41. Ready To Teach Web Site Secondary educators teaching algebra I or II; Upperlevel elementary or middle school teachers teaching Pre-algebra or algebra I; http://rtt.concord.org/

Home Courses Interactives Library Research ... Contact Us THE READY TO TEACH PROGRAM The Concord Consortium's Seeing Math Telecommunications Project and the Public Broadcasting Service's (PBS) Teacherline Project have joined to create a program called "Ready to Teach" that addresses the problem of under-qualified secondary mathematics teachers. The goal of Ready to Teach is to develop, implement, evaluate, and disseminate an affordable, scalable teacher professional development program for uncertified secondary math teachers. The project is funded by the U.S. Department of Education (award #R286A000006). ALGEBRA I and II COURSES Pilot testing of a subset of the Algebra I modules began during the fall 2003. Additional modules will be tested with selected schools beginning in March 2004 . Participating teachers receive high-quality online professional development. Participants interested in being part of the research study will be compensated for taking and administering pre- and post-tests and completing an end-of-course survey.

42. Books On Computer-based Maths Teaching Top European educationalists show how to use computer algebra systems to teach mathematics (particularly to 1218 year olds). It http://www.mcs.surrey.ac.uk/Personal/R.Knott/compAlgGraphCalc.html

Mathematics teaching with Computer Algebra, Spreadsheets and Graphing Calculators Compiled by Philip Yorke of Chartwell-Yorke Ltd Contents On Technology in Maths Teaching Computer Algebra for teaching Maths Spreadsheets in Maths teaching Graphing Calculators in Maths teaching ... More links on Computer Algebra, Spreadsheets and Graphing Calculators On Technology in Maths Teaching Burton, L., Jaworski, B (eds) Technology in Mathematics Teaching : a bridge between teaching and learning. Blackboard and chalk are no longer the sole technology available to the mathematics teacher or tutor. In many classrooms, students might be expected to learn using computers, calculators, film, television, video and many other media. However, very often technology is introduced into mathematics classrooms without due consideration of its role, or its impact on learning and teaching. This book addresses issues raised by the introduction of technology into the teaching and learning of mathematics. It uses the metaphor of technology acting as a 'bridge' between the teacher's planning and the learner's developing understanding. Chapters address the learning of mathematics at every level, primary to tertiary. The technologies discussed are substantially those of the computer and the calculator but reference is also made to others, including video and film. Whether dealing with general issues, or the specifics of, for example, using a particular piece of computer software, authors keep as a main focus the mathematics learning and teaching environment.

43. Sighted Math Teacher Needs To Learn Nemeth Code For Algebra II We are looking at having the opportunity to teach a standard algebra II class to a student who is blind, with a teacher who is sighted, but who does not have a http://www.tsbvi.edu/math/nemeth-sighted.htm

Home Site TOC Site Search Math Sighted Math Teacher Needs to Learn Nemeth Code for Algebra II A principal at a school for the blind asks: We are looking at having the opportunity to teach a standard Algebra II class to a student who is blind, with a teacher who is sighted, but who does not have a working knowledge of the Nemeth code. Have you had staff who are sighted teach/work with a similar class without Nemeth code knowledge for a student who is blind? If so, how did you work with the complexities? What resources would you suggest we look into regarding having some of our staff go to for gaining Nemeth Code skills? Classes...taught by who, where, how much? Susan replies: When I was first hired at TSBVI, I was certified to teach secondary mathematics, had a bachelor's degree in mathematics, and a master's in mathematics education. I had no VI background, and I didn't even know literary braille, much less Nemeth code. I enrolled immediately in the VI program at UT (no longer in existence), but my first year was quite an experience. I had my print math book on one side of my desk, and the braille volume on the other. I played the match game, and my students and I somehow survived. Teaching secondary mathematics to a blind student requires a great deal more than Nemeth code, especially these days. Unfortunately, there was no course at the university on teaching mathematics to the visually impaired; in fact there didn't seem to be very many resources anywhere on the subject. There was no such thing as a web site. Over the years, I discovered and tested many wonderful manipulatives, tools, and technology which enhanced my students' learning and allowed them to do higher and higher mathematics independently. These days I spend a great deal of my time trying to be that missing resource for questions on how to teach mathematics to visually impaired students.

