Mathematics and Science
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The Common Core State Standards (CCSS) videos are designed to support states, schools, and teachers in the implementation of selected math standards. Each video is an audiovisual resource that focuses on one specific standard through examples and illustrations geared to enhancing understanding.
This nine-session professional development course provides teachers in grades 4–8 with hands-on experience in integrating mathematics, science, and technology in the classroom. The course is designed for use by an experienced trainer or facilitator and is available online free of charge.
Science, technology, engineering, and mathematics (STEM) are viewed as fundamental elements in preparing our next generation to compete in the 21st century economy. This brief examines how various states are seeking to improve access to STEM education opportunities for diverse learners to meet state and federal education priorities and funding requirements.
This K–5 supplemental instructional program provides lessons and resources that integrate math, science, and technology while supporting English learners and academic language skills. The program is available online free of charge.
The Southeast Comprehensive Center at SEDL produced this resource in response to a request by a state department of education for information about professional development for teachers on student achievement in science, technology, engineering, and mathematics (STEM) education.
This brief examines the critical need to implement instruction at the secondary level around adolescent, or content-area, literacy. The challenge is to connect the teaching of literacy to the rest of the secondary education improvement agenda.
This publication illustrates how students often understand fundamental mathematical concepts at a superficial level. Written to inspire aha moments, the book enables teachers to help students identify and comprehend the nuances and true meaning of math concepts by exploring them through the lenses of language and symbolism.
This resource was developed in response to a request for information regarding the use of the My Math Lab project and similar math software programs (i.e., Plato, Aleks, Math in Focus, and others), and information on the effectiveness of math software programs in practice. In response to this request, staff conducted web-based and hand searches of literature and other resources to obtain information on the topic. The staff selected for inclusion in this report mathematics software products based on the following criteria: Specific products that were requested by the client, products with studies available that were evaluated in accordance with the What Works Clearinghouse (WWC) evidence review protocol for elementary school mathematics interventions (WWC, 2009d) and evidence review protocol for middle school mathematics interventions (WWC, 2009e), and products for which studies have been published in peer-reviewed journals and in other publications.
The Science After School (SAS) Consumers Guide was created to provide information about sources of high-quality, hands-on science content for afterschool programs. After identifying nominations that seemed most promising, we engaged a panel of afterschool and science content experts to review the resources and provide the commentary presented in the guide.
In this issue of SEDL Letter, we address challenges and solutions related to science, technology, engineering, and Math (STEM) instruction. We describe three different professional development projects, where SEDL content experts are helping teachers provide instruction in math, science, and technology—or some combination of the three—more effectively and in a more integrated way. We examine the importance of evaluation in helping educators identify and meet goals on STEM-related projects. We also review a research report on ways that instructors can engage students, especially those who are underrepresented in STEM fields.
The Trouble With Math Is English was presented by Como Molina at the Conference for the Advancement of Mathematics Teaching, San Antonio, TX, in July 2010.
The presentation slides for The trouble with Math is English are available online in PDF format. Click here for a text transcript of the slides.
The objectives of this forum included understanding implications of key recommendations of National Mathematics Panel Report (NMPR), connecting key NMPR recommendations to current work and state initiatives, and developing strategies for coordinated, leveraged actions across state initiatives that address key recommendations.
Student effort matters! This is just one of the findings of the National Mathematics Advisory Panel in its 2008 report titled Foundations for Success—The Final Report of the National Mathematics Advisory Panel. This 120-page report addresses one central question: How can schools in the United States improve mathematics curriculum, instruction, assessment, teacher training and support so that all American students learn mathematics so that they can compete with students from other nations? In the report, the advisory panel discusses 45 findings and recommendations on key topics, such as instructional practices, materials, professional development, and assessments. The authors stress the importance of knowledgeable teachers, effective instruction, effective assessment, and the need for rigorous research in mathematics education.
Based on a 2006 professional development session for math and ESL specialists, this online interactive document includes teaching strategies for ELLs at various levels, critical components to include when designing math lessons for ELLs, and a list of relevant resources.
This online database provides access to high-quality mathematics resources related to afterschool and expanded learning.
This online database contains fun and enriching lesson plans for afterschool projects in the arts, literacy, mathematics, science, and technology. Expanded learning practitioners can also submit their favorite lesson plans for consideration.
These 25 short videos are based on visits to afterschool programs across the country identified through a rigorous process based on data suggesting their afterschool academic practices are positively impacting student learning. The videos provide real-life examples of successful afterschool instruction, and they support the goals of the 21st Century Community Learning Centers by illustrating fun and engaging ways to embed academics in afterschool.
This online toolkit provides resources for developing fun, innovative, and academically enriching activities for afterschool and expanded learning programs. The toolkit includes promising practices and sample lessons in the arts, literacy, math, science, technology, and homework help.
