Integrating Science,Mathematics, and Technology in Middle School Technology‐Rich Environments: A Study of Implementation and Change

The GTECH project, funded through a grant from the GTE Foundation, prepared school teams of science, mathematics and technology teachers and an administrator to set goals for their local schools regarding implementation of electronic technology and integration of content across curricular areas. A variety of teacher‐centered staff development strategies were used to enable participants to achieve local school objectives, model and encourage active learning environments involving technology, develop integrated curriculum and provide training to their peers. GTECH staff provided workshops and summer institutes based on teacher feedback and classroom observations. Data from the Stages of Concerns Questionnaire assisted the staff in designing effective staff development activities. Over the 2‐year period, teacher teams developed and implemented integrated instructional materials and developed skills in using HyperStudio, PowerPoint, telecommunications applications, and instructional resources from the Internet. They also linked instruction to new state and national standards in science, mathematics, and technology. GTECH teachers reported that their students have expanded their knowledge and skill in problem solving, teamwork, technical expertise, and creativity.     

A Telecommunications Project to Empower Kansas Elementary/Middle Level Teachers as Change Agents for Integrated Science and Mathematics Education

Nineteen elementary and 5 middle school in-service teachers served as regional lead teachers to provide 13 two- and four-day workshops for 235 in-service teachers. The lead teachers attended 100 hours of inservice training on national science/math reform curricula, cognitive theory, pedagogical strategies for enhancing problem solving, and authentic assessment procedures. The lead teachers then selected $30,000 worth of instructional materials for use in their classrooms. Subsequently, they developed four hands-on-manipulative-based workshops through extensive use of video-teleconferencing technology. The lead teachers strongly believe that this extensive project has made a permanent positive impact on the quality and quantity of integrated science and math instruction in Kansas.     

Anglo-Danish conference on History of Mathematics in Education: Bath Spa,August 2016

We report on the Anglo-Danish History of Mathematics in Education conference, drawing on an article written for the Danish Association of Teachers of Mathematics (LFMK) by Jeanette Axelsen (Vordingborg Gymnasium), Kristian Danielsen (Center for Science Studies, University of Aarhus) and Henrik Kragh Sørensen (Department of Science Education, University of Copenhagen). Thirty attendees enjoyed an intense programme of talks and practical workshops over three days in Bath. Teachers from Denmark and England shared their pedagogical developments inspired by the history of mathematics.     

20 Years of Statistics at the National Center for Atmospheric Research

Almost every U.S.-based statistician working on problems motivated by atmospheric science is connected to the statistics program at the National Center for Atmospheric Research (NCAR). Through its permanent staff scientists, postdoctoral researchers, visitors, seminars, workshops, and published work, NCAR has made a profound impact on the community of statisticians working in the atmospheric and climate sciences. This past year saw a reorganization of statistics at NCAR. This article looks back at more than 20 years of statistics there.     

Meeting the Needs of Diverse Student Populations: Comprehensive Professional Development in Science,Math, and Technology for Teachers of Students With Disabilities

Professional development for teachers has become a key component for reform in teaching, learning, and curriculum change. This report describes a model of professional development designed to improve the skills and knowledge of teams of special education and regular education teachers in science, mathematics, and technology instruction. The comprehensive model included summer and academic year content and methodology-focused workshops and summer “practician” experiences. It was designed to link those factors impacting teacher practices and interventions with teachers' beliefs in instruction. The training component for teachers included opportunities for collaborative teaching, upgrading knowledge of math and science subject matter, and identifying, integrating, and practicing alternative approaches for teaching science and math that address the needs of special education students, with a focus on techniques for adapting instruction to specific disabilities. The program led to development of coping skills and persistence in the teaching of science and math for all students. As a result, strong efficacy expectations have been developed through repeated experiences of success with children in a classroom environment. Remaining issues still to be addressed include classroom management, teaching in a heterogeneous classroom, and further improvement of content expertise of teachers.     

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.     

Community facilitation of problem structuring and decision making processes: Experiences from the EU LEADER+ programme

This paper reports on the work carried out supporting a rural community in Denmark under the LEADER+ programme. This is a programme that supports development in particularly vulnerable rural regions of the European countries members of EU. It supports creative and innovative projects that can contribute to long-term and sustainable development in these regions. The main tasks have been the organisation and facilitation of conferences and workshops to structure the problematic situation of identifying and designing innovative projects for the development of the community and to support decision making processes related to the agreement on action plans. Learning to design, plan, manage and facilitate conferences and workshops have also being another central activity. The main purpose of these conferences and workshops was not only problem structuring and decision making in connection with community development but also the transfer of facilitation skills and appropriate methods to the community.     

