21. Trackstar: Ideas For Math Teachers This track discusses new ideas for math teachers.......Ideas for math teachers Track 01655 Annotations by Shanna Sinclair View Track Track http://trackstar.hprtec.org/main/display.php3?track_id=01655

22. Trackstar: Ideas For Math Teachers This track discusses new ideas for math teachers.......Ideas for math teachers Track 1655 Annotations by Shanna Sinclair View Track Track http://trackstar.hprtec.org/main/display.php3?track_id=1655

23. Clip-Art For Math Teachers This outstanding collection of computer graphic clipart images provides math teacherswith the ability to easily cut and paste full-color images into almost http://www.venturaes.com/data/html/VES044.html

Clip-Art for Math Teachers This outstanding collection of computer graphic clip-art images provides math teachers with the ability to easily cut and paste full-color images into almost any type of document. Whether you are creating a worksheet, test, quiz, newsletter, overhead, task card, bulletin board, award, notice or announcement, you will find the perfect image to enhance your work. Imagine the sense of satisfaction you will feel when your students smile with delight as you incorporate these great-looking graphics into your lessons and presentations. These graphics can be used with most of the popular wordprocessing, page layout or desktop publishing software products. The product also includes the Handi-Clipper, which is a great tool for quickly opening, viewing and organizing your graphics. Addtion/Times Tables Abacus Angles Area Puzzles Axial Plane Circle Diagrams Congruence Theorems Cube Puzzles Digital/Analog Clocks Dominoes Elaborate Line Designs Formulas Fractions Graphing Grids Hexagon Patterns Line Segments Manipulatives Quadrilaterals Solids Volume CD-ROM 5-Pack Building Site License Ventura Educational Systems P.O. Box 425

24. Clip-Art For Math Teachers ClipArt for math teachers. This collection provides a wide variety of images forall aspects of the math curriculum. Clip-Art for math teachers School Edition, http://www.venturaes.com/products/clip-art_math/

Clip-Art for Math Teachers Create Great Looking Worksheets, Announcements, Newsletters, Tests, Practice Pages and More... Clip-Art for Math Teachers is one of our most popular products. It is an extensive collection of images specifically designed to help math teachers illustrate math concepts. It can be used in tests, worksheets, quizzes or other instructional material, including websites. Image Categories Include: Geometric Shapes Solid Figures Math Tools Grids Common Diagrams Angles Triangles Circles Fractions and more... Order with Math Type and Save $10.00! Features Images include both full color drawings and also line art. These images work with most popular page layout programs Images can be used with math equation editors for creating instructional materials.

25. PROGRAMS FOR SCIENCE/MATH TEACHERS subjects of critical interest to science and mathematics educators, NSTA and itscounterpart in math education, the National Council of Teachers of Mathematics http://www.house.gov/science/wheeler_042899.htm

TESTIMONY U.S. House of Representatives Committee on Science Hearing on "K-12 Math and Science Education – What is Being Done to Improve It?" Dr. Gerald F. Wheeler, Executive Director National Science Teachers Association Arlington, VA 22201-3000 Gwheeler@nsta.org Mr. Chairman, it is an honor for me to appear before your Committee today to testify on this important issue – that of mathematics, science, and technology education in our Nation’s elementary and secondary schools, specifically to address the programs available to teachers. The National Science Teachers Association (NSTA), founded in 1944 and headquartered in Arlington, Virginia, is the largest organization in the world committed to the improvement of science education at all levels preschool through college. NSTA's current membership of more than 53,000 includes science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in science education. Its leadership, led by the current president, Dr. Steve Rakow takes the NSTA mission very seriously: "to promote excellence and innovation in science teaching and learning for all." The goals as stated in your charter for this hearing to examine the curricular programs that are currently available to school districts and teachers and to seek their production, dissemination, implementation and efficacy are key to the overarching goal of improving science and mathematics education.

