Projects

1997 ◽  
Vol 90 (5) ◽  
pp. 413-414
Author(s):  
Sharon Stenglein
Keyword(s):  
Professional Development ◽  
High School ◽  
Open Access ◽  
National Science Foundation ◽  
Saint Paul ◽  
School Mathematics ◽  
High School Mathematics ◽  
Large Numbers ◽  
National Science ◽  
New Curriculum

For all students to succeed in learning more mathematics, content and instruction must change. Access to all will be open when teachers are prepared to assist all students with learning rich, contextual mathematics in a standards-based classroom. In Minneapolis-Saint Paul, Minnesota, Project Open Access, funded primarily by the National Science Foundation (NSF), attempts to meet the needs of teachers who are ready for professional development that will support them in reaching this goal. The intent of the project is to increase the readiness of large numbers of teachers to implement one of the new curriculum projects for middle or high school mathematics that have been funded by the NSF.

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.

The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course

2009 ◽  
Vol 46 (1) ◽  
pp. 203-231 ◽  
Author(s):  
Michael Harwell ◽  
Thomas R. Post ◽  
Arnie Cutler ◽  
Yukiko Maeda ◽  
Edwin Anderson ◽  
...  
Keyword(s):  
High School ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
University Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
K 12 ◽  
Mathematics Course

The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation–funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area.

scholarly journals HAMBATAN GURU MATEMATIKA SEKOLAH MENENGAH PERTAMA DALAM MENERAPKAN KURIKULUM BARU

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Heri Retnawati
Keyword(s):  
High School ◽  
Focus Group ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Curriculum ◽  
High School Mathematics Teachers

Abstrak: Penelitian ini bertujuan mendeskripsikan hambatan guru matematika SMP dalam mengimplementasikan Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif eksploratif dengan pendekatan kualitatif. Data dikumpulkan dengan teknik wawancara dan focus group discussion. Sumber data adalah 10 guru mata pelajaran matematika SMP di Provinsi Daerah Istimewa Yogyakarta. Analisis data dilakukan dengan mencari tema, kemudian menentukan hubungan antartema untuk memeroleh pemahaman. Hasil penelitian sebagai berikut. Pertama, pelatihan dan sosialisasi belum dapat memberikan pemahaman yang baik dan menyeluruh mengenai Kurikulum 2013. Kedua, guru kesulitan mengatur waktu pada perencanaan pembelajaran, merencanakan pembelajaran, merencanakan penilaian sikap, dan memilah pengetahuan dan keterampilan pada penyusunan instrumen penilaian. Ketiga, keterbatasan waktu dalam pelaksanaan pembelajaran, kesulitan berkaitan dengan perangkat pembelajaran, dan kesulitan mengaktifkan siswa. Keempat, sistem penilaian yang rumit dan perlu waktu yang lama untuk menyusun laporan. Kata Kunci: hambatan guru matematika SMP, implementasi kurikulum baru THE OBSTACLES OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN IMPLEMENTING THE NEW CURRICULUM Abstract: The study was to describe the obstacles of junior high school mathematics teachers in implementing the new curriculum, namely Curriculum 2013, in most of junior high schools in Indonesia. The study was a descriptive explorative research by means of qualitative approach. The data were gathered by means of interviews and focus group discussions. The data source was 10 junior high school mathematics teachers in the Province of Yogyakarta Special Region, Indonesia. The data were analyzed by looking for the themes and finding the relationship among the themes in order to gain the proper understanding. The results of the study showed that the obstacles that the teachers were as follows. First, the socialization and training programs had not been able to provide good and through understanding of the new curriculum. Second, the teachers had difficulties in arranging the time for the lesson plan, the teaching plan, the attitude assessment plan and the categorization between the knowledge and the skills in the composition of assessment instrument. Third, the implementation of the lesson plan had limited time in addition to the difficulties in designing the teaching kits and in activating the students. Forth, the assessment system was intricated and time consuming especially in the reporting process. Keywords: obstacles of junior high school mathematics teachers, implementing new curriculum

Early Childhood Corner: Listening to Teachers: Planning for Professional Development

2002 ◽  
Vol 9 (1) ◽  
pp. 36-39 ◽  
Author(s):  
Julie Sarama
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Early Childhood ◽  
Mathematics Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Early Childhood Mathematics ◽  
National Science ◽  
Recent Project

“Teachers are the key to academic achievement for students.” This statement is widely accepted, but professional development in early childhood mathematics education faces a number of barriers. What are those barriers? What do teachers have to say about developing their own knowledge of the teaching and learning of mathematics? What should be done to address these problems? Answering these questions was the goal of a recent project funded by the National Science Foundation called “Planning for Professional Development in Pre-School Mathematics: Meeting the Challenge of Standards 2000.” This article shares some of the answers I found in the course of that project.

High School Mathematics in Artillery Fire

1942 ◽  
Vol 35 (7) ◽  
pp. 299-306
Author(s):  
H. M. Bacon
Keyword(s):  
High School ◽  
Secondary Schools ◽  
School Mathematics ◽  
High School Mathematics ◽  
Men And Women ◽  
Industrial Work ◽  
Large Numbers ◽  
Armed Services

It is becoming increasingly evident that sound knowledge of the mathematics usually taught in the elementary and secondary schools is an essential part of the equipment of large numbers of men and women who wish to take their proper places in our present day world. This is a fact which could have been established before the questions of Defense and War efforts arose. But the demand for men and women to do industrial work in connection with the war, and for properly prepared personnel by the armed Services, has served to call the importance of mathematics strikingly to our attention.

A new approach to high school mathematics

1957 ◽  
Vol 50 (5) ◽  
pp. 347-349
Author(s):  
E. J. Cogan
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Approach ◽  
New Curriculum ◽  
Broad Outline

These are days in which many are seeking a new curriculum pattern in mathematics. In broad outline, this article proposes a new pattern for your consideration.

A Proposal for the High School Mathematics Curriculum: Principles of the Modern Mathematics Curricula

1966 ◽  
Vol 59 (4) ◽  
pp. 322-330 ◽  
Author(s):  
Morris Kline
Keyword(s):  
High School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Reform Movement ◽  
High School Mathematics ◽  
New Curriculum ◽  
Mathematics Curricula ◽  
The Many ◽  
Modern Mathematics ◽  
School Mathematics Curriculum

Before I present the major features of a new curriculum for high school mathematics, I should like to state what I understand to be the principles of the reform movement generally known as modern mathematics. My purpose in reviewing these principles is to make more apparent the differences between these curricula and what I shall propose. Though the many modern mathematics curricula differ slightly from one another, I believe it is fair to treat them collectively insofar as the underlying principles are concerned.

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?

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