44. Ready To Teach . Algebra I Project. Participating teachers consolidate Ready to teach concepts, understanding of algebra, and teaching practice, and say farewell to their classmates and http://rtt.pbs.org/rtt/algebra1.cfm

Home Courses Interactives Library Research ... Contact Us ALGEBRA I The following three-week modules comprise a full, yearlong Algebra I course. Districts may choose any number of them, starting with the Overview module, to best fit their professional development needs. The complete Algebra I course will be tested during the 2004-2005 academic year and be widely available in the fall of 2005. 1. Overview 2. Ratio, Proportion and Scale This is pre-algebra review and starts most textbooks. It includes proportional reasoning as an essential skill for all of algebra. Research shows the value of distinguishing between arithmetic and proportional thinking and suggests teaching strategies to support the development of proportional thinking. By reiterating the verb/object metaphor, not only do we see numbers as objects, as we usually do, but we also see their comparison as an operation. Subsequently the comparison itself becomes an object, referred to as ratio, and the operation that shows the equality of ratios forms a proportion. 3. Linear Functions

45. Mathematics . Algebra And Calculus Web Guide ... The Math Beat to teach mathematical concepts with a problemsolving approach. (Can be ordered over the Internet.) MathDork Interactive Math Online algebra tutorial http://science.searchbeat.com/math.htm

Web News Jobs Quick Searches! addresses area codes books cameras directions electronics email search europe maps int'l jobs jobs kitchen lawn and patio maps meta-search web movies movie times music news phone numbers software stocks tools and hardware toys traffic tv listings video games comparison shop family fashion gov't ... Science Math Amazon.com Science Books Editor's Choice More Editor's Choice Bestsellers This Week's Bestsellers ... More From Over 300 Stores! Featured Sites Hotmath.com A tutorial site that provides students with complete solutions to the problems in their math textbooks. There are no ads on the site and it covers Algebra I to Calculus. Every problem is worked out in a step by step format. Graphs are included when needed and hints can be given before the next step is displayed if desired. This tutorial/homework site is unique in that it is book specific. The actual problems from each book are solved, not generic examples. Users click on their book title, the page number and the problem number and the first step of the solution is displayed. New books are added periodically.

46. Meeting Algebra For The First Time: Teaching Algebra To Year 7 Before I embark on deciding how I am going to teach this topic, I need to find out the problems children have when working with algebra. http://s13a.math.aca.mmu.ac.uk/Student_Writings/CDAE/MichLinnecor.html

Meeting algebra for the first time: teaching algebra to year 7 Michele Linnecor Curriculum Development and Assessment assignment - Algebra Rationale for choosing class and topic for CDA assignment I choose to carry out my CDA study on a high ability year 7 class (set 2 out of 9). All these pupils had achieved at least level 5 in their Key Stage 2 SATs. This class, as with other classes in the lower school, only receive two mathematics lessons a week, each for 70 minutes. I had responsibility for both these lessons. I was keen to work with this class because, although they are a high ability group, there is a wide range of mathematical ability amongst students. Being a year 7 class many students had not met algebra before so I was interested in how they would receive this topic. Although the class is quite excitable I felt that I would have fewer disruptions with this group than with other classes that I was teaching on my placement. My choice of topic was constrained by the maths department within the school. Algebra was one of a few topics which I could devote more than just a couple of lessons to. Unfortunately, the school in which I was placed, Priestnall school, followed the Key Maths scheme for year 7 and year 8 that meant that my options within the scheme of work were restricted. The maths department tended to over rely on these resources. Why study algebra?

