Those of you traveling to "the city by the bay" for NCTM's Annual Meeting in late April are cordially invited to attend a reception to be hosted by the Exxon Education Foundation. Scheduled for Thursday evening, April 22, between 6 – 8:30 PM in the social hall of St. Patrick's Catholic Church, this traditional come-and-go gathering will provide an opportunity for you to visit with old friends and meet new ones in a unique and historical setting. Featuring a light buffet, drinks, and lots of conversation, this special occasion is one that you won't want to miss.
St. Patrick's Catholic Church is located at 756 Mission Street. It is on the north side of the street between the San Francisco Marriott and the Argent Hotel in the block between 3rd and 4th Streets. It is directly across the street from the Moscone Convention Center, the location for the exhibit hall and many of the sessions.
To get to the social hall, enter through the gate on the right side of the building, and go down a few steps to the doorway on the left. It is notable that St. Patrick's, built in 1872, stood firm through major earthquakes in 1906 and 1989, although extensive renovation was required. In some places, the dark red bricks on the outside walls are six layers deep. Hope to see you there!
Since this is the only notice about the reception that you'll receive, please make note of the details. Ed.
If you can't travel to NTCM's Annual Meeting, perhaps you can catch some of the sessions by satellite on Thursday, April 22. NCTM and PBS Math Line will offer a number of sessions throughout the day.
As a satellite participant, you also will be able to address your questions to the panels through e-mail, by fax or by phone. The contact information will be displayed on the screen during the program. For those who can't participate in the live teleconference, you might consider recording the program for later use in your own professional development programs.
The satellite coordinates for the download are: Satellite GE3 Transponder K19. For more information, contact NCTM at (703) 620-9840 or visit www.nctm.org.
For the past two years, the May issue of Intersection has featured the thoughts of conference participants about NCTM's Annual Meeting in a special supplement called "A Collection of Reflections."
If you are fortunate enough to be able to attend the conference, would you please consider writing a few lines for your colleagues about what you bring back from that experience? And really, only a few lines are requested. The average length of reflections from the past two years has been only 125 words. Possible topics might be: your thoughts about a session that changed your thinking, a presentation that motivated you to try something new, a workshop that validated an approach you are trying, a resource you discovered at the exhibition hall. It's wide open.
Please send your thoughts to the editor by Friday, April 30, using the contact information at the end of this newsletter. Thanks!
Conference-goers will want to be aware of sessions being presented by their colleagues in Exxon-supported projects, by other educators who receive this newsletter, and by friends of the Foundation's K–3 program. Hopefully, this list includes everyone. If I missed your name, please accept my apology. Ed.
If you'd like to submit a proposal for NCTM's Annual Meeting next year in Chicago, you must do so by Thursday, April 15. You may submit a proposal on-line at www.nctm.org.
Listed in sequential order, the sessions are:
| 3 56 115 140 187 192 220 313 324 356 369 416 434 437 476 483 |
Camilla Schneider Constance Kamii Jack Price Karen Economopoulos Robyn Silbey Cathy Seeley Terri Goyins. Mary Jane Smith Pat Baggett Mary Lindquist Gail Burrill Marilyn Burns Eula Monroe Leslie Kahn Sheila Sconiers Skip Fennell |
486 518 552 578 609 611 623 650 659 |
David Davison John Thorpe Cathy Fosnot Sherrin Hersch Diane Thiessen Iris Carl Jim Gates Pat Hess Jean Moon Cindy Chapman Terri Goyins Skip Fennell Jerry Becker Laurel Robertson Willem Uittenbogaard Betina Zolkower |
667 676 703 705 717 777 854 871 873 883 934 |
Elizabeth Cornwell Susan O'Boyle Cornelius de Groot Jan de Lange Florence Fasanelli Cindy Chapman Miriam Leiva Janet Sharp Barb Adams Chris Ohana Casilda Pardo Jan de Lange Glenda Lappan Maartin Dolk Virginia Bastable Deborah Schifter |
940 1005 1008 1017 1023 1057 1060 1064 1119 1141 |
Sharon Samko Grayson Wheatley Shirley Frye Ruth Parker Cheryl Brown-Kovacic Franny Dever Donna Little Vicki Bachman Marci Goldman-Frye Keith Jones Maureen Yarnevich Paul Trafton Deborah Ball Mark Driscoll Grayson Wheatley |
Many thanks to Bob Callahan for forwarding the article below about his current work. Ed.