26. NKU - CINSAM - Science Math Teachers NKU. CINSAM Home About CINSAM Current or Prospective Students Science math teachersNKU Faculty The Community Affiliated Department Links, CINSAM Needs Assesment. http://www.cinsam.org/science_math_teachers.htm

CINSAM Home About CINSAM Current or Prospective Students Science Math Teachers NKU Faculty The Community Affiliated Department Links CINSAM Needs Assesment Programs for School Students NACKES Symposium (old) Seminars Summer Offerings for Science and Mathematics Education NKU Home Help/Search ... Feedback

27. NRC Report Addresses Education Of Science And Math Teachers Physics Bulletin of Science Policy News Number 107 September 12, 2000NRC Report Addresses Education of Science and math teachers. http://www.aip.org/enews/fyi/2000/fyi00.107.htm

AIP HOME PAGE Online Journal Publishing Service AIP Journals Magazines, Books, Proceedings, and PACS® Publishing Services Science Policy History Center Working at AIP Site Index FYI The American Institute of Physics Bulletin of Science Policy News Number 107: September 12, 2000 NRC Report Addresses Education of Science and Math Teachers The current system for preparation and on-going professional development of K-12 science and math teachers "needs rethinking and improvement, and not just on a small scale," warns a new report by a National Research Council committee. The committee offers recommendations for improvement that encourage partnerships between the K-12 and higher education communities in providing for teachers a seamless spectrum of continuous learning. It calls on colleges and universities - with collaboration between the science departments and the schools of education - to take primary responsibility for the continuing professional development of science and math teachers. In turn, school districts are urged to take responsibility for ensuring high-quality internships for prospective teachers. While expectations for student achievement are increasing, many teachers do not have adequate content knowledge to effectively teach science or math, the report finds; nor do most undergraduate-level science and math courses model the pedagogical approaches prospective teachers will need in the K-12 classroom. Once in the classroom, it says, beginning teachers are usually expected to be fully qualified, and often do not receive the support needed to improve and refine their content knowledge or their pedagogical skills. The report also asserts that teachers, "quite incontrovertibly, are not accorded the respect and recognition due professionals who hold such responsible positions in our society."

28. Test Math Teachers shtml By Anand Vaishnav The Supreme Judicial Court yesterday cleared the way forthe state to test math teachers in some underachieving schools, a decision http://www.marylandmath.org/testmathteachers.html

SJC upholds move to test math teacher competency From the Boston Globe, Friday, May 10, 2002, p. A 1. See http://www.boston.com/dailyglobe2/130/metro/SJC_upholds_move_to_test_math_teacher_competency+.shtml By Anand Vaishnav The Supreme Judicial Court yesterday cleared the way for the state to test math teachers in some underachieving schools, a decision that educators denounced as shortsighted and disrespectful. The unanimous ruling upholds a vote by the state Board of Education, which two years ago decided to administer competency exams to math teachers in schools where at least 30 percent of the students failed the math portion of the statewide MCAS exam, with some exceptions. The state's two teacher unions had sued to block the teacher test, arguing that it illegally expanded the Board of Education's authority and amounted to an arbitrary crackdown on one class of teachers. In a decision written by Associate Justice Francis X. Spina, the high court rejected the unions' contentions, saying the test was consistent with the board's responsibilities under the 1993 Education Reform Act.

29. Math Forum: Search Sci.stat.math Teachers and students of probability and statistics will find others who share their interests at the sci.stat.math discussion list. http://mathforum.org/discussions/epi-search/sci.stat.math.html

Search sci.stat.math sci.stat.math: Recent Messages Search the Entire Math Forum Find items containing: Click only once for faster results: Do you want to find items that have: at least one of your keywords, all, in any order, or that exact phrase? Do you want to find items containing your keywords as: complete words only, or as parts of other words as well? Suggestion Box Home The Math Library Help Desk ... Search http://mathforum.org/

30. 1992 Volume V: Ecosystems: Tools For Science And Math Teachers YaleNew Haven Teachers Institute, Home. Ecosystems Tools for Scienceand math teachers 1992 Volume V. Table of Contents. SELECT TITLE http://www.yale.edu/ynhti/curriculum/units/1992/5/