Some useful integer arrays for the teaching of generalization skills

Teachers of first-year college mathematics and engineering courses must often spend considerable time reviewing material originally taught in high school. Instead of this being a mere exercise in repetition, this article suggests that such a review can enrich and revitalize by unifying some of the subjects that need to be re-taught. In the example presented, the subjects in question are absolute values, graphs and solutions of equations, and domains of definition. These are unified by the problem of finding an analytic expression for a square and triangle and their interiors. In the course of the development, basic notions such as the additive property of areas and convexity are introduced. The approach presented in the article was tried with secondary school teachers participating in professional development workshops and with students at a technical college; the teachers and students responded enthusiastically to the material.     

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.     

Facilitation practices in decision workshops

Decision workshops, sometimes called decision conferences, help a group of decision makers gain a shared understanding of a decision problem, analyse issues and commit to an action plan under the guidance of an experienced facilitator. This work seeks to identify best practice in the early stages of the facilitation of such workshops when the emphasis is placed on problem structuring and the main issues of a complex decision problem are identified and explored. Four decision workshops, based on the same hypothetical scenario but facilitated by a different person, were organized. Video material of the simulated workshops was analysed to compare and contrast the facilitated meetings including the problem structuring methods used. A framework for studying facilitation practices emerged. The effect of a facilitator on the structuring of the problem, the group decision process and the outcome of the workshop was studied. The results of the work indicate that a facilitator's style and approach to the workshop may have an impact on the action plan devised. Further research is required to generalize the findings of our work.     

Secondary-school teachers’ noticing of aspects of mathematics teaching talk in the context of one-day workshops

In a research project with one-day teacher education workshops for secondary-school mathematics teachers, our study explores the potential of tool-supported discussions in helping them to notice important and critical aspects of mathematics teaching talk. Mathematical practices of naming and explaining in teaching talk, students’ content learning challenges, and noticing processes of identifying, interpreting and deciding are the components of our framework and the tools that guided the design and implementation of three workshops on linear equations, fractions and plane isometries. The data was collected during the discussions with the seven teachers and the teacher educator throughout these workshops. The coding of the discussions allowed us to see discourse moves that reveal the teachers’ noticing of: (i) challenges in the identification of mathematical naming, (ii) mathematical explaining that voices the students’ learning, (iii) classroom practice in relation to mathematical naming and explaining.     

Moments of support by a groupware brainstorming tool in handling complex technical policy problems

The article discusses the use of the groupware Group Systems V as a support tool of some moments in the problem handling process of complex technical policy problems. The discussion is based on four years of experience in using a groupware brainstorming tool at Delft University of Technology on real life problem handling, and reflects the support that is given in half-day workshops for boards of directors of companies, high ranked employees of companies and of the government. The different roles of the persons in the workshop, such as the problem owner, the problem handler, the content expert, the facilitator and the participants, and the kind of problems that are supported are discussed. In detail, the preparation of the workshop and the actual activities in the workshop are described. The article alternates reflections from experience with theoretical reflections. The article is written to give researchers, problem handlers and participants of complex technical policy problems an idea how groupware can be used, what its advantages are and what its limitations are.     

Complex socio-organisational phenomena and ill-defined problem spaces: a multi-method approach to the rescue

This paper reports on a multi-method (also referred to as mixed method) approach for studying complex socio-organisational phenomena where the problem space is ill-defined, and its utility in providing meaningful decision support to a branch within a military headquarters. The study comprised two phases: diagnostic (I) and intervention (II). The Phase I instruments were an organisation and team effectiveness survey and workforce modelling. Phase II involved a series of workshops situated in sensemaking and complexity theory. Combining the modelling results with qualitative and quantitative data provided by the survey resulted in: capitalisation on the strengths of individual methods while compensating for their weaknesses, a better delineation of issues and understanding of the branch processes, and provision of a solid foundation for design of the intervention workshops. This research design integrates multiple organisational measures to develop instruments suitable for application in other settings where problem definitions are nebulous.     

