A Pôlya Sampler

1995 ◽  
Vol 88 (3) ◽  
pp. 196-199
Author(s):  
Rose Sinicrope
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Mathematics Students ◽  
High School Mathematics ◽  
School Teachers ◽  
Mathematical Association ◽  
National Science ◽  
Teachers And Students

On 1 June 1990, the Mathematical Association of America dedicated the Pôlya Building. In her account of the dedication ceremony, Maureen A. Callanan wrote, “[T]he participants demonstrated that Polya’s influence and reputation have extended not only to high school mathematics teachers and established NSF [National Science Foundation] scientists, but also to the mathematics students of the 1990s” (1990, 2). Who was George Polya that he has been honored by mathematicians and has influenced scientists, high school teachers, and students of mathematics?

Projects

1997 ◽  
Vol 90 (3) ◽  
pp. 254-255
Author(s):  
Sharon Stenglein
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
High School Mathematics Teachers

ln this National Science Foundation (NFS) Teacher Enhancement Project, fifty Minnesota middle school and high school mathematics teachers are collaborating with three Saint Olaf CoUege mathematics professors to integrate inquiry-based geometry and visualization across their secondary mathematics curricula.

Projects: Historical Modules Project

2000 ◽  
Vol 93 (8) ◽  
pp. 728
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
Secondary Mathematics ◽  
Teaching Mathematics ◽  
School Teachers ◽  
National Science ◽  
History Of

The Historical Modules Project, a part of the Institute in the History of Mathematics and Its Use in Teaching (IHMT), is sponsored by the Mathematical Association of America (MAA) and supported by the National Science Foundation. In the project, eighteen high school teachers and six college teachers with experience in the history of mathematics have been working in six teams to develop modules for various topics in the secondary mathematics curriculum. These modules are intended to show teachers how to use the history of mathematics in teaching mathematics.

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.

The high-ability students’ institute at Flagstaff

1961 ◽  
Vol 54 (4) ◽  
pp. 245-247
Author(s):  
J. H. Butchart
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
National Science Foundation ◽  
High Ability ◽  
School Teachers ◽  
School Students ◽  
State College ◽  
National Science ◽  
High Ability Students

Beginning in 1957, Arizona State College at Flagstaff has sponsored summer institutes for high school teachers, financed by the National Science Foundation, but, until the fall of 1959, we were unaware that the N.S.F. was also interested in offering extra study opportunities to high school students.

What Mathematics Do High School Teachers Need to Know?

2010 ◽  
Vol 103 (6) ◽  
pp. 418-423
Author(s):  
Michael J. Gilbert ◽  
Jacqueline Coomes
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Teachers ◽  
Mathematics Knowledge

The MC3 project defines, describes, and characterizes the mathematics knowledge needed for teaching high school mathematics.

Understanding Word Problems

1986 ◽  
Vol 79 (3) ◽  
pp. 163-215
Author(s):  
Lee V. Stiff
Keyword(s):  
High School ◽  
North Carolina ◽  
Reading Comprehension ◽  
Field Test ◽  
Mathematics Teachers ◽  
Word Problems ◽  
Reading Skills ◽  
Senior High School ◽  
High School Mathematics ◽  
Teachers And Students

For several years now, I have been asked to share with junior and senior high school mathematics teachers in North Carolina ways to improve students' reading comprehension of word problems. My work with teachers and students has given me the opportunity to field-test several strategies for improving reading skills. One such strategy uses comprehension guides (Earle 1976; Herber 1978).

Involve the Community

1993 ◽  
Vol 86 (6) ◽  
pp. 442-448
Author(s):  
Sue Jackson Barnes
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Know How ◽  
Banking Activity ◽  
And Mathematics ◽  
Mathematics Course

Many high school mathematics students unrealistically believe that if they can just finish one more general mathematics course, they will never again have to face mathematics. They realize that they must know how to write checks and are quite eager to learn about managing a checking account. Other than this banking activity, they are quite sure that only engineers and mathematics teachers use mathematics on a daily basis. When asked about such items as taxes and insurance, the stock answer is, “Oh, I'll just let my accountant take care of things like that!”

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