47. Description And Lesson Plan For The Base 10 Blocks Program You probably want to start to teach division by choosing numbers that divide exactly with no remainder. However Basic algebra. There http://www.arcytech.org/java/b10blocks/description.html

Description and Lesson Plan for the Base 10 Blocks Program I want to start by thanking Margo Mankus for suggesting that I develop this applet as well as for her very useful suggestions and feedback. Visit her base 10 blocks activities page It is believed that the Base 10 Blocks were developed by the Hungarian Mathematician Dr. Zoltan Paul Dienes. If you want to know more about himself, you can visit his web site This page is specifically for teachers and describes a complete lesson plan on how to teach base 10 place value as well as basic arithmetic operations using this online version of the base 10 blocks manipulatives . The topics covered in this lesson include: Description of the Base 10 Blocks Program Uses of the Base 10 Blocks Program Introduction to Base 10 Numerical Systems (Place Value) Addition ... Concluding Comments and Suggestions Description of the Base 10 Blocks Program This program consists of a panel, as shown on the right, where one can click on any of three different block sizes that represent 1 unit, 10 units, and 100 units and drag them into the working panel. Once inside the panel, students can click on the blocks so they can move, rotate, break, and glue the blocks to do all types of arithmetic (and even extended to algebraic) operations. Check the detailed base 10 blocks program instructions to learn about rotate, break, glue, and place value mats!

48. The Write Tool To Teach Algebra By Didax Educational Resources The Write Tool to teach algebra These entertaining and engaging writing activities promote critical thinking. The Write Tool to teach algebra. http://www.didaxinc.com/shop/productdetails.cfm/ItemNo/179-53064.htm

Your browser does not support script items View Cart Checkout Sunday, June 06, 2004 Search Products By: Keyword Item Number PRODUCT DETAILS The Write Tool to Teach Algebra Item No: Grades: Price: These entertaining and engaging writing activities promote critical thinking. Included are specific class instructions, writing activities, reproducible teacher's aids and assessment suggestions. 104 pages. Item Name Grades Price This 64-page book covers solving linear and quadratic equations, linear inequalities, factoring quadratic expressions and ... more info Site Map Phone: 800.458.0024 Fax: 800.350.2345 Email: var HideArray=['HideDiv1'];

49. McGraw-Hill - Teach Yourself Algebra For Electronic Circuits Browse Subjects. Resources. teach Yourself algebra for Electronic Circuits. Back Cover Back to top teach YOURSELF algebra FOR ELECTRIC CIRCUITS. http://books.mcgraw-hill.com/cgi-bin/pbg/0071381821?mv_session_id=SLI4khRU&mv_pc

50. Using Technology To Teach Linear Algebra The approach taken with this linear algebra course can certainly be used to teach courses in calculus, differential equations and probability and statistics. http://personal.stevens.edu/~llevine/ma112/tech_based.html

A Technology Based Linear Algebra Course Lawrence E. Levine Professor Department of Mathematical Sciences Stevens Institute of Technology Hoboken, NJ 07030 201-216-8321 (FAX llevine@stevens-tech.edu http://attila.stevens-tech.edu/~llevine/ Computing at Stevens Institute of Technology In 1983 Stevens was the first school in the country to require a group of undergraduates to purchase a PC and use these machines throughout their academic careers. This naturally led to a requirement that all undergraduates have a PC. However, this fall the PC requirement is being replaced with a requirement that all students have a laptop. The goal is that students will use their laptops as part of the teaching/learning experience both within laptop classrooms that contain network and power connections and outside of the classroom while studying and completing assignments. To prepare for the switch from PCs to laptops, Stevens renovated one classroom and purchased about 45 Dell Latitudes this past year. Thirty of these machines were kept in this laptop classroom so that faculty could experiment with teaching in a new environment. The author used this classroom to teach an introductory one-semester course in linear algebra. Scientific Notebook The author has used Scientific Notebook (SNB) for several years in the second year mathematics sequence taken by almost all undergraduate students. These two courses cover such topics as ordinary differential equations, Fourier series, partial differential equations, multiple integration, matrix methods, surface integrals, and the theorems of Green, Gauss and Stokes. SNB is a word processing package that incorporates a Maple kernel. This Maple kernel allows one to perform a wide variety of mathematical operations. A particularly nice feature of SNB is that one can use the Maple kernel without typing any code. One simply types the mathematical expression and then clicks on the appropriate operation to be performed. SNB then performs the operation.

