Science and mathematics in the elementary school

1967 ◽  
Vol 14 (8) ◽  
pp. 629-635
Author(s):  
John R. Mayor
Keyword(s):  
Elementary School ◽  
Science Education ◽  
National Science Foundation ◽  
American Association ◽  
School Science ◽  
Primary Grade ◽  
Science Program ◽  
Elementary School Mathematics ◽  
National Science ◽  
And Mathematics

The Commission on Science Education of the American Association for the Advancement of Science, with the support of the National Science Foundation, started work in the spring of 1963 on the development of an experimental elementary school science program that has significance for elementary school mathematics. The primary-grade materials have been tried out, revised, and tried again over a period of three years in fourteen centers from the state of Washington to Florida. The tryout and revision of the intermediate- grade materials is continuing. The following description of the program shows in what ways mathematics is an integral part of the program.

Forum on teacher preparation: Preservice textbooks: an analysis

1969 ◽  
Vol 16 (6) ◽  
pp. 479-484
Author(s):  
Douglas E. Cruikshank
Keyword(s):  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Teachers ◽  
Mathematics Teaching ◽  
National Science Foundation ◽  
Michigan State University ◽  
State University ◽  
Elementary School Mathematics ◽  
National Science ◽  
And Mathematics

Teachers need to be well prepared in order to understand contemporary mathematics and to provide worthwhile learning experiences for their elementary school youngsters. As a result of changes that have occurred in mathematics and elementary school mathematics instruction, efforts are being made to improve the preservice and in-service education of elementary teachers. Two examples are The Arithmetic Teacher's “Forum on Teacher Preparation,” and the 1967 summer conference at East Lansing, cosponsored by the Science and Mathematics Teaching Center of Michigan State University and the National Science Foundation.1

A second revolution

1965 ◽  
Vol 12 (4) ◽  
pp. 253-255
Author(s):  
John F. Newport
Keyword(s):  
Elementary School ◽  
National Science Foundation ◽  
School Science ◽  
School Mathematics ◽  
Elementary School Science ◽  
Elementary School Mathematics ◽  
New Science ◽  
National Science ◽  
Per Se ◽  
Mathematical Operations

While we have been beating the drum about the revolution in elementary school mathematics in recent years, a second revolution has been quietly taking place. The science course improvement projects, sponsored by the National Science Foundation, have resulted in a number of experimental elementary school science programs, and many of the lessons in some of the programs involve mathematical operations. In some instances the mathematics required of the student in the new science programs seems to be more difficult than that which might confront the student in his study of mathematics per se.

Elementary School Science for Students with Disabilities

1994 ◽  
Vol 15 (2) ◽  
pp. 86-93 ◽  
Author(s):  
Gail Grigg Holahan ◽  
Jacqueline McFarland ◽  
Beverly A. Piccillo
Keyword(s):  
Elementary School ◽  
Science Education ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Science Curriculum ◽  
Curriculum Study ◽  
School Science ◽  
Science System ◽  
And Mathematics

This paper reviews science curriculum issues surrounding the education of children with disabilities. Our nation's leadership has expressed serious concern regarding the role of science and mathematics in the education of our children, and children with disabilities cannot be excluded from this interest. we explore the background of science education for children with disabilities and examine three curricula designed especially for children with disabilities: Biological Science Curriculum study, full option science system, and science for all children.

Summer institutes in mathematics and mathematics-science

1962 ◽  
Vol 9 (2) ◽  
pp. 106
Keyword(s):  
Elementary School ◽  
Elementary Teachers ◽  
National Science Foundation ◽  
Host Institution ◽  
Quality Of Instruction ◽  
National Science ◽  
And Mathematics

The National Science Foundation has provided $711,500 to support twenty-one summer institutes in 1962 for 700 elementary teachers, supervisors, and principals. Primary emphasis in the institutes will be devoted to improving the quality of instruction in mathematics and in science in the elementary school. Information and application blanks may be obtained only from the host institution. The completed application blanks must be postmarked no later than March 15, 1962, to assure consideration.

Notes from the Washington Office: National Science Foundation announces thirty-two Academic-Year Institutes for high school teachers of science and mathematics

1958 ◽  
Vol 51 (8) ◽  
pp. 624-625
Author(s):  
M. H. Ahrendt
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
School Science ◽  
High School Science ◽  
School Teachers ◽  
National Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Academic Year

The National Science Foundation announced today the award of grants totaling over $8,600,000 to 32 colleges and universities in support of Academic-Year Institutes designed to help high school science and mathematics teachers improve their subject-matter knowledge.

scholarly journals Resource Review: Why So Few? Women in Science, Technology, Engineering, and Mathematics

2014 ◽  
Vol 9 (4) ◽  
pp. 110-112
Author(s):  
Patricia A. Dawson
Keyword(s):  
Environmental Factors ◽  
National Science Foundation ◽  
American Association ◽  
Extensive Study ◽  
Women In Science ◽  
Stem Fields ◽  
University Women ◽  
Science Technology ◽  
National Science ◽  
And Mathematics

“Why So Few? Women in Science, Technology, Engineering and Mathematics” (Hill, C., Corbett, C., Rose, A., 2010) reports on an extensive study of women’s underrepresentation in science, technology, engineering, and mathematics professions. Funded by the National Science Foundation, the project was conducted by American Association of University Women. The resource includes findings from eight research studies which examined social and environmental factors which contribute to women’s underrepresentation in STEM fields as well as helpful tables, charts and bibliography resources. The 110 page resource will be particularly helpful for scholars working in program design to advance STEM opportunities for women.

Elementary school mathematics in the 1970s

1971 ◽  
Vol 18 (6) ◽  
pp. 385
Author(s):  
John R. Clark
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
National Science Foundation ◽  
School Mathematics ◽  
Reform Movement ◽  
National Council ◽  
Elementary School Mathematics ◽  
National Science ◽  
Mathematics And Science

Following the successful launching of Sputnik, Congress created the National Science Foundation with instructions and funds to upgrade the scholarship of teachers of mathematics and science. Prestigious professors of mathematics, in cooperation with committees of the Mathematics Association of America and the National Council of Teachers of Mathematics, set out to produce a modern program of instruction in school mathematics. The then-existing programs were analyzed and found to be seriously inadequate in structure, in definitions and assumptions, in development of properties of operation with their appropriate symbolism, and in precision of vocabulary. During the early 1960s institutes and writing teams were engaged in producing and promoting the so-called new mathematics. The resulting reform movement in mathematics education eclipsed any previous one, both in scope and in speed of implementation.

Reflections on the courtship of mathematics and science

1967 ◽  
Vol 14 (8) ◽  
pp. 645-649
Author(s):  
Charles H. D'Augustine
Keyword(s):  
Elementary School ◽  
School Science ◽  
School Mathematics ◽  
Elementary School Science ◽  
Elementary School Mathematics ◽  
Mathematics Program ◽  
And Mathematics ◽  
Mathematics And Science

It has been said that mathematics is the queen of the sciences. However, if one wants a truly dynamic elementary school mathematics program, then one must promote the marriage of mathematics and science curriculums. We have only to study the current elementary school science and mathematics programs in order to realize that not only are mathematics and science unmarried, but neither curriculum reflects a very serious awareness of the other's existence.

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