ENGINEERING/MATH COLLABORATION You can teach them to draw direction fields before they the faculty on the projects for the collaboration, and follow Karl Voss voss@math.psu.edu Instructor in http://www.ecsel.psu.edu/ge/minutes/071098.html
Publications On On-line Collaboration examples for math lesson plans. Using groupware and collaborative learning in an information management teaching module. Use of collaboration software to teach http://www.cvm.tamu.edu/wklemm/collab.htm
Extractions: Publications on On-line Collaboration and Educational Technology To see slide shows on on-line collaboration, click here On-line Collaboration Papers On-line collaboration enriches the educational experience, especially if instructors use software environments that support group-generated projects, products, case studies, and other kinds of academic deliverables. Such activities are not supported well by the standard "threaded topic" discussion formats of e-mail and message-based conferencing systems. Using Conversation Theory to Enrich On-line Group Work . This pdf file summarizes some key theoretical ideas about conversation and how these ideas can be adapted to asynchronous conversation over the Internet. Paper was presented by invitation at the 2002 SSGRR Symposium in L'Aquilla, Italy, August 1, 2002.
Using Literature To Teach Math And Science he kids in the children's section at JosephBeth Booksellers in Lexington must wonder about Bill Bintz and Sara Moore. being funded by an Eisenhower Grant, is a collaboration between UK and the http://www.rgs.uky.edu/ca/odyssey/fall02/usingliterature.html
Extractions: he kids in the children's section at Joseph-Beth Booksellers in Lexington must wonder about Bill Bintz and Sara Moore. The two UK College of Education professors can be found there often, excitedly passing new books back and forth and piling up the "gotta haves." "Sara, have a look at One Woolly Wombat ! This might go along nicely with Bat Jamboree —see what you think." "Great! And take a look at this one, Bill— Counting Crocodiles . Maybe a companion to One Cow Laughing ?" But for the "biggest kids in children's books," as Bintz refers to the two of them, it's all in a day's work. "When Bill and I go to a conference, we're all over any used bookstores we can find," says Moore, who holds a Ph.D. in gifted education from the University of Virginia. "He's looking for engaging narratives, and I'm focusing on how accurate the math and science are." Such fieldwork is the basis for a collaborative project designed to support teachers in learning to use high-quality and award-winning children's literature to teach mathematical and scientific principles. The project, which is being funded by an Eisenhower Grant, is a collaboration between UK and the Appalachian Rural Systemic Initiative. During the grant period, from January 2002 to June 2003, Moore and Bintz will work with approximately 75 teachers in grades four through eight from 35 counties in Eastern Kentucky. "Many children don't have a context for understanding science and math," says Bintz, who came to UK from James Madison University in 1997 and who specializes in inquiry-based learning and teaching, reading across the curriculum, and curriculum development. "Good literature gives them that context and 'eases' them into the math and science. Children think in narrative terms, so we're simply building on that strength."
Extractions: SRI International The present National Science Foundation funded effort to create a National Science, Technology, Engineering and Mathematics Digital Library (NSDL) builds upon a long-standing vision of the purposes a national digital library dedicated to teaching and learning could serve ( National Research Council, 1998 ). A primary purpose of the NSDL is to support federated search ( NSDL, 2003 ), thus simplifying an individual instructor's effort to find relevant, high quality resources. A secondary purpose is to provide shared workspaces for the collaborative development of better teaching practices and resources [ The two purposes are synergistic: federated search is valuable only when very good quality materials can be found in the repository; and potential educational contributors need support to create high quality digital materials. Such support must come primarily from peers in order to be scaleable and sustainable. An important problem in the construction of an educational digital library, then, is the design of supports for collaboration among members to create high quality teaching resources. A particular instance of this problem has arisen in the Math Tools project [ ], a collection within the NSDL that aims to collect software tools (e.g., applets, graphing calculator programs, etc.) to support K-12 and university mathematics instruction. The Math Tools team decided that a priority for their effort would be to attract developers, teachers, and researchers to a "developer's area" of the Math Tools site, and to foster the formation of a community that would support each other's work-in-progress in the creation and adaptation of software tools and resources.
Mathematics Archives - K12 Internet Sites teach new content areas with professional competence and confidence, incorporating technology in appropriate ways. PUMAS Practical Uses of math Through collaboration (STC), MESA http://archives.math.utk.edu/k12.html
Extractions: K-12 Teaching Materials The following are Internet sites which contain significant collections of materials which can be used in the teaching of mathematics at the K-12 level. We have organized these materials into the following categories: Lesson Plans Columbia Education Center Mathematics Lesson Plans Explorer The Explorer is part of the Unified Network Informatics Technology for Education (UNITE) efforts at the University of Kansas. The Explorer is part of a research and development effort to establish an on time and user friendly means of delivering a full range of information resources to educators and students. This site includes information on software, lab materials, lesson plans, video tapes, etc. for the teaching of mathematics at the k-12 grade levels. ExploreMath.com Lesson Plans for the Graphing Calculator Lesson Plans using Geometer's Sketchpad Math Activities for K-12 Teachers In December, 1997, NASA Dryden Flight Research Center funded Dan Biezad, Professor of Aerospace Engineering, and Robin Ward, Assistant Professor of Mathematics, both of California Polytechnic State University, San Luis Obispo, to develop materials for K-12 teachers based on aeronautical themes and NASA projects. One major goal of this project was to make the learning of mathematics more engaging and realistic for students, by using real-world applications.
