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.
i d d l e school students should have many opportunities to use language to communicate their mathematical ideas" (National Council of Teachers of Mathematics [NCTM], 1989, p. 78).In Principles and Standards for School Mathematics (NCTM, p. 60), communication is an essential part of mathematics and mathematics education. In communicating, whether orally or written, students must reflect, refine, discuss, and amend their ideas. The important role of literature in mathematics has been reflected in several books, such as Read Any Good Math Lately (Whitin & Wilde, 1992) and MathTthrough Children's Literature: Making the NCTM Standards Come Alive (Braddon, Hall, & Taylor, 1993). This article discusses the use of literature in mathematics by 6th grade prealgebra students in a gifted and talented program.
The term Vedic mathematics usually refers to a set of sixteen word formulas, or sutras, along with their corollaries, that have origin in the Vedas. The Vedas are ancient holy texts from India that can be characterized as the allencompassing repository of Hindu knowledge from eons past. The Urdhva-tiryagbhyam sutra, or algorithm, has similarities to the FOIL (first, outer, inner, last) method that is used in algebra to multiply two binomials. We first illustrate this sutra with examples. Then we focus on similarities between Urdhva-tiryagbhyam and the standard multiplication algorithm, justifications for it, and student projects that relate to this algorithm.
In this paper, the results of a study of teachers’ dispositions and classroom practices regarding literacy integration into STEM courses are presented. The Connection Core Concepts (CCI) program, developed through Mathematics and Science Partnership (MSP) grant funds, was designed to support the integration of content across subject areas. Literacy is one of the emphases in Integrated STEM to enhance teacher content knowledge and increase student success. Research data were gathered from 30 teacher participants from Grades 5–8 through surveys, observations and interviews. The results indicated that there were positive changes in teacher perceptions as well as classroom practices in regard to integrating literacy into STEM.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.