Organizing for mathematics instruction:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Reston, Va.
1977
|
| Schriftenreihe: | National Council of Teachers of Mathematics: Yearbook
1977. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XI, 240 S. Ill., graph. Darst. |
Internformat
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| 245 | 1 | 0 | |a Organizing for mathematics instruction |c F. Joe Crosswhite |
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| 490 | 1 | |a National Council of Teachers of Mathematics: Yearbook |v 1977. | |
| 650 | 4 | |a Mathématiques - Étude et enseignement | |
| 650 | 4 | |a Mathematik | |
| 650 | 4 | |a Mathematics |x Study and teaching | |
| 700 | 1 | |a Crosswhite, F. Joe |e Sonstige |4 oth | |
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Datensatz im Suchindex
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| adam_text | Table of Contents
Preface ix
1. Organizing for Individualization: The IGE Model 1
Thomas A. Romberg, University of Wisconsin, Madison,
Wisconsin
The Individually Guided Education model involves
groups of teachers working together as instructional deci¬
sion making units rather than individual teachers working
independently in self contained classrooms. The organi¬
zational target in the model described in this essay is an
entire elementary school or total elementary system.
2. Organizing for Individualization: A Departmental Model 18
Peggy A. House, University of Minnesota, Minneapolis,
Minnesota
A model is described for organizing a secondary school
mathematics department so that learning activities are
centralized in a large mathematics resource area. Flex¬
ible scheduling, mastery learning, and unit based cur¬
ricula are features of this model.
3. Organizing for Individualization: A Classroom Model 43
Janet Barnard, Colene Hoose Elementary School, Normal, Illinois
Carol Dodd Thornton, Illinois State University, Normal, Illinois
Ways are discussed in which teachers can individualize
inexpensively within their own classrooms. Examples are
drawn from the intermediate grades, although the model
is applicable at any level, grade 4 through high school.
V
vi CONTENTS
4. Organizing Independent Learning Units 63
Joseph Abruscato, University of Vermont, Burlington, Vermont
Clinton A. Erb, University of Vermont, Burlington, Vermont
A variety of ways are presented in which independent
learning units can be organized and used to supplement
regular class instruction.
5. Organizing Goal referenced Instructional Units 81
Robert F. Nicely, Jr., Pennsylvania State University, University
Park, Pennsylvania
Based on concepts of diagnostic prescriptive teaching
and mastery learning, a plan is outlined for developing
and implementing instructional units. Patterns of achieve¬
ment on specified sets of objectives are used to define
instructional subgroups; the units are intended to provide
differential experiences for the smaller groups.
6. Organizing a Learning Cooperative: Survival Groups 98
Herbert Fremont, Queens College, Flushing, New York
Maximizing individual progress in mathematics through
cooperative effort within subgroups is the subject of this
essay. A detailed plan is offered for organizing the class
as a cooperative community based on survival groups.
7. Organizing for Simulations 113
John C. Peterson, Ohio State University, Columbus, Ohio
Simulations are defined as realistic games or models
that provide participants with lifelike problem solving
experiences. They also frequently involve the aspects of
small group instruction, although the focus here is more
on the organization of the simulation than on the group¬
ing of participants.
8. Organizing for Mastery Learning: A Group based Approach 131
Judith Harle Hector, Walters State Community College,
Morristown, Tennessee
Organizing to implement a mastery learning model in a
group based instructional setting is the subject. The
model was applied both in a developmental mathe¬
matics course at a community college and in an inter¬
mediate algebra course at a large state university.
9. Organizing Instruction: Logical Considerations 147
Thomas A. Cooney, University of Georgia, Athens, Georgia
The organization of lessons based on logical considera¬
tions arising from the structure of mathematics is dis¬
cussed. The essay deals with the content of instruction,
but its implications have impact for teaching methods as
well as curriculum.
CONTENTS Vii
10. Organizing for Alternative Schools: An Integrated Curriculum .... 169
Jane Donnelly Gawronski, San Diego County Schools, San Diego,
California
Joan E. Fehlen, Minneapolis Public Schools, Minneapolis,
Minnesota
Optional or alternative educational models provide a
choice for students, parents, and teachers. Organizational
considerations that arise in developing an integrated cur¬
riculum within an open school option are discussed.
11. The Teacher centered Classroom 186
Gerald R. Rising, State University of New York at Buffalo,
Buffalo, New York
Stephen I. Brown, State University of New York at Buffalo,
Buffalo, New York
Lawrence N. Meyerson, State University of New York at Buffalo,
Buffalo, New York
The teacher centered classroom should not be rejected
as an alternative. The essay provides a positive view of
this type of alternative as it can occur in the hands of a
master teacher, and illustrative vignettes from several
grade levels are drawn.
12. Implications of Research for Instruction in Self paced
Mathematics Classrooms 198
Harold L. Schoen, University of Iowa, Iowa City, Iowa
The research on self paced instruction is reviewed and
implications for instruction drawn. The essay is a poten¬
tial source for guidance on adopting or implementing
such a program.
13. Hand held Calculators: Past, Present, and Future 224
Max Bell, University of Chicago, Chicago, Illinois
Edward Esty, National Institute of Education, Washington, D.C.
Joseph N. Payne, University of Michigan, Ann Arbor, Michigan
Marilyn N. Suydam, Ohio State University, Columbus, Ohio
Four reports, which include recommendations on the
use of hand held calculators in schools, are described.
Excerpts are drawn from the NACOME report, the
Euclid Conference on Basic Skills, a report to the
National Science Foundation, and a conference cospon
sored by NSF and the National Institute of Education.
In a final section, specific activities involving the use of
calculators are cited.
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| indexdate | 2024-07-09T17:14:13Z |
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| language | English |
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| physical | XI, 240 S. Ill., graph. Darst. |
| publishDate | 1977 |
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| series | National Council of Teachers of Mathematics: Yearbook |
| series2 | National Council of Teachers of Mathematics: Yearbook |
| spelling | Organizing for mathematics instruction F. Joe Crosswhite Reston, Va. 1977 XI, 240 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier National Council of Teachers of Mathematics: Yearbook 1977. Mathématiques - Étude et enseignement Mathematik Mathematics Study and teaching Crosswhite, F. Joe Sonstige oth National Council of Teachers of Mathematics: Yearbook 1977. (DE-604)BV002779092 1977 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=005326714&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Organizing for mathematics instruction National Council of Teachers of Mathematics: Yearbook Mathématiques - Étude et enseignement Mathematik Mathematics Study and teaching |
| title | Organizing for mathematics instruction |
| title_auth | Organizing for mathematics instruction |
| title_exact_search | Organizing for mathematics instruction |
| title_full | Organizing for mathematics instruction F. Joe Crosswhite |
| title_fullStr | Organizing for mathematics instruction F. Joe Crosswhite |
| title_full_unstemmed | Organizing for mathematics instruction F. Joe Crosswhite |
| title_short | Organizing for mathematics instruction |
| title_sort | organizing for mathematics instruction |
| topic | Mathématiques - Étude et enseignement Mathematik Mathematics Study and teaching |
| topic_facet | Mathématiques - Étude et enseignement Mathematik Mathematics Study and teaching |
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