Yale-New Haven Teachers Institute Home Ecosystems: Tools for Science and Math Teachers 1992 Volume V Table of Contents SELECT TITLE TO GO TO CURRICULUM UNIT TO GUIDE ENTRY Preface Introduction Biosphere 2 and Beyond Margaret D. Andrews Classroom Critters Patricia Ansel Ecosystems: Can I Help? Raymond W. Brooks “classroom Ecosystems: Windows on our Environment” Nancy M. Esposito Biosphere Ii Carolyn N. Kinder The Integration of Science and Math Through Ecosystems Elizabeth I. Kryszpin Pond Ecology Joe Lewis Organic and Inorganic Recycling Lynn Marmitt Man’s Struggle for Environmental Preservation Sheila Martin-Corbin Mathematics and Ecology: Through the Window Garden Hermine Smikle Microcosms in the Biosphere and How They Affect Humans Grayce P. Storey North American Biomes Lois Van Wagner Directory of Volumes Index Yale-New Haven Teachers Institute Contact YNHTI

31. EMPLOYMENT FOR MATH TEACHERS Teachers are sought, for contract work on mathlearning materials. Work iswell paid relative to teacher salaries. EMPLOYMENT FOR math teachers. http://www.endeavor-meis.com/employment.html

EMPLOYMENT FOR MATH TEACHERS Do publishers test-use material sold to schools? Endeavor Now intends its materials are thoroughly test-used in classes with different characteristics under varying conditions. This will be carried out by teachers in regular classes jointly with Endeavor Now under contract. The title of this occupation is MATH-TEXT DEVELOPER. The pay is covered by the contract and negotiable. Participating teachers can expect good pay. The project has long-term goals and is well funded by backers outside the education establishment of: administrators, coordinators . . . and publishers. To a large extent the participant makes the job what it is, in contrast to being told here is the job, do it. Basic qualification: able to arrange with school administration the use of material. It is generally expected that the school administration will be the party to the contract covering the work and the teacher will be its agent. Endeavor Now will compensate the school for expenses involved as well as paying the teacher. The contract covers this as well as teachers' responsibilities e.g. providing Endeavor Now progress information and student work. Endeavor Now will monitor it and work with the teacher in improvements in the material. If still interested after reading the text descriptions, complete texts will be sent. Their optimum effectiveness requires a 10 to 12 week block of class time. Their use can be worked into conventional schedules, but this is not most effective. Endeavor Now has no objection to any use and welcomes feedback in any case. Chances are, overall course content and time per topic remain the same. Only the distribution of time per topic changes. Instead of taking up analyzing spread through number and geometry topics, it is concentrated. This alone increases learning effectiveness. We believe the whole subject is more a waste of time and source of stress than a learning experience when spread through a text as "using math . . . math in our . . . think this out . . . "

32. Steen: Are Math Teachers' Beliefs "Mathematically Correct"? Are math teachers' Beliefs Mathematically Correct ? Lynn Arthur Steen, St. Shouldn'tmath teachers focus first on teaching math? 2. Studentcentered learning. http://www.stolaf.edu/people/steen/Papers/beliefs.html

Home Page Selected Papers Mathematics Undergraduate Mathematics ... Mathematics Education Are Math Teachers' Beliefs "Mathematically Correct"? Lynn Arthur Steen, St. Olaf College (Ruminations on what parents think when they listen to mathematics teachers' true beliefs. Prepared in response to a discussion at the April 1998 meeting of the Minnesota Council of Teachers of Mathematics (MCTM) on how to convey teachers' beliefs to parents and administrators who are critical of the NCTM Standards.) 1. Focus on problems and problem solving. How can you expect students to solve math problems if they don't know any math? Shouldn't math teachers focus first on teaching math? 2. Student-centered learning. This is the main problem with schools todaychildren are being taught by children. Students deserve to be taught by teachers, not by other students. 3. All student think mathematically. What good is thinking if you can't calculate volumes or solve equations? Students should first learn to do mathematics. Then they may have something to think about. 4. All students participate.

