houston, Texas, superintendent of schools as estimating “… that more than 5,000 of the school district's students have 'no certified mathematics or science teacher at a time when we are emphasizing those subjects.' “That same article reports that Dallas had 150 current vacancies, most of which were in mathematics, science, industrial arts, and special education at the secondary level.

Blended Learning in Mathematics

2019 ◽  
pp. 272-291
Author(s):  
Drew Polly ◽  
Amanda R. Casto
Keyword(s):  
United States ◽  
Blended Learning ◽  
Student Learning ◽  
Learning Environments ◽  
The United States ◽  
Instructional Decisions ◽  
Mathematics Classrooms ◽  
Barriers To Teaching ◽  
K 12

The term blended learning continues to gain momentum in K-12 classrooms around the United States. While the idea of implementing blended learning environments is becoming more popular, there is a need to gain a deeper understanding of how these environments look and how they influence student learning. This chapter takes a step in that direction by examining four instances of blended learning in mathematics classrooms, described as vignettes, that examine the model of blended learning, shifts in teachers' instruction while trying to implement blended learning, as well as teachers' reported benefits and barriers to teaching mathematics in this way. Implications cite a need to focus on the quality of mathematical tasks posed by teachers as well as in technology-rich environments and the need for more in-depth examination about teachers' instructional decisions and rationales related to blended learning and how those decisions influence student learning.

“New Math” Implementation: A Look inside the Classroom

1977 ◽  
Vol 8 (5) ◽  
pp. 323-331
Author(s):  
Jack Price ◽  
John L. Kelley ◽  
Jonathan Kelley
Keyword(s):  
United States ◽  
Teaching Methods ◽  
Economic Status ◽  
The United States ◽  
Fifth Grade ◽  
Mathematics Classrooms ◽  
Class Time ◽  
Socio Economic Status ◽  
New Math

Over 1200 second- and fifth-grade teachers responded to a questionnaire designed to gather information about practices in mathematics classrooms across the United States. Findings relative to mathematics objectives and assessments, textbooks, “new” topics, class time, teaching methods, schools of low socio-economic status, and in-service opportunities were interpreted with respect to the characteristics of the teachers who responded.

scholarly journals Teaching Mathematics in Multi-Lingual Classrooms: Developing Intercultural Competence via a Study Abroad Program

2017 ◽  
Vol 29 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Lisa Ann Kasmer ◽  
Esther Billings
Keyword(s):  
United States ◽  
Study Abroad ◽  
Intercultural Competence ◽  
The United States ◽  
Teaching Mathematics ◽  
Mathematics Classrooms ◽  
Multilingual Classrooms ◽  
Experience Teaching ◽  
Comprehension Skills ◽  
Study Abroad Program

This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers’ (PSTs) from the United States. In particular, we discuss their ability to facilitate the learning of students in multi-lingual mathematics classrooms while personally developing intercultural competence. We examined three areas: the PSTs’ knowledge and comprehension, skills, and attitudes in an effort to understand their ability to teach in multilingual classrooms.

scholarly journals Reviewing the Research on Marginalization in Mathematics Education

2020 ◽  
Author(s):  
Grace A. Chen ◽  
Ilana Horn
Keyword(s):  
United States ◽  
Mathematics Education ◽  
Social Identity ◽  
The United States ◽  
Review Literature ◽  
Mathematics Classrooms ◽  
Nuanced Understanding ◽  
Do So

In light of decades of research seeking to document and transform extensive injustices in mathematics education in the United States, we examine how different conceptualizations of which students are marginalized and by what processes they are marginalized in order to contribute to a more thorough, nuanced understanding of marginalization in mathematics education. To do so, we review literature theorizing marginalization across social identity categories and synthesize the disciplinary traditions they draw on and the mechanisms of marginalization they articulate. Findings from this review highlight the normality of marginalization in mathematics education, the material and ideological means of marginalization, and the interlacing of individual and structural sources of marginalization. As a result, we argue for critical bifocality in attending simultaneously to the processes of marginalization that occur in individual mathematics classrooms alongside the systemic structures that organize marginalization in society more broadly.

Correlative microscopy in distrubuted (client/server) computing environments: tools for catalyzing the rapid dissemination of information about the cell biology of the human prostate

1995 ◽  
Vol 53 ◽  
pp. 682-683
Author(s):  
A. Hakam ◽  
J.T. Gau ◽  
M.L. Grove ◽  
B.A. Evans ◽  
M. Shuman ◽  
...  
Keyword(s):  
United States ◽  
Cell Biology ◽  
Tissue Bank ◽  
The United States ◽  
Prostate Adenocarcinoma ◽  
Correlative Microscopy ◽  
Client Server ◽  
Critical Elements ◽  
Transplant Organ

Prostate adenocarcinoma is the most common malignant tumor of men in the United States and is the third leading cause of death in men. Despite attempts at early detection, there will be 244,000 new cases and 44,000 deaths from the disease in the United States in 1995. Therapeutic progress against this disease is hindered by an incomplete understanding of prostate epithelial cell biology, the availability of human tissues for in vitro experimentation, slow dissemination of information between prostate cancer research teams and the increasing pressure to “ stretch” research dollars at the same time staff reductions are occurring.To meet these challenges, we have used the correlative microscopy (CM) and client/server (C/S) computing to increase productivity while decreasing costs. Critical elements of our program are as follows:1) Establishing the Western Pennsylvania Genitourinary (GU) Tissue Bank which includes >100 prostates from patients with prostate adenocarcinoma as well as >20 normal prostates from transplant organ donors.

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