Instructor’s Guides to the Afterschool Training Toolkit (2008)
For use with the online Afterschool Training Toolkit, these free guides help instructors master research-based teaching techniques that engage students and improve academic achievement.
For use with the online Afterschool Training Toolkit, these free guides help instructors master research-based teaching techniques that engage students and improve academic achievement.
Creating a culture that supports English Language Learners (ELLs) through the use of research-based instructional strategies and targeted approaches was the focus of a regional institute held by the Southeast Comprehensive Center (SECC). The institute took place November 5–7, 2008, in New Orleans, Louisiana. The goal of this institute was to increase participants’ awareness, knowledge, and use of research-based practices for meeting the needs of ELLs.
The seven promising practices in afterschool for math identified in the Afterschool Training Toolkit are as follows: Finding Math ;Math Centers; Math Games; Math Projects; Math Tools; Math Tutoring; and Family Connections. By “promising” practices, we mean recommended methods that have been observed to increase student achievement. Each practice is built on youth development principles and research on effective mathematics instruction. At their core, the Afterschool Training Toolkit materials are designed to illustrate techniques and activities that leverage student curiosity to make mathematics in afterschool both enjoyable and relevant. This guide provides professional development ideas for each practice.
The seven promising practices in afterschool math identified in the Afterschool Training Toolkit are as follows: Finding Math; Math Centers; Math Games; Math Projects; Math Tools; Math Tutoring; Family Connections. When used with the Afterschool Training Toolkit, the lessons in this instructor’s guide will help you master these promising practices. Once you become proficient at these practices, you should be able to use them to develop other math lessons.
Professional Development Guides for the Afterschool Training Toolkit (2008)
For use with the online Afterschool Training Toolkit, these free guides give program directors and site coordinators resources for leading professional development courses on building engaging afterschool activities.
For use with the online Afterschool Training Toolkit, these free guides give program directors and site coordinators resources for leading professional development courses on building engaging afterschool activities.
The five promising practices in afterschool for science identified in the Afterschool Training Toolkit are as follows: Investigating Science Through Inquiry; Exploring Science Through Projects and Problems; Integrating Science Across the Curriculum; Engaging Families and Communities in Science; Tutoring to Enhance Science Skills. When used with the Afterschool Training Toolkit, the lessons in this instructor’s guide will help you master these promising practices. Once you become proficient at these practices, you should be able to use them to develop other science lessons.
This Web portal was created to address the need for information relevant to the disparity in mathematics and science achievement among different student populations. It is intended for educators at all levels, as well as policymakers, researchers, parents, and members of the business community. Developers of this site seek to encourage active involvement of these many stakeholders in solving this persistent problem. In support of this, the site provides definitions and descriptive data, discusses the roles of various groups, and highlights successful approaches to ensuring a quality mathematics and science education for all students.
Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST). This Quick Take explores using the TIMSS Report.
From 1992 through 2005, the ten Eisenhower Regional Consortia and the Eisenhower National Clearinghouse collaborated with each other and with many state, regional, and national partners to build an effective network for providing valuable, and often unique, services and resources to mathematics and science educators across the nation. This report is one in series of "lessons learned" in facilitating mathematics and science reform that represents the reflective thinking of professionals who have engaged many thousands of clients. It highlights practical knowledge acquired from the systematic use of specific strategies and tools, connecting this knowledge to research.
This Publication is part of the Facilitating Mathematics and Science Reform: Lessons Learned series. Other publications in the series include: What Experience Has Taught Us About Collaboration.
From 1992 through 2005, the ten Eisenhower Regional Consortia and the Eisenhower National Clearinghouse collaborated with each other and with many state, regional, and national partners to build an effective network for providing valuable, and often unique, services and resources to mathematics and science educators across the nation. This report is one in series of "lessons learned" in facilitating mathematics and science reform that represents the reflective thinking of professionals who have engaged many thousands of clients. It highlights practical knowledge acquired from the systematic use of specific strategies and tools, connecting this knowledge to research.
This Publication is part of the Facilitating Mathematics and Science Reform: Lessons Learned series. Other publications in the series include: What Experience Has Taught Us About Professional Development.
This issue of SEDL Letter examines issues related to improving math and science achievement, including the importance of providing a foundation in algebraic thinking well before high school.
Produced by SEDL's Southwest Consortium for the Improvement of Mathematics and Science Teaching from 1994 to 2005, this newsletter provided instructional ideas, activities, and resources for math and science teachers. Archived issues are available online.
The March 2002 issue discusses ways in which to engage a wider range of students with diverse backgrounds, interests, and experiences in solving mathematical problems.
If you've tuned in to discussions about reforming mathematics and science instruction, you've probably heard about "teaching for understanding," or "teaching to the big ideas." This issue of Classroom Compass explores the meaning behind these catchphrases and the implications for teachers and the educational system that supports—or impedes—teachers' efforts at reform.
This video episode depicts 11th- and 12th-grade students using digital cameras and Web page design software to document the process of specimen dissection for use by other students engaged in the study of anatomy and physiology. Originally recorded in 2002, the video may not demonstrate modern technologies that are now commonplace.
This issue of Quick Takes, a newsletter exploring reform issues in math and science education, examines math and science assessment.
This video episode depicts high school students engaged in three group activities designed to apply algebraic concepts to authentic activities. Originally recorded in 2001, the video may not demonstrate modern technologies that are now commonplace.
This video episode depicts fourth graders creating creatures using geometric shapes, which are e-mailed to high school students who then use computer programs to create them. Originally recorded in 2001, the video may not demonstrate modern technologies that are now commonplace.
This classroom video episode depicts an interdisciplinary unit of study about the desert in a 2nd grade classroom. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
This classroom video episode shows 4th grade students, who are primarily native Spanish speakers, learning how to use graphs to represent data they collect. Originally recorded in 2000, the video may not demonstrate modern technologies that are now commonplace.
These ten videos were designed as part of the Active Learning with Technology (ALT) professional development portfolio and provide examples of effective uses of technology in classroom instruction. Originally recorded from 1999-2004, the videos may not demonstrate modern technologies that are now commonplace.
This newsletter issue demonstrates some of the factors all good field trips share and what teachers, principals, and students can do to make sure a field experience enhances classroom learning.
Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST). This Quick Take explores how tracking decisions change lives.
This newsletter explores one way teachers might work together to develop curriculum in science and mathematics.
Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST). This Quick Take explores the issue of calculators in the classroom.
This issue of Classroom Compass focuses on the Alvord School in Santa Fe, New Mexico, where instructors are using dance and music to make math more engaging for students.
This newsletter for teachers highlights some relevant theories and findings from cognitive research and links them to classroom applications.
This study compares and contrasts the development and implementation frameworks in 16 states, Puerto Rico, and the U.S. Virgin Islands.
This issue of Classroom Compass, a newsletter for teachers, focuses on assessment as an integral part of the learning cycle.
This newsletter for teachers features Design in the Classroom, a look at technology as the concrete application of science and mathematics.
This newsletter for teachers features Using Community Resources to Enhance Mathematics and Science Education, an introduction to SCIMAST's Directory of Science-Rich Resources.
This newsletter for teachers explores constructivism and the constructivist theory of learning, including a brief literature summary and suggestions for the constructivist classroom.
This newsletter for teachers concentrates on discovering new science understanding which focuses on science and mathematics for all.
This newsletter for teachers discusses models and resources for getting students to work together in cooperative learning.
This newsletter's main article, Working for Reform, looks at the idea of teacher as facilitator - a basic part of the reformed classroom.
Integrating Mathematics, Science, and Language (Paso Partners): An Instructional Program Volume I (Grades K-1) (1993)
This publication attacks the problem of poor mathematics and science achievement among Limited English Proficient Hispanic students in grades K-1.
This publication attacks the problem of poor mathematics and science achievement among Limited English Proficient Hispanic students in grades K-1.
Integrating Mathematics, Science, and Language (Paso Partners): An Instructional Program Volume II (Grades 2-3) (1993)
This publication attacks the problem of poor mathematics and science achievement among Limited English Proficient Hispanic students in grades 2-3.
This publication attacks the problem of poor mathematics and science achievement among Limited English Proficient Hispanic students in grades 2-3.
Integrating Mathematics, Science, and Language (Paso Partners): An Instructional Program, Volumes I and II Bundle (1993)
This two-volume curriculum and resource guide helps K-3 teachers develop instructional activities to increase mathematics and science achievement among Limited English Proficient students. Volume I focuses on grades K-1; Volume II focuses on grades 2-3.
This two-volume curriculum and resource guide helps K-3 teachers develop instructional activities to increase mathematics and science achievement among Limited English Proficient students. Volume I focuses on grades K-1; Volume II focuses on grades 2-3.
A Special Place traces the history of the interaction between the natural and the man-made elements in the San Antonio River setting. The production explores the story of the river in the life of the city and the lives of its citizens. A priceless environmental asset, this spring-fed stream comes to life in the northern part of the city, winds its way through downtown, proceeds south by the old Spanish missions, then leaves the city to continue its journey to the Gulf of Mexico. The story of the river is intertwined with that of the city whose name it shares. By examining this history and functioning of this river and the city built around it, it is possible to gain insights into some of the issues that confront American cities today.