Action-Oriented Strategic Management

This paper describes a methodology for strategic management whose primary aim is to gain involvement and commitment from those whose actions will secure the organization's future, rather than to produce perfect plans. The process involves a continuous cycle of workshops in which many managerial levels participate, focussing on the creation and evaluation of strategic options, including analysis of the competitive environment in which the options would be carried out. Through such workshops, a knowledge base of the ‘corporate context’ is built up of the combined, and often opposing, views of those who have participated, and this is fed back into future workshops. There is thus a flow of ideas and experiences both up and down and across the organization. It is argued that as well as enhancing commitment and understanding, the process also fosters creativity, reduces bounded vision and encourages participants to think about themselves and the organization in new lights.     

On the instructional model of a blended learning program for developing mathematical knowledge for teaching

ZDM – Mathematics Education - Blended learning, which combines face-to-face workshops with self-directed online learning, is becoming a good alternative in designing and deploying...     

Examining novice teacher leaders’ facilitation of mathematics professional development

This paper reports on novice teacher leaders’ efforts to enact mathematics PD through an analysis of their facilitation in workshops conducted at their schools. We consider the extent to which teacher leaders facilitated the Problem-Solving Cycle model of PD with integrity to its key characteristics. We examine the characteristics they enacted particularly well and those that were the most problematic to enact. Facilitators were generally successful with respect to workshop culture and selecting video clips for use in the PD workshops. They had more difficulty supporting discussions to foster aspects of mathematics teachers’ specialized content knowledge and pedagogical content knowledge. We suggest a number of activities that may help to better prepare novice PD leaders to hold effective workshops. Furthermore, we conjecture that leaders of mathematics PD draw from a construct we have labeled Mathematical Knowledge for Professional Development (MKPD), and we posit some domains that may comprise this construct.     

Decision development in facilitated modelling workshops

While the facilitated modelling literature recognises the importance of the group process within facilitated modelling workshops, published empirical research rarely examines their dynamic nature. In this paper, we address this gap in the literature in two ways. First, we propose to locate facilitated modelling workshops as the main focus of investigation, and adopt decision development as the analytical lens. Second, we provide guidance regarding how to implement a research strategy that is informed by such a focus. We start by mapping the different conceptualisations of decision development that seem embedded within the facilitated modelling tradition, and contrast them with theoretical models from the group communication field. Our analysis identifies a number of potentially useful areas for the study of facilitated modelling workshops from a decision development perspective, and articulates a number tentative research questions and testable propositions amenable to empirical research. Central to our proposal are research methods for the study of dynamic group processes. We thus discuss the steps required to extract group process data from facilitated modelling workshops that are usable and open to analysis. This includes a review of issues regarding research design, coding scheme development, data coding and choice of analytical techniques. Finally, we offer conclusions and briefly discuss some feasibility issues related to the implementation of our proposal.     

Integrating supplementary application-based tutorials in the multivariable calculus course

This article presents a study in which applications were integrated in the Multivariable Calculus course at the Technion in the framework of supplementary tutorials. The purpose of the study was to test the opportunity of extending the conventional curriculum by optional applied problem-solving activities and get initial evidence on the possible impact of the tutorials on students’ beliefs about the value of learning mathematics with applications. The study lasted three semesters and consisted of three experiments in which supplementary tutorials were offered in different forms: a weekly evening meeting for interested students, a weekly extra hour added to the conventional calculus class, and a workshop which introduces mathematics concepts from the application perspective. The study reveals: (1) significant positive effect of the tutorials on the students’ beliefs (in all three experiments); (2) statistically significant advantage of the group involved in the tutorials in relation to the group that learned in the conventional way (second experiment); (3) students’ positive evaluation of the workshops for better understanding the course lectures (third experiment). Grounding on the study experience, we propose for further discussion a stage model of the applied problem solving cycle.     

Applications of a sequence of points in teaching linear algebra,numerical methods and discrete mathematics

Based on a sequence of points and a particular linear transformation generalized from this sequence, two recent papers (E. Mauch and Y. Shi, Using a sequence of number pairs as an example in teaching mathematics. Math. Comput. Educ., 39 (2005), pp. 198–205; Y. Shi, Case study projects for college mathematics courses based on a particular function of two variables. Int. J. Math. Educ. Sci. Techn., 38 (2007), pp. 555–566) have presented some interesting examples which can be used in teaching high school and college mathematics classes. In this article, we further discuss a few interesting ways to apply this sequence of points in teaching college mathematics courses such as linear algebra, numerical methods in computing, and discrete mathematics. In addition to using them in individual courses, these studies may also be combined together to offer seminars or workshops to college mathematics students. Studies like these are likely to promote student interests and get students more involved in the learning process, and therefore make the learning process more effective.