51. Preface -- Innovations In Teaching Abstract Algebra One of the earliest to use software to teach abstract algebra was Ladnor Geissinger, who created Exploring Small Groups (ESG). This http://www.central.edu/MAANotes/ITAAPreface.asp

Innovations in Teaching Abstract Algebra Home Preface Table of contents Articles, by author ... AlgebraResources Preface Over the past decade, the undergraduate abstract algebra classroom has undergone a dramatic transformation. Many faculty who were exposed to new pedagogical techniques during the calculus reform wanted to experiment with those techniques in more advanced classes. A variety of software packages were written or extended for use in abstract algebra. This collection of articles is the outgrowth of several gatherings of mathematicians who were interested in discussing the teaching and learning of abstract algebra. We, the editors of this volume, organized two contributed paper sessions entitled Innovations in Teaching Abstract Algebra at the 1997 and 1999 Joint Mathematics Meetings. One of the editors co-organized the NSF-UFE workshop Exploring Undergraduate Algebra and Geometry with Technology held on the DePauw University campus in June, 1996. We invited participants from these two contributed paper sessions and the workshop, as well as several other mathematicians, to write articles on a variety of new approaches in teaching abstract algebra. We have chosen the articles that appear in this volume for several different purposes: to disseminate various technological innovations, to detail methods of teaching abstract algebra that engage students, and to share more general reflections on teaching an abstract algebra course. We expect that the reader of this volume will be either a faculty member who is new to the teaching of abstract algebra or a seasoned teacher of algebra who is interested in trying some new approaches. In either case, we hope that the reader will be intrigued and stimulated by these diverse expositions.

52. Articles, By Author -- Innovations In Teaching Abstract Algebra Innovations in teaching Abstract algebra. Smith, Robert S. Using ISETL and Cooperative Learning to teach Abstract algebra An Instructor s View. http://www.central.edu/MAANotes/ITAAAuthor.asp

Innovations in Teaching Abstract Algebra Home Preface Table of contents Articles, by author ... AlgebraResources Articles, by Author Bardzell, Michael J. and Kathleen M. Shannon The PascGalois Triangle: A Tool for Visualizing Abstract Algebra Burton, Laurie , sarah-marie belcastro, and Moira McDermott Active Learning in Abstract Algebra: An Arsenal of Techniques Benson, Steve with Brad Findell A Modified Discovery Approach to Teaching and Learning Abstract Algebra Berger, Ruth I. Discovering Abstract Algebra with ISETL belcastro, sarah-marie, , Laurie Burton, and Moira McDermott Active Learning in Abstract Algebra: An Arsenal of Techniques Charlwood, Kevin Some Uses of Maple in the Teaching of Modern Algebra Dechene, Lucy Ringing the Changes: An Aural Permutation Group Doree, Suzanne An Abstract Algebra Research Project: How many solutions does x + 1 = have? Findell, Brad and Steve Benson A Modified Discovery Approach to Teaching and Learning Abstract Algebra Fjelstad, Paul On Driving Students to Abstraction Gordon, Gary

53. Inquiry-based Algebra For Teachers Inquirybased algebra I for teachers. Offered by Hamline University, St. I ll post a rich problem through which you can teach a major algebraic topic. http://www.hamline.edu/~lcopes/courses/algebra.html

An on-line graduate course in mathematics education: Inquiry-based Algebra I for Teachers Offered by Hamline University, St. Paul, MN USA Dates of next offering: 21 June - 13 August, 2004 Actual meetings: 6/26 and 7/31, 10-12 a.m. Instructor: Larry Copes, Director of the Institute for Studies in Educational Mathematics, holds a Ph.D. in mathematics education, has been a college mathematics professor for 25 years, and has worked extensively with teacher education programs. Format: Instead of a text, the course uses MATtours electronic simulations, which give you actual practice with inquiry-based methods that you can use in your classroom. You can see a brief demonstration of a simulation. (Ours will be longer and more detailed.) Each week we'll cycle through several activities: I'll post a rich problem through which you can teach a major algebraic topic You'll solve the given problem, perhaps consulting with others. You'll post your thoughts about the mathematical ideas that could grow out of the problem and ways students might approach it. You'll also respond to othersÕ thoughts. You'll use your web browser to run the simulated conversation about this problem, repeating until you're satisfied with your score. By email to me, you'll report the choices you made to get your highest score.

