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1. 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

2. 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
Publications on On-line Collaboration and Educational Technology
To see slide shows on on-line collaboration, click here
Educational Technology Papers
Technology Options for On-line Collaboration
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.
    Extending the Pedagogy of Threaded-topic Discussions
    . Published in the Sept.-Oct. issue of The Technology Source , this paper explains the limitations of the "discussion board" and proposes more robust ways to promote on-line interaction and communication. Article can be seen at

3. 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
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."

4. Supporting Member Collaboration In The Math Tools Digital Library: A Formative U
Supporting Member collaboration in the math Tools Digital Library he is quite passionate about math and using technology to help teach math. He works with relatively bright and
http://www.dlib.org/dlib/february04/shechtman/02shechtman.html
Search Back Issues Author Index Title Index ... Contents
D-Lib Magazine
February 2004
Volume 10 Number 2
ISSN 1082-9873
Supporting Member Collaboration in the Math Tools Digital Library
A Formative User Study
Nicole Shechtman
Mark Chung

Jeremy Roschelle

SRI International
Abstract
Introduction
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.

5. 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
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.

6. 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
Teacher Resources
Search
Lesson Plan

Language Arts

Science
...
Reference Material

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.
The Kid Link Network:
Kidlink's aim is to get young people from all over the world to interact through email discussions, live chat events, Web-based discussions and other means. The project has been going for about 10 years.
ePALS classroom exchange:
ePALS helps learners of all ages become active members of the global community by giving them access to tools, resources and each other. ePALS offers interactive tools - email, private and public chat rooms, discussion boards and photosharing.
Flat Stanley:
Learn about life in other parts of the world by participating in an exciting writing exchange with other classrooms.
Books without Boundaries:
This project encourages schools around the world to collect books, stationary and other educational materials to send to schools and facilities in disadvantaged countries.

7. 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

8. 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
Hearing on K-12th Grade Math and Science Education
The View from the Classroom
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.

9. 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
Teach Yourself the Internet in
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
Internet Internet Teach rank:
    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

10. 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

Search
Arts Careers Computers ... Transportation Learn about rockets, weather, the human body, outer space, science fair projects ideas and much more through these great links. Government Sites
(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.

11. 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

12. 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
Strengthening Our Science and Math Infrastructure
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.

13. 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
Discuss this article
Back to Math Tools

Action Research and Communities of Practice
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.

14. 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
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. 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.
Basic Math
Pre-Algebra/
Algebra
Number Theory ...
Resources
Note: To view the PDF files within these links you will need Adobe
Acrobat Reader. If you do not have the reader you can
download a free copy by clicking on the button below.
Basic Math AAA Math
Hundreds of pages of Basic Math Skills. Interactive
Practice on every page. Math Problems are randomly
created. Resources divided into topic areas and grade
levels K-8. QuickMath QuickMath is an automated service for answering common math problems over the internet. Dan's Math Learn a little about a lot of subjects; includes lesson plans and a problem of the week.

15. 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/
Browse and Search the Library
Home
Resource Types Net-Based Resources Link Listings : Search Engines

Library Home
Search Full Table of Contents Suggest a Link ... Library Help
Selected Sites (see also All Sites in this category
  • Google
    A search engine that analyzes the way Web pages are linked to one another and automatically generates lists of Web resources based on frequency of linking. Includes a Web directory with approximately 6,000 listings for Mathematics. more>>
  • The Internet Sleuth - iSleuth.com
    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.
    A searchable and browsable catalogue of Internet-based resources selected by subject specialists who scan the Internet to locate and catalogue substantial and high-quality resources. The emphasis is on UK resources, but the best resources worldwide are also included. See The Internet Mathematician,
  • 16. 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
    Amby's Education Site:
    Math Resources

    Basic Facts
    Arithmetic

    Problem Solving

    Algebra

    Geometry
    ...
    Test Prep
    Basic Facts
    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

    17. 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

    18. 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
    What Is the Collaborative Classroom?
    M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J. Bakker, C. Fine, and J. Pierce
    NCREL, Oak Brook, 1990
    New Learning and Thinking Curricula Require Collaboration
    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.

    19. Decisionmaking, Collaboration, Professional Development, And An Improved Curricu
    that if I want to do something within math, there are go to and they will help me teach that in Park, the principal had a philosophy of collaboration that tied
    http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc4decis.htm

    Decisionmaking, Collaboration, Professional Development, and an Improved Curriculum
    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:
      "Creating Structures to Promote Teacher Decisionmaking. When teachers take part in making important decisions, they are active problem solvers. Principals in these schools did more than hold informal, open-door discussions with teachers. They built formal decision-making structures. While teachers valued informal opportunities to express their opinions or to make suggestions, the existence of formal decision-making bodies was a more important symbol of their professionalism. At Brigham:
        We have the opportunity to influence things that are going on, such as electing the assistant principal. We have the opportunity to come up with meaningful plans and implement them.
      At City Park, the faculty saw the entire school structure as designed for empowerment:

    20. Making Math Personal: Meaning In Mathematics For Teachers And Students
    math coaches like Belcher or CESP’s 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
    @import url(/styles/ces.css); Home Resources Classroom Practice Instruction
    Making Math Personal: Meaning in Mathematics for Teachers and Students
    Type: Horace Feature
    Author(s): Jill Davidson
    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 Jersey’s 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.”

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