In my new role as Teacher in Residence at California State University, Chico, I prepared to meet my first class of college students in August 1998. As a former elementary school teacher starting work at the university level, I was certain of only two things:
1. The university students were going to be much bigger than my fifth graders;
2. There would be no recess.
Of course there were other immediate and obvious differences between the group of liberal studies students and my previous class of fifth graders. In general, the college students seemed much more attentive—or were, at the very least, more adept at feigning attention. The college students also sported a wider array of clothing and hair fashions. The variation in age among the students was likewise much greater. But these were superficial differences—amusing but insignificant.
What I found much more surprising and poignant was the one great similarity between the college students and my fifth graders. In general, fifth graders have come to me fairly certain that they neither enjoy nor see themselves as good at mathematics. By the end of the first hour, my college students had expressed many of the same opinions.
The class I taught, Math 50 B, was part of a survey of mathematics aimed at preservice elementary teachers. It is a requirement of the Liberal Studies Major which is, in turn, a prerequisite for earning an elementary teaching credential in California. I hadn't thought much about the fact that my class was a "requirement"—which meant that most of the students were taking it because they had to.
None of the college students actually said, "I don't like math" that first day. Rather, the students expressed their attitudes indirectly. When mathematical questions were asked, the students were slow to respond and few volunteered. Those who did volunteer seemed uneasy and hesitant as they spoke.
I left that first day thinking about their expressed aversion to mathematics. In later sessions, we discussed this issue in class. They told stories about times when their math instructors had made them feel dumb for not knowing the solution to a mathematical problem or for not understanding a mathematical idea. They talked about curricula that emphasized drill and memorization. They recounted stories of tests, speed, accuracy and computation. In their own minds, they had not been fast enough, or accurate enough to be considered "good at math." There was variation in when these things had occurred, perhaps in elementary or junior high or high school, but for most the upshot of the stories was the same: they wanted to be done with mathematics for good. It would have been fine with them if Math 50 B had been cancelled.
In fairness, I have to report that some had other stories to tell. Some relayed their insights about the wonderful beauty and power of mathematics. Some talked about an inspired teacher, often at the university level, who helped them discover that they could do math. But these were stories told by very few.
In a strange way, the negative attitudes put me on familiar ground. I knew them too well from the elementary students I had worked with down through the years. Learning how to teach to these attitudes and modify them was the impetus for my first experiences with math reform, and had brought me to the Math Project at CSU, Chico, back in 1991. My previous experiences gave me ideas I thought might be useful, but since I wasn't sure how to adapt them to fit the needs of university students, I sought help.
Dr. Bill Fisher, Dr. Sharon Ross and Dr. Eliza Berry, professors of mathematics at CSU, Chico, offered me guidance, support and encouragement. They helped me create cooperative learning groups in the Math 50 B classroom. They shared their experiences and curriculum ideas. Through these collaborations, activities took shape that engaged the college students in meaningful mathematics within the context of effective discourse.
Across the semester, what changed? In general the students became more involved, and more mathematically powerful. By the end of the semester some even dared to say, "You know, I kinda like math."
It was fascinating to watch this metamorphosis in adults, even though I had seen it so often in elementary school students. I was left with a renewed understanding of the vision of mathematics instruction developed in the NCTM Standards. Moreover, I was pleased to have been a part of the professional development of these future teachers. Inviting them to rejoin the community of mathematicians had ramifications beyond their own attitudes and understanding of math. Very soon they will be responsible for shaping the mathematics curriculum for their own students. In this context, especially, it is gratifying to have played a part in helping them reshape their concept of mathematics in a more positive fashion.
Many thanks to Cheryl Brown-Kovacic who contributed the article below. Cindy is an Exxon project leader in Albuquerque. She received her doctorate this past December. Ed.
In education, our most important resources are people and their skills. This semester, the Albuquerque Exxon Math Assessment Project and the Iowa State Exxon Preservice MathCo Project had the opportunity to share resources. Craig Gates, a student at Iowa State University, was placed with the Albuquerque Exxon Math Assessment Project for his student teaching. He brought with him the extensive skills he had developed in the Iowa State program, enriching the mentor teacher experience for two teachers in the Albuquerque Project.
Craig was placed in a magnet science and technology elementary school since his specialization is in technology. As required in Iowa, he is teaching in both a primary and a secondary classroom. He first became interested in student teaching in Albuquerque at the Exxon fall conference in Houston two years ago. He and his colleagues discussed the idea of going to other programs. Janet Sharp and Chris Ohana followed up on this idea, and Craig's placement in Albuquerque was the outcome. His initial attraction arose from a combination of the alternative assessment program in place in Albuquerque and the southwest location.