54. Mirror Bookshop Home algebra; teach Yourself Educational S. Cover. Click to see larger image. algebra; teach Yourself Educational S. Abbott, P.; Neill, Hugh Paperback. http://212.23.5.9/TWS/CustomerAccessControl/Home.asp?s=C&r=10000053&l=1&category

55. Algebra Parts 1 And 2 Teach The Fundamentals And Advanced Concepts Of Algebra Us algebra 1 and 2. algebra Parts 1 and 2 teach the fundamentals and advanced concepts of algebra using realworld applications. algebra http://www.learning2000.com/curriculum/algebra12about.htm

Algebra 1 and 2 Algebra Parts 1 and 2 teach the fundamentals and advanced concepts of algebra using real-world applications. Algebra contains 30 hours of audio and video instruction, over 2,000 instructional screens, and 2,100 test and exercise questions with feedback information. It also utilizes interactive activities to help learners grasp complex concepts rapidly. Make a selection Math 3 Pre Algebra Reading 1 Reading 2 Writing The Video Component The program utilizes the Learning 2000 multimedia, interactive teaching platform and incorporates instructional video produced by COMAP (Consortium for Mathematics and its Applications) and the Annenberg Foundation. Master Instructor Dr. Sol Garfunkel hosts the well-produced video. The video series is a winner of the Columbus International Film Festival Award. Multimedia Components 24 multimedia “books” composed of three to five chapters each Over 4,000 screens of instruction that blend information in text, graphics, and segments of instructional video 10 hours of award-winning instructional video incorporated within the 24 books On-Line tools: a graphing calculator, an English dictionary with Spanish translations, a thesaurus and instructional text

56. Teachers.Net - TEACHERS.NET GAZETTE - Teachers.Net Gazette Provides News From Te Letters to the Editor teaching algebra NY teachers hiring freeze?, 2/21/03, by lisa s.. teach high school algebra or Calculus, 2/21/03, by Nelson Perez. http://teachers.net/gazette/FEB03/letter008.html

TEACHERS.NET GAZETTE Volume 4 Number 2 COVER STORY When it comes to using their own money to purchase classroom materials and supplies, teachers have pockets deeper than Captain Kangaroo's... COLUMNS February Columns ARTICLES February Articles REGULAR FEATURES February Regular Features FYI February Informational Items Gazette Home Delivery: Letters to the Editor... teaching algebra Is it possible to teach High School Algebra as a regular teacher without a bachelor's degree in math education? How can I get certified? Please help! I am sure I can make a difference. I have helped students as a tutor. THANKS!!! Nelson Perez, nperez11@hotmail.com This month's letters: I'd like to know about teaching... , 2/25/03, by Rustam. teacher training methods. , 2/25/03, by Rustam. Hospital Teacher , 2/21/03, by Cydney. NY teachers hiring freeze? , 2/21/03, by lisa s.. teach high school algebra or Calculus , 2/21/03, by Nelson Perez. teaching algebra , 2/21/03, by Nelson Perez. Special Days This Month , 2/20/03, by Nancy Franklin. information , 2/16/03, by mrigayanka roychowdhury.

57. Teachers.Net - TEACHERS.NET GAZETTE - Teachers.Net Gazette Provides News From Te teach high school algebra or Calculus NY teachers hiring freeze?, 2/21/03, by lisa s.. teach high school algebra or Calculus, 2/21/03, by Nelson Perez. http://teachers.net/gazette/FEB03/letter009.html

TEACHERS.NET GAZETTE Volume 4 Number 2 COVER STORY When it comes to using their own money to purchase classroom materials and supplies, teachers have pockets deeper than Captain Kangaroo's... COLUMNS February Columns ARTICLES February Articles REGULAR FEATURES February Regular Features FYI February Informational Items Gazette Home Delivery: Letters to the Editor... teach high school algebra or Calculus Is it possible to teach High School Algebra as a regular teacher without a bachelor's degree in math education? How can I get certified? Please help! I am sure I can make a difference. I have helped students as a tutor. I am 47 yrs old. I taught Calculus in Cuba back in the 70's. I have an AA degree from MDCC in both Math and Computers. THANKS!!! Nelson Perez, nperez11@hotmail.com This month's letters: I'd like to know about teaching... , 2/25/03, by Rustam. teacher training methods. , 2/25/03, by Rustam. Hospital Teacher , 2/21/03, by Cydney. NY teachers hiring freeze? , 2/21/03, by lisa s.. teach high school algebra or Calculus , 2/21/03, by Nelson Perez. teaching algebra , 2/21/03, by Nelson Perez.