33. Ten Roles For Math Teachers TEN ROLES FOR math teachers. Cathy L. Seeley/Austin, Texas Real teachersin real schools face real challenges implementing the numerous http://www.learner.org/channel/workshops/math/10roles.html

TEN ROLES FOR MATH TEACHERS Cathy L. Seeley/Austin, Texas Real teachers in real schools face real challenges implementing the numerous standards and recommendations for mathematics teachers today. Many teachers reading the National Council of Teachers of Mathematics' (NCTM's) Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) get excited about the possibilities for new kinds of instruction just as they are also bogged down by the overwhelming expectations about how they should provide that instruction. Within the complex description these two volumes provide about what teachers should do and how they should act, ten basic metaphors seem to emerge about new teacher roles. Some of these roles may feel fairly comfortable to some of you, and other roles may remind you just how hard it is to live up to you own ideals as a teacher. The teacher as architect: Architects create the environment in which we live and work-both the buildings and the feelings they evoke. Similarly, the teacher as architect creates the learning environment for students. From the arrangement of furniture that facilitates discussion, thought and exploration, to the feeling students experience when they walk into the classroom, the teacher establishes an atmosphere where mathematics and learning are important. Most of all, the teacher creates a place where students feel safe to take risks and share ideas, while learning to value the opinions of each other.

34. Math Teachers MATH DEPARTMENT STAFF, Ma. Leticia García de Espinosa Mrs. Espinosa calculus.She is the current math department head. Greg Fisher Mr http://www.asfg.mx/highschool/Math/teachers.htm

Math Overview High School Math Department Student´s Projects [ Math Teachers ] Curriculum MATH DEPARTMENT STAFF Ma. Leticia García de Espinosa Mrs. Espinosa graduated from the American School of Guadalajara in 1982. Studied Chemical Engineering at the ITESO. She has a masters in education form the SEP: Maestria en Educación con Intervención en la Práctica Educativa. She has been working at the American School since 1986 teaching physics, chemistry, algebra 2, pre-calculus and calculus. She is the current math department head. Greg Fisher Mr. Fisher, 25+ years old, grew up in Charlotte, North Carolina and attended Davidson College where he earned a B.S. in Mathematics and a Secondary Teaching License. He taught ESL at six middle schools in Uenohara, Japan; ESL at a middle school in Inchon, Korea; Japanese, Physics, Mathematics, and Computer Science at a middle school and high school in Winston-Salem, North Carolina for three years; and has been teaching at the American School since August of 2001. He has traveled to 42 countries and all U.S. states except for Hawaii and has even ridden his bicycle from Oregon to Virginia. His hobbies include traveling, playing games, leisure sports, reading, and being with friends. Jim Happer Robert Cameron Robert graduated from the University of Calgary with a Bachelor of Science in Biochemistry in 1993. After his graduation he worked in various molecular biology labs and coached water polo. In 1996 he left Canada looking for a change and wound up teaching at the TEC de Monterrey. There he gave classes in mathematics, chemistry, and some Philosophy for a number of years. Since then Robert has travelled back and forth between his homeland and Mexico number of times and received a B.A in Philosophy from the University of British Colombia. This is his first year at the American School and he is currently teaching Geometry and Linear Algebra and Statistics.

35. Math Teachers Are Working A New Version Of An Old Problem November 4, 2000 math teachers are working a new version of an oldproblem. Sharon Schmickle / Star Tribune. Whether the education http://ecology.tiem.utk.edu/~gross/startrib.html

Published Saturday, November 4, 2000 Math teachers are working a new version of an old problem Sharon Schmickle / Star Tribune Whether the education stopped with dividing the big number into the little number or extended to elaborate dances with infinity, mathematics classes over the years generally have involved plugging numbers into equations and then cranking. Now, when computers can do much of the cranking, it turns out that math skills are more subtle and looming more important than ever. Thus math-education leaders are organizing the first major review since 1981 of the basic approach to teaching the subject to college students. And 33 prominent science and mathematics professors from around the nation are meeting at Macalester College in St. Paul this weekend for one thrust in that effort, led by the Mathematical Association of America. Although specific recommendations aren't planned until next year, some of the association's ideas already are being deployed on campuses. Within a few years, the proposed overhaul is expected to reach millions of college students nationwide. The basic problem has nagged at colleges for years. Students show up knowing less about math than ever before, yet they need