Craig has participated in the Exxon MathCo Project —an alternative teacher education program—since his sophomore year. The project has emphasized mathematically-rich learning and has offered him the opportunity to spend over 300 hours in field work. In addition, he has attended national NCTM conferences. His Exxon program represents collaboration between Iowa State University and Exxon-supported city schools. Craig has worked closely with faculty, elementary teachers, parents, community members, and of course, his peers. He has continued his communication with Iowa State faculty and peers through e-mail and by means of an observation visit by Chris Ohana. Maintaining communication has been the most difficult part of the experience for him.
Feeling well-prepared for the transition, Craig has appreciated the exposure to two very different school climates. The cultural differences have been fascinating and informative. He evaluates the transition as an easy one, and feels that it was a significant asset to be actively observing and working in schools prior to this experience. His previous experiences resulted in a feeling of confidence that helped with this transition.
Craig has offered technical assistance to Inez Elementary and has helped to develop Home Pages for the two classes. He spent the first half of the semester with Cindy Chapman, a second-grade teacher at Inez Elementary School, and is just getting started working with Teri Brown and her fourth-grade class. Both teachers have served as on-site study group leaders for the Math Assessment Project. They have fostered an atmosphere of reflection on mathematics instruction and children's mathematical thinking within their school site. On the district level, they have been active in assisting with a new math curriculum and district criterion-referenced assessments that include performance tasks.
Teri, Cindy, and Craig have all learned from each other during the semester. They feel there is a strong advantage to moving between Exxon sites. The experience has allowed all of them to gain a broader picture of mathematics instruction due to the differences in special emphasis within each project. Each Exxon program has worked on perfecting different aspects of an effective mathematics program. Sharing these different strategies in teaching mathematics has been a valuable experience for everyone involved. The connections have brought a sharing of ideas between the two projects.
For no-cost professional growth opportunities that are quite literally at your fingertips, subscribe to the EXXONTNT listserv. It's easy. Just send an e-mail to majordomo@math.byu.edu with these words in the body of the message: subscribe exxontnt. (If you wish to put those words in the subject line of the e-mail for your own purposes, that's fine, but unless they also appear in the body of the message, you will not be subscribed to the listserv.) The account from which you send your message will be subscribed to the list. After you subscribe, you'll receive additional information.
Although you will immediately feel that you are among friends on EXXONTNT, there is no requirement to identify yourself right away. You can "lurk and learn" until you feel comfortable participating.
Among other things, recent topics on the listserv have been: issues around student teaching/teachers, implementing new ideas and taking risks in a change-resistant setting, children "getting the basics," children inventing algorithms, the critical importance of collegial support, resources to use with parents about mathematics reform.
Thanks to Bob Speiser, the listserv "makes its home" at Brigham Young University in Utah. And thanks to the nurturing of Anne Herndon and Holli Aflatouni, it's getting bigger and growing stronger every day. Why don't you pay it a visit?
From Susan Ohanian
Susan's latest book, One Size Fits Few: The Folly of Educational Standards (Heinemann 1999, $16.00), pulls no punches in examining the standardization movement. In three parts, "What's Wrong with Standards," "With Liberty and Standards for All," and "Fighting Back," Susan addresses the issues of standardizing education. Jon Scieszka, author of Math Curse—among many other children's titles—comments: "Here, in one smart, funny, loving book, is everything you need to know about the dangers of educational standards. Read it before it's too late." Order it with your credit card at 1-800-793-2154 or through Heinemann's Web Site at www.heinemann.com at a savings of 10%.
Will someone out there offer to review Susan's book for Intersection? If so, please contact me. Ed.
From Paul Trafton and Diane Thiessen
Learning Through Problems: Number Sense and Computational Strategies (Heinemann 1999, $14.00) is a new book about an approach to mathematics instruction that is based on years of field testing. Intended to serve as a practical resource for primary teachers, Paul and Diane describe an approach that allows children to explore mathematics in a wide variety of problem-solving contexts. Reflections and suggestions from classroom teachers are featured. Order it from the publisher at 1-800-793-2154 or at www.heinemann.com for a savings of 10%.
And who would like to review this new title? Please contact me. Ed.
Many thanks to Pat Hess who has once again forwarded reviews of the first two articles below. Anyone else? Ed.