58. ALGEBRA REQUIREMENT: RELEVANCE TO FUTURE SECONDARY TEACHERS mathematics? These courses can help prepare the teacher to teach according to Basic Understanding (2) of the TEKS for algebra II http://www.ma.utexas.edu/users/mks/teachers/algebra.html

ALGEBRA REQUIREMENT: RELEVANCE TO FUTURE SECONDARY TEACHERS What are my choices for the Algebra requirement for the BA- and BS-Teaching Option degrees? You may choose one of the following courses to satisfy this requirement: M328K: Introduction to Number Theory, or M343K: Introduction to Algebraic Structures, or M373K: Algebraic Structures I What are these courses about? M328K: Introduction to Number Theory : Number Theory is the study of various topics involving integers. Examples of topics that might be studied in this course are: Why can every integer be factored uniquely into primes? How frequently do primes occur as we look at large and larger numbers? Which equations with integer coefficients have integer solutions? M343K: Introduction to Algebraic Structures : "Algebraic structures" refers to the study in an abstract setting of certain properties (e.g., the commutative, distributive, and associative properties) that are familiar from numbers. The two main structures that might be studied in this course are called rings and groups . A ring is a system that has both an addition and a multiplication that interact in certain ways. The set of all integers and the set of all rational numbers are two examples of rings. A

59. LINEAR ALGEBRA REQUIREMENT: RELEVANCE TO FUTURE SECONDARY TEACHERS mathematics? These courses (especially M 341) help prepare you to teach according to the following Basic Understandings for algebra II http://www.ma.utexas.edu/users/mks/teachers/linalg.html

LINEAR ALGEBRA REQUIREMENT: RELEVANCE TO FUTURE SECONDARY TEACHERS What are my choices for the Linear Algebra requirement for the BA- and BS-Teaching Option degrees? Although this requirement is stated in the catalogue as "Mathematics 340L or 341," the requirement really is M 341. However, M340L will be counted in place of M341 for students switching from another major who have already taken M340L and for students who have transferred from another school with transfer credit for M 340L. What are these courses about? Linear algebra is the study of vectors, matrices, and related topics. It has applications to many areas and is used in many other branches of mathematics. What is the difference between these two courses? Although the courses have considerable overlap, there are some important differences: M341 is taught in small classes, whereas M340L is taught in large lecture sections M341 includes more proofs than M340L. To compensate, M341 covers fewer topics than M340L. M341 is restricted to math majors; M340L is open to students in other majors Why is M341 required for these degree options rather than M340L?

60. SLCC/MC Hands-on Preparation For Algebra - Teacher Training Do you want to teach arithmetic in a way that will prepare your students for algebra? HANDSON PREPARATION for algebra FOR teachERS. http://www.stlcc.cc.mo.us/mcdocs/dept/math/homl/TFLYHOPFA.HTM

TEACHERS Teachers of Primary Grades Teachers of Intermediate Grades Teachers of Middle School or Junior High Teachers of General Math or Basic Math Teachers of Pre-Algebra Teachers of Special Education Teachers of the Hearing-Impaired Teachers of the Visually-Impaired Teachers of Adult Education Do you want to teach arithmetic in a way that will prepare your students for algebra? Do you want to learn how to use manipulatives (Dr. Henry Borenson's Hands-On Equations®, Henri Picciotto's Algebra Lab Gear®, Eli's magic and regular peanuts, four-quadrant graphs) to help your students develop concepts that are essential to algebra? Do you want to experience a Hands-On Math Lab in action? Then you want to take the course HANDS-ON PREPARATION for ALGEBRA FOR TEACHERS To receive 3 hours of graduate credit for this course, in-service or pre-service teachers can pay $89 per credit hour to Webster University in addition to the $210 tuition to St. Louis Community College at Meramec. The registration for the Webster University graduate credit can be done in class at Meramec. Summer Session 2002 - June 10 through August 1, 2002

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