36. Crazy Crazy Math Teachers Teachers Crazy math teachers. Math is my favorite subject. As a result, I amless likely to include a math teacher on this site. Exceptions http://crazyteachers.port5.com/subject.php?subject=math

37. Education Week - Registration - Access Restricted May 31, 2000 Massachusetts To Put math teachers to the Test. By DavidJ. Hoff The Massachusetts state school board last week declared http://www.edweek.org/ew/ewstory.cfm?slug=38mass.h19

38. President Honors Nation's Leading Science And Math Teachers PRESIDENT HONORS NATION'S LEADING MATH AND SCIENCE TEACHERS. Two million scienceand math teachers across the country are eligible for this singular honor. http://www.ed.gov/PressReleases/03-2001/wh-0305.html

2001 White House Education Press Releases and Statements THE WHITE HOUSE Office of the Press Secretary For Immediate Release March 5, 2001 PRESIDENT HONORS NATION'S LEADING MATH AND SCIENCE TEACHERS President Bush today announced that 203 educators will receive the annual Presidential Awards for Excellence in Mathematics and Science Teaching for 2000. The award was established in 1983. Each year, the White House recognizes the best of the Nation's K-12 mathematics and science teachers with this high honor in four categories: elementary mathematics, elementary science, secondary mathematics, and secondary science. The awardees represent the 50 States, U.S. territories, and Depart-ment of Defense Schools. The awards are administered by the National Science Foundation. "I am proud to recognize the contributions these outstanding teachers are making across our country," President Bush said. "Quality education is a cornerstone of America's future and my Administration, and the knowledge-based workplace of the 21st century requires that our students excel at the highest levels in math and science. Dedicated profes-sionals such as these will ensure that we achieve our education goals and that no child is left behind." Two million science and math teachers across the country are eligible for this singular honor. After an initial selec-tion process at the State or territorial level, a national panel of distinguished scientists, mathematicians, and educators recommends teachers to receive the Presidential Awards.

39. Excerpt From Connected Math Teachers Guide Excerpt From Connected math teachers Guide. Home Contents HistoricalContext International Performance National Performance California http://www.hobel.org/lwved/id57.htm

var TlxPgNm='id57'; Excerpt From Connected Math Teachers Guide Home Contents Historical Context International Performance National Performance California Raises Standards Education: A Civil Right Resources Links EdSource Ed-Data California Department of Education A Nation At Risk TIMSS National Excellence Nation's Report Card 1996 NY Times TIMMS report Articles on TIMSS Test Wall Street Journal - June 12, 2000 NAEP Trends in Academic Progress 1999 NAEP Rand Study NAEP 1996 Grade 4 Average Mathematics Scores Students Needing Remedial Math Classes NCTM Standards NCTM Articles Mathland and Connected Math Articles Excerpt From Connected Math Teachers Guide Schools Use Old Textbooks Where's the Math? Los Altos Elementary School District Program Teaching Strategy and Content Math Problems California Standards and Assessments State's Invisible Math Standards Basic Skills Versus Conceptual Understanding Knowing and Teaching Elementary Mathematics The Role of Long Division in the K-12 Curriculum Mathematics "Council" Loses Hard-Earned Credibility Repairing school mathematics in the US Professor Harold W. Stevenson on the NCTM Standards

40. HTML For Math Teachers -- What To Do Module 7, HTML for math teachers. We estimate that the work for this module willtake participating teachers an average of about 3040 hours to complete. http://mtl.math.uiuc.edu/modules/html/what_to_do.htm

Step-By-Step Instructions Module #7 HTML for Math Teachers We estimate that the work for this module will take participating teachers an average of about 30-40 hours to complete. Technically, you have a 3-month enrollment period to complete the module after you enroll. However, we recommend that you complete the module in eight weeks or less. That should easily be possible even when you are teaching if you set aside four or five hours each week to work on the module. NOTE: Please do not use special web page generators such as PageMill, FrontPage, or Composer to create your assignments. You will not get credit for assignments if you do this. Write all HTML by hand using a text editor such as Notepad or SimpleText. STEP #1 After you register, you will receive a UserActive login and password via E-mail . If you do not receive them within a week, contact us at:

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