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Resources and Opportunities
Published by TERC, an education research and development organization
with a mission to improve mathematics, science, and technology teaching
and learning, the latest edition (Fall 2001, volume 24, number 2) of the
newsletter Hands On! contains articles based on research efforts to determine
why some students get left behind and how classrooms can change to engage
all students in rigorous science and mathematics learning. Topics include
factors influencing the way we hear and understand students talk in science
class, a curriculum that uses examples from everyday life to demystify
math for non-traditional adult learners, and the role of physical enactment
in developing an understanding of distance, time and speed. To sign up
for a free print or online subscription or to view the newsletter online,
go to:
The Department of Education's Eisenhower National Clearinghouse offers a CD-ROM titled Making Schools Work for Every Child as a resource for educators who are concerned about creating equitable conditions in which every child can succeed. It provides a collection of math and science equity materials to help teachers and administrators acknowledge children's diverse strengths, identify inequities, and improve the ways in which we currently serve students with varied needs. This resource is available free to educators through the Eisenhower Regional Consortium. Those in the Southwest region interested in ordering the CD-ROM can contact the Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST) at 1-800-476-6861.
This issue of ENC Focus, a resource catalog of mathematics and science
instructional materials, brings together a selection of multicultural
materials and perspectives to help teachers use this approach in their
classrooms. Included are interviews with educators from different parts
of the country, in both rural and urban settings, who share their insights
and strategies. There are also resources that connect mathematics and
science to historical roots in various cultures. Sample titles include
Reaching All Students with Mathematics, Science for All Cultures, and
Creating Culturally Responsive Classrooms. To access this issue, use this
link:
Dawn Gill and Les Levidow edited this collection of articles analyzing how racism permeates science and science teaching in order to involve science teachers in the process of exposing racist ideology and challenging racist practice. The papers extend from general issues about science, nature and race to practical teaching guides and suggested projects to offering proposals for an anti-racist curriculum. The book is $25 and can be ordered from the publisher, Free Association Books, 1-800-944-6190 or from the Web site at: http://www.fa-b.com/.
NASA is funding eight educational projects at universities, school districts,
and private corporations to develop curriculum material based on planes
and flying with projects, paying special attention to the needs of students
who have learning disabilities or are physically challenged, as well as
students in inner city and rural districts who often have limited resources.
The idea is this: planes and flying are fun for kids and allow the teaching
of a lot of technology, physics, chemistry, and math. NASA hopes that
this approach will help teachers hook students on these subjects. To access
the eight participating projects and their web addresses, use this link:
The Algebra Project is a program founded by Robert P. Moses, an African-American
mathematician and parent who wanted to ensure that his and other children
develop a concrete understanding of algebra. The project develops and
implements curricular interventions that address a conceptual shift from
arithmetic to algebraic thinking, using experiences students intuitively
understand and find interesting to open up the basic concepts of algebraic
thinking. The Web site contains information on teacher training and support
programs as well as curriculum using activities drawn from African and
African Diasporic drum-making and drumming traditions that serve as tools
to explore various mathematical concepts such as ratio and proportion,
multiples, number, pattern, and area. For more information, go to
A publication from the Northwest Regional Educational Laboratory (NREL) called The Inclusive Classroom: Mathematics and Science Instruction for Students with Learning Disabilities contains key principles of inclusion, special education, multicultural education, and standards-based reform to help teachers create optimal learning environments where diverse learners can thrive. A section on science instructional strategies suggests that "organizing curriculum and instruction around big ideas and interdisciplinary themes" can facilitate science achievement. This allows students to organize, connect, and apply component facts and ideas, enabling them to see meaningful relationships between science and other disciplines and everyday applications. In math, for example, simplifying and reducing, recognizing patterns, making tables and graphs, and acting out or simulating are a few of the many ways students with learning disabilities can develop reasoning and problem-solving skills. The publication is available online at http://educationnorthwest.org/resource/1097 or can be ordered at 1-800-547-6339, ext. 457 ($7.65 for teachers outside of the Northwest region).
Native American Geometry is a Web site that explores designs from various Native American nations to illustrate the physical geometry of the simple circle while emphasizing multiple intelligences. The site provides a real, concrete scientific application. The Web site claims:"If you can make a circle, draw lines and connect dots, you can learn and teach a great deal about square roots, proportional constants, and irrational numbers. Instead of introducing these fearsome concepts as numerical abstractions, square roots are built into the shapes that you are constructing on paper during art class." Instructions with activities and templates for creating two-dimensional geometric designs are provided along with informative histories of geometric symbols used. Teachers can easily reproduce lessons, using tools available in most classrooms, such as a compass, a ruler, paper, and crayons. The Web site is accessed at: http://earthmeasure.com.
A national project established 20 years ago, the Women's Educational
Equity Act Equity Resource Center (WEEA) has a Web site rich with information
promoting gender equitable education for all students. The WEEA offers
products, services and referrals to education professionals, including
curricula, books, a discussion board, working papers, digests, and online
courses. These resources are available at:
The Council for Exceptional Children (CEC) is the largest international
professional organization dedicated to improving educational outcomes
for individuals with exceptionalities, