Interesting Science and Mathematics Graduate Students in Secondary Teaching

State and national initiatives attempt to increase the quantity and quality of secondary mathematics and science teachers. Research suggests that if one could appeal to something inside of people or about the process of teaching and learning itself, then one might draw current mathematics and science graduate students into secondary teaching. This study placed eight mathematics and science graduate students in secondary schools for ten hours a week. Pre‐ and post‐measures of their interest level in becoming secondary teachers were made. Overall, graduate students decreased in their desire to become secondary teachers. The main reasons were (1) fellows wanted to work with higher‐level mathematics and science; (2) fellows felt students were not behaved and unmotivated; (3) fellows did not view being a teacher as a career, but only as a job; and (4) fellows felt school systems had to do too many things that fellows did not want to do.     

Advanced Mathematical Knowledge in Teaching Practice: Perceptions of Secondary Mathematics Teachers

For the purpose of our research we define Advanced Mathematical Knowledge (AMK) as knowledge of the subject matter acquired during undergraduate studies at colleges or universities. We examine the responses of secondary school teachers about their usage of AMK in teaching. We find that the majority of teachers focus on the purposes and advantages of their AMK for student learning, such as personal confidence, the ability to make connections, and to respond to students' questions; only a few provide content-specific examples. We conclude with a call for a more articulated relationship between AMK and mathematical knowledge for teaching.     

An Interdisciplinary Approach to Science,Mathematics, and Reading: Learning as Children Learn

A project was designed to implement an integrated curriculum in mathematics, science, and reading by promoting the professional growth of K-4 in-service teachers through a 6-hour graduate course. The course adopts a view of teachers' knowledge acquisition based on constructivism, a perspective currently more accepted for elementary children than for teachers. The effectiveness of the project in the Ist year was evaluated in part by employing content examinations, portfolios, journals, questionnaires, and course assignments. The findings suggest implications for teacher educators, program administrators, teachers in K-4, and the children served by the educational system.     

数学思维,数学教学与问题解决

问题是数学的心脏,问题是引导研究的,提出和发现数学问题是数学思维的起步.数学问题解决体现了数学思维的目的、过程和基本方法,是创造性的思维活动.问题解决作为教学方法,能体现知识的涵义和应用价值.     

Secondary Mathematics Modeling: Issues and Challenges

Mathematical modeling plays a prominent role in the mathematics reform effort. For example, modeling, as incorporated in the curriculum recommendations of the National Council of Teachers of Mathematics, forms the basts of classroom activities developed by groups such as the Consortium for Mathematics and Its Applications and the Systemic Initiative for Montana Mathematics and Science. Modeling is also a topic of workshop and conference presentations at the state, regional, and national levels. Recommendations regarding the future of mathematics education indicate that the emphasis on modeling will continue to grow. In this article, an overview of mathematical modeling is presented and the reasons underlying the current interest in this topic are discussed. The article also identifies several practical issues that are raised by the use of modeling in secondary classrooms.     

Exploring Images of Parental Participation in Mathematics Education: Challenges and Possibilities

In this article, we draw on research within a large project on parental involvement in mathematics education in working-class Latino communities. Our research is situated within a sociocultural framework and, in particular, the concept of funds of knowledge. We also draw on research on parental involvement in education, particularly that which critically examines issues of power and perceptions of parents. We build on the concept of dialogic learning and on the characterization of parents as intellectual resources and present a model for parental involvement in mathematics in which parents engage as (a) parents, (b) learners, (c) facilitators, and (d) leaders. In particular, in this article, we focus on the third component—parents as facilitators of mathematics workshops for the community at large—centering on some of the challenges as parents and teachers engage in this type of collaboration. We also look at the possibilities afforded by a model for parental involvement that views parents as intellectual resources. By looking at examples of interactions among parents and teachers, and among parents and children, in mathematics workshops, we challenge conventional notions about parental involvement—in particular, as they apply to working-class, language/ethnic “minority” parents.     

Exploring Images of Parental Participation in Mathematics Education: Challenges and Possibilities

In this article, we draw on research within a large project on parental involvement in mathematics education in working-class Latino communities. Our research is situated within a sociocultural framework and, in particular, the concept of funds of knowledge. We also draw on research on parental involvement in education, particularly that which critically examines issues of power and perceptions of parents. We build on the concept of dialogic learning and on the characterization of parents as intellectual resources and present a model for parental involvement in mathematics in which parents engage as (a) parents, (b) learners, (c) facilitators, and (d) leaders. In particular, in this article, we focus on the third component—parents as facilitators of mathematics workshops for the community at large—centering on some of the challenges as parents and teachers engage in this type of collaboration. We also look at the possibilities afforded by a model for parental involvement that views parents as intellectual resources. By looking at examples of interactions among parents and teachers, and among parents and children, in mathematics workshops, we challenge conventional notions about parental involvement—in particular, as they apply to working-class, language/ethnic "minority" parents.     

Preparing Middle Level Preservice Teachers to Integrate Mathematics and Science: Problems and Possibilities

Many members of the mathematics and science education community believe that the integration of mathematics and science enhances students' understanding of both subjects. Despite this belief, attempts to integrate these subjects have frequently been unsuccessful. This study examines the development and implementation of a team‐taught integrated middle level mathematics and science methods course. The data presented in this study were collected from three groups of preservice teachers who were enrolled in a grades 5–8 middle level teacher certification program in Connecticut from 1998–2000. The data analysis indicates that preservice teachers appreciated the emphasis on integration used in the course, but at the same time when concepts did not integrate easily they were frustrated. Despite this frustration, the preservice teachers' understanding of integration was enhanced as a result of the course.     

刍议大学数学教学活动的问题与对策

当前各高校的大学数学教学或多或少存在一些不协调的地方,如理科类学生课程深度过大,文科类学生数学能力弱,考核试卷的难度控制不好等等.针对大学数学的教学法及大众化教育的分析研究,结合教学实践,提出大学数学教学改革的一些对策.