ESC/Teacher Resources math problems to the National math Trail site projects that promote communication, collaboration, and the Project Director, Project Eteach, Education Service http://eteach.esc13.net/t_o_proj.htm
Extractions: Online Project/Collaboration Gaggle.Net Free Filtered Email for Schools: This safe, free email service is designed specifically for student use (in the classroom, library, or at home). An easy way for teachers to allow students to email, facilitate classroom email projects, and monitor student tasks.
CO-TEACH Site Action Plan create a partnership with fellow Coteach schools that monthly release time opportunities for staff collaboration, including WSU identify math problem solving http://www.psd267.wednet.edu/ses/co-teach site plan 02.htm
Hearing On K-12th Grade Math And Science Education mathematics is incredibly challenging to teach, as a our district curriculum leaders in math and science. people orchestrated a great collaboration between our http://www.house.gov/science/hearings/full02/mar20/kielb.htm
Extractions: Hearing on K-12th Grade Math and Science Education The House Committee on Science U.S. House of Representatives March 20, 2002 Statement of Susan Doehlert Kielb Mathematics and Life Science teacher at Tappan Middle School, Ann Arbor, Michigan and Awardee, The 2001 Presidential Award for Excellence in Mathematics and Science Teaching Thank you Chairman Boehlert and Ranking Member Hall for inviting me to speak here today before the Science Committee. My name is Susan Kielb. I teach seventh grade mathematics and life science at Tappan Middle School in Ann Arbor, Michigan. I am very pleased and proud to be here in Washington this week to receive the Presidential Award for Excellence in Mathematics and Science Teaching. I never thought that I would ever be a teacher of mathematics. I struggled with math in school, and took the minimum mathematics coursework in high school. Then I discovered that I needed mathematics to pursue my love for biology, so in college I had to start from scratch. I was lucky to have wonderful and patient professors. I went on to graduate school in wildlife management, where I learned and used a lot of statistical tools. When the mathematics had a practical use for me it made a lot more sense. Learning computer programming also helped me improve my skills in organizing, sequencing, and problem solving. My first career was in biology and I loved it. After several years, a series of life changes made it clear to me that I wanted to move on and become a teacher. I thought I would be more employable if I had certification to teach mathematics as well as science, and since I had enough math credits I had mathematics added to my teaching certificate. My first permanent teaching assignment was seventh grade life science and math, and I found myself in a classroom without a clue of how to successfully teach mathematics.
Teach Yourself The Internet In From Buy Books Online MORE INFORMATION/PRICES The Wiki Way collaboration and Buy delight in these colorful books which teach beginning drawing 001 Stargone John math Game rank http://www.cleverstreet.com/Teach-Yourself-the-Internet-in.html
Extractions: Home Contact Us Sitemap Privacy ... Yourself rank: Buy Books Online Home Contact Us Sitemap Privacy Computadoras Para Todos The Internet Age of Competitive The Internet Quick Reference Teach Yourself the Internet in Computadoras Para Todos Computers Internet -Books The author of Internet para todos presents an information-packed, Spanish-language introduction to the world of computers and computing, covering topics ranging from hardware and software to the Internet and applications, in a guide that comes complete with helpful instruction, explanations, and a glossary of terms. (Computers) CLICK FOR MORE INFORMATION/PRICES The Internet Age of Competitive Find Computers Internet -Books No Synopsis Available. CLICK FOR MORE INFORMATION/PRICES The Internet Buy Books Online Home Contact Us Sitemap Privacy Internet Auctions For Dummiesr Internet Para Todos Teach Yourself the Internet in Nerds 2 1 A Internet Auctions For Dummiesr Computers Internet -Books No Synopsis Available. CLICK FOR MORE INFORMATION/PRICES Internet Para Todos Find Computers Internet -Books No Synopsis Available. CLICK FOR MORE INFORMATION/PRICES
Science & Math - FirstGov For Kids about tinkering, exploring, social play and collaboration. introduce science, technology, engineering, math, and NASA and engaging site to teach about science http://www.kids.gov/k_science.htm
Extractions: (these sites are not maintained by kids.gov *) Agricultural Ideas for Science Fair Projects - Here, we've put together a few basic ideas of agricultural science projects you can do. Use these ideas as a jumping-off place for coming up with your own project. Agriculture and Math Fun - Fun agriculture and math site with quizzes, games, and links to other sites. Agriculture in the Classroom Kid's Corner - Learn about the role and importance of agriculture in the economy and society. Air Force Crossroads - Hope you came ready to have fun because this section has tons to offer both kids and teenagers alike. From sports to arts to video games, you will find hours worth of information and entertainment that will keep you coming back for more. Air Force Link Jr. - Games, puzzles, cool stuff and a little history make this U.S. Air Force website a quick trip to the wild blue yonder. Air Quality Index - Learn how air pollution is measured, about the Air Quality Index (AQI), and how the index can be a quick way to tell people how good or bad something is. The AQI uses colors, and numbers, and words to tell you about the air.