In JRME
Advancing Children's Mathematical Thinking in Everyday Mathematics Classrooms, by Judith L. Fraivillig, Lauren A. Murphy, and Karen C. Fuson in the March issue of NCTM's Journal for Research in Mathematics Education, is a must-read and in my opinion a must subject for discussion in your study groups. Besides describing the method of data collection, the article defines the Advancing Children's Thinking (ACT) framework . The instructional components of this framework are eliciting student responses, supporting their thinking, and extending their mathematical thinking. A case study of Ms. Smith's facilitating her students learning is described with detailed comments concerning how the teacher is orchestrating all these components . Please use and read this. It is a practical resource.
Also in the March issue of the Journal for Research in Mathematics Education, Lynn Arthur Steen, former Exxon conference speaker and currently professor of mathematics at St. Olaf College, has a review of Mathematics Education as a Research Domain: A Search for Identity edited by Anna Sierpinska and Jeremy Kilpatrick. This review, titled "Theories That Gyre and Gimble in the Wabe," addresses many of the issues troubling teachers of mathematics. This is an interesting review and you need to read it in its entirety.
In TCM
Robyn Silbey, a mathematics specialist in the Montgomery County Public Schools, MD, has an article in the March issue of Teaching Children Mathematics entitled "What Is in the Daily News? Problem-Solving Opportunities." Pointing out that daily newspapers can provide starting points for problem-solving—with connections across the curriculum— Robyn illustrates how this worked for her students with an article that appeared in The Washington Post. "Rites of Spring," an article about the annual blooming of the cherry blossoms around Washington's Tidal Basin, was the article that engaged her students in investigating data, solving problems, and formulating new ones. With many suggestions for effectively using the newspaper for problem-solving, this article is especially valuable for upper-elementary and intermediate-grade teachers.
Marilyn Burns Education Associates has available a new series of three audiocassette tapes for K–8 teachers entitled Marilyn Burns Talks About Math Teaching Today. The issues addressed are: "What's Reform All About?"(60 mins.), "Teaching the Basics" (65 mins.), and "Linking Assessment and Instruction" (70 mins.). Each tape is $11.95; all three are available for $29.95. Among other sources, they are available from Creative Publications, 1-800-624-0822 or from Cuisenaire Co., 1-800-237-3142. For more information, visit www.mathsolutions.com.
Interesting note: Barbara Flynn says that the second tape in the series was made during a workshop in Arlington, TX last summer. Who would like to review these tapes for newsletter readers? Please let me know. Ed.
Thanks to Ruth Parker with MEC (Mathematics Education Collaborative) in Washington state, for providing information about these summer sessions. Ed.
The Mathematics Education Collaborative (MEC) is offering two different summer mathematics content courses in several locations this year. Both are nine-day courses designed for teachers of grades K–10. The courses focus on the mathematics that well-prepared ninth-graders should know. The learning environment and assessment practices closely model practices that are appropriate for students. The course is equally appropriate and valuable for math-phobic teachers and teacher-leaders. The teacher and administrator feedback has been wonderful.
MEC currently has openings in the first course, Patterns, Functions and Algebraic Thinking as follows:
June 17 to 26 (Sun.off) in Santa Rosa, CA; July 6 to 16 (Sat. and Sun. off) in Portland, OR; and Aug. 3 to 13 (Sat. and Sun. off) in Portland, OR.
The second course, Geometry and Proportional Reasoning, currently has these openings:
July 20 to 30 (Sat. and Sun. off) in Bellingham, WA; June 21 to July 1 (Sat. and Sun. off) in San Jose, CA; and July 6 to 16 (Sat. and Sun. off) in Portland, OR.
The cost for the nine-day course is $525 if attending as part of a team that includes teachers and (an) administrator(s); and $575 otherwise. Graduate level course credit is available at an additional cost. Courses are limited to 40 participants, and sign-up is on a first-come, first-served basis.
For more information, or to register for a course, contact MEC at mec@pacificrim.net, or by phone or fax at (360)384-1749.
Everyone on this newsletter mailing list reads. So, what do you read? Please consider writing a review of a book or article that has made an impression on you. If you choose, model your piece on Pat Hess's, above. Although more lengthy reviews are also welcome, 150 words is certainly enough to alert other readers to something of interest.
Would you rather review a video, audio tape, piece of software, or professional development workshop? That's fine, too. Please send all contributions to the editor. Thanks so much.
have nothing on the articles that blossom in this newsletter! Is yours among them? If not, why not? Please let others enjoy reading the news about your project as much as you enjoy reading theirs.
Many thanks to this month's contributors. Please send articles, photos, reviews, and reflections by Friday, April 30, to Jean Ehnebuske, 105 Hideaway Cove, Georgetown, TX 78628; e-mail, jehne@ibm.net; phone, (512)869-1580; fax, (512) 869-8477. Thank you.
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