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.

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

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.

What's Going On…

1975 ◽  
Vol 22 (5) ◽  
pp. 387-388
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Mathematics Education ◽  
National Science Foundation ◽  
San Diego ◽  
Discussion Groups ◽  
Information Contact ◽  
National Science ◽  
Special Programs ◽  
Unique Approach

The TEACHERS' CENTER in San Diego offers a unique approach to inservice teacher education. Housed in two classrooms of an elementary school and combining the features of a library, a lounge, and a workshop, the Center is a place where teachers, in a comfortable setting and uninterrupted by bells, can exchange ideas, share materials, and examine the newest instructlonal aids. Consultant services are available, and a rich collection of resources and an exhibit of manipulative materials are featured. A series of eight Saturday sessions is offered and teachers can receive one unit of credit for every two Saturday sessions attended. Various other noncredit workshops, discussion groups, and special programs are presented; all an outgrowth of problems and needs defined by teachers. The Teachers' Center is supported jointly by the Center for the Improvement of Mathematics Education, the San Diego Unified School District, the Greater San Diego Mathematics Council, and the National Science Foundation. For further information contact Leonard M. Warren, Project Director, The Teachers' Center, Jackson Elementary School, 4365 54th Street, San Deigo, CA 92115

Integrated Curricula and Preparation for College Mathematics

2012 ◽  
Vol 106 (2) ◽  
pp. 138-143
Author(s):  
Thomas R. Post ◽  
Debra S. Monson ◽  
Edwin Andersen ◽  
Michael R. Harwell
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Mathematics Achievement ◽  
Secondary School ◽  
National Science Foundation ◽  
Achievement Tests ◽  
College Mathematics ◽  
National Science ◽  
Integrated Curricula

in the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests—for example, TIMSS (1998) and NAEP (Campbell, Hombo, and Mazzeo 2000)—the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels.

Pathways and Structures: Evaluating Systems Changes in an NSF INCLUDES Alliance

2022 ◽  
pp. 109821402110416
Author(s):  
Caitlin Howley ◽  
Johnavae Campbell ◽  
Kimberly Cowley ◽  
Kimberly Cook
Keyword(s):  
West Virginia ◽  
National Science Foundation ◽  
First Generation ◽  
Systems Change ◽  
Underrepresented Minority ◽  
Science Technology ◽  
National Science ◽  
Stem Students ◽  
And Mathematics ◽  
Programs Of Study

In this article, we reflect on our experience applying a framework for evaluating systems change to an evaluation of a statewide West Virginia alliance funded by the National Science Foundation (NSF) to improve the early persistence of rural, first-generation, and other underrepresented minority science, technology, engineering, and mathematics (STEM) students in their programs of study. We begin with a description of the project and then discuss the two pillars around which we have built our evaluation of this project. Next, we present the challenge we confronted (despite the utility of our two pillars) in identifying and analyzing systems change, as well as the literature we consulted as we considered how to address this difficulty. Finally, we describe the framework we applied and examine how it helped us and where we still faced quandaries. Ultimately, this reflection serves two key purposes: 1) to consider a few of the challenges of measuring changes in systems and 2) to discuss our experience applying one framework to address these issues.

Summer institutes in mathematics and science-mathematics for elementary-school personnel

1961 ◽  
Vol 8 (2) ◽  
pp. 90
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
National Science Foundation ◽  
School Personnel ◽  
School Teachers ◽  
National Science ◽  
Elementary School Personnel ◽  
Science Information ◽  
Mathematics And Science

The National Science Foundation has provided funds to support nineteen summer institutes in 1961 for elementary-school teachers, supervisors, and principals. Primary emphasis in the institutes will be devoted to strengthening the participants' knowledge of mathematics and science. Information and application blanks may be obtajned only from the host institutions. The completed application blanks must be postmarked by March 15, 1961, to assure consideration.

Early Childhood Corner: The Power of Block Building

2003 ◽  
Vol 10 (2) ◽  
pp. 98-102 ◽  
Author(s):  
Beth Casey ◽  
Barbara Bobb
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
National Science Foundation ◽  
Spatial Reasoning ◽  
National Science Foundation Grant ◽  
Complex Structures ◽  
National Science ◽  
Building Activities ◽  
And Mathematics

The ability to build complex structures with blocks is a powerful tool that can benefit all children. This article presents research on the importance of block building in developing spatial reasoning and explains the mathematics underlying block building. As an example of how teachers can systematically incorporate mathematics into block-building activities, this article describes elements of a new book on block building, Sneeze Builds a Castle (Casey, Paugh, and Ballard 2002). This book is part of a series of storytelling and mathematics supplementary books, 'Round the Rug Math: Adventures in Problem Solving, written with the support of a National Science Foundation grant and designed to facilitate spatial reasoning in young children (Casey, in press).

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