Microsoft Word - Teach Collab Art - Website and most obvious opportunity for this kindof work is between colleagues who teach the same class as well as math teacherspecificfeedback. The collaboration made the mentoring http://www.urbanschool.org/docs/professional.pdf
Strengthening Our Science, Math, And Technology Infrastracture Strengthening Our Science and math Infrastructure opportunity for developing teachers to teach newly developed curriculum in a classroom focus on science and math collaboration.Proposals for http://www.olc.edu/sconrad/Final SOSMI Proposal.htm
Extractions: The goal of the Strengthening Our Science and Math Infrastructure (SOSMI) project is to create a pipeline for developing American Indian industry and teaching professionals in science, math, and technology. The SOSMI goal will be accomplished through a comprehensive plan that meets the following objectives: Provide an infrastructure for stakeholders in science and math to network and share resources, ideas, and opportunities in science and math in schools serving American Indians. Target American Indian students in grades 9-12 and target K-12 teachers to provide residential summer enrichment opportunities in science and math and science and math education Develop a model program that fosters science and math support infrastructures in schools serving American Indian K-12 schools by partnering teachers and students. Increase the number of American Indian students that are academically prepared to enter and succeed in college. Increase the number of teachers at the K-12 level in science and math areas that serve American Indian students and provide opportunities for existing teachers to enter Master degree programs. Develop relationships and infrastructure to offer secondary education programs at Oglala Lakota College The accomplishment of these objectives will create a science and math infrastructure in rural, schools serving American Indians.
Math Tools Research Area was not an effective way to foster learning to teach. . conferences, and a newsletter, and a continuing collaboration. will be useful to the math Tools research http://mathforum.org/mathtools/research/communityOfPracticeMay05.html
Extractions: Educational Action Research 8(2), 243-259. Available at http://www.lis.uiuc.edu/~chip/pubs/easley/ The discussions in the research area and the roundtable of Math Tools have sparked my interest in conducting some kind of online action research. As preparation for this, I am hoping to foster some dialogue about what action research is, and how a community of users of Math Tools might collaborate on an action research project. A definition of action research is available at: http://www.edu.coventry.ac.uk/Taskforce/actionre.htm Essential aspects are that it is problem focused, context-specific, and involves a change or improvement. It is part of a cyclic process and the evaluation is interlinked. Finally, the researcher herself is also involved in the process of change. An article on action research that I highly recommend is "Emerging communities of practice: Collaboration and communication in action research." In it, Bruce and Easley (2000) documented the community of action researchers who participated in the Dialogues In Methods of Education (DIME) group. Over a period of 22 years, this group shared its insights and experiences. The guiding principle for the group was learning through listening to children, and the research they did was "collaborative and action-oriented, [and] deeply grounded in real classroom practices and the understanding of children." Of special interest is the section on the "emergence of a collaborative community for mathematics and science." In it, they describe some of the successes and shared learning that occurred, and also some of the obstacles for communities of practice around action research.
Math Resources East Middle School. mathematics Resources. Because there are so many sites for math, we've divided these links into categories to make navigation a little easier. who teach probability and statistics. Documents include a newsletter, articles, and chancerelated activities. math Dork member of web math collaboration. http://montgomery.k12.nc.us/ems/mathresources.html
Extractions: Mathematics Resources Because there are so many sites for math, we've divided these links into categories to make navigation a little easier. Many sites contain a variety of math lessons and activities different areas of math and these have been grouped together under the Lesson Plans category. If you can't find what you need under one of the more specific categories, be sure to check the Lesson Plans category, too.
The Math Forum - Math Library - Search Engines with Educators from Across the State teach Wisconsin collaboration Committee, Univ INFOMINE Physical Sciences, Engineering, Computing math - Univ http://mathforum.org/library/resource_types/search_engines/
Extractions: A well-developed collection of searchable indices and databases. Includes Internet search engines that specialize in a great variety of topics; search across them or go to a specific field of interest such as Mathematics, where you can search the AMS Preprint server, Chance News, the Colloquium on Computational Complexity, Eric's Treasure Trove of Mathematics, the Geometry Center, the Institute for Mathematical Sciences Preprint Server, the Math Archives (UTK), the Math Forum, and more. more>> MathGate: An Internet Resource Catalog for Mathematics - Resource Discovery Network, U.K.
Amby's Education Site -- Math Resources Automaths doesn't teach you how to get to an answer, but it does provide valuable practice development, ways to encourage collaboration between math and ESL/bilingual personnel, as http://amby.com/educate/math.html
Extractions: Test Prep 24 Game Using the basic arithmetic operations, how quickly can YOU reach a total of 24 using the numbers on the four cards once each? This well designed java applet keeps a running score (requires a java-capable browser). Challenging and FUN !! If you get stuck, clicking on the "stop" button will display the correct solution. The applet takes a moment to load... be patient; it's worth it!! [You can click "Cancel" on Chinese font download; this will not impact the game.] Yijun Ding http://www.pitt.edu/~yding/cards/cMath.html Math Test Add, Subtract, Multiply, or Divide using this Java applet. Press "New Equation" to begin and press the button with the actual answer to the problem. [Source Code is provided.] SteveO http://www.itsnet.com/~translat/MathTest.html Visual Math Applets These applets may be used online or downloaded for non-commercial use and provide a visual understanding of math concepts; includes: Edward Kluk, Michael Frank, Mats Mangru / Dickinson State University
Collaboration On The Internet -- SLATE From The Landmark Project The possibilities for collaboration are almost endless. Then describe how you might utilize expertise on the Internet to help you teach that unit percents/math. http://www.landmark-project.com/classweb.php3?id=2090
The Collaborative Classroom interaction, teachers may need to teach, and students problem solving that are best accomplished in collaboration. groups to define and represent math problems http://www.ncrel.org/sdrs/areas/rpl_esys/collab.htm
Extractions: NCREL, Oak Brook, 1990 In Guidebook 1, we explored a "new" vision of learning and suggested four characteristics of successful learners: They are knowledgeable, self-determined strategic, and empathetic thinkers. Research indicates successful learning also involves an interaction of the learner, the materials, the teacher, and the context. Applying this research, new guidelines in the major content areas stress thinking. Guidebook 2 describes these new guidelines and provides four characteristics of "a thinking curriculum" that cut across content areas. The chief characteristic of a thinking curriculum is the dual agenda of content and process for all students. Characteristics that derive from this agenda include in-depth learning; involving students in real-world, relevant tasks; engaging students in holistic tasks from kindergarten through high school; and utilizing students' prior knowledge. Effective communication and collaboration are essential to becoming a successful learner. It is primarily through dialogue and examining different perspectives that students become knowledgeable, strategic, self-determined, and empathetic. Moreover, involving students in real-world tasks and linking new information to prior knowledge requires effective communication and collaboration among teachers, students, and others. Indeed, it is through dialogue and interaction that curriculum objectives come alive. Collaborative learning affords students enormous advantages not available from more traditional instruction because a groupwhether it be the whole class or a learning group within the classcan accomplish meaningful learning and solve problems better than any individual can alone.
Extractions: Louis (1995) discusses three urban schoolsCity Park Secondary School, Brigham Alternative High School, and Hillside High Schoolthat have empowered teachers through decisionmaking, collaboration, professional development, and curriculum improvement: At City Park, the faculty saw the entire school structure as designed for empowerment:
Making Math Personal: Meaning In Mathematics For Teachers And Students math coaches like Belcher or CESPs Shelly within the range of mathematics that they teach. timehonored CES tradition of teacher collaboration also supports http://www.essentialschools.org/cs/resources/view/ces_res/326
Extractions: Source: Horace Vol. 20 No. 2., Winter 2004 When mathematics students and teachers are able to deepen their relationships with the curriculum and with each other, they are more likely to teach and learn in ways that promote sustained, connected, meaningful understanding. Stories of teachers' engagement with their own curriculum through mathematics discourse, students' connection with teachers through personalized pedagogy, and students' commitment to the curriculum through personally meaningful research and opportunities for revision illustrate some ways that Coalition and other like-minded schools are making math personal. Teachers' Relationships with the Curriculum and with Each Other Responding to unsatisfactory 2001 district-wide math scores, Shelley Schneider, Assistant Superintendent of Curriculum and Instruction for the Millville, New Jersey schools, turned to the Center for Effective School Practices (CESP) , New Jerseys CES regional center. Schneider focused her attention on strategically improving teaching, knowing that ultimately improved test scores can be a side effect of instruction that is flexible, mathematically rich, and student-centered. What we really want is to see our students thinking at a higher level, said superintendent Schneider. We want our students to be productive in their world. Math is all around us. The best gift we can give our students is to feel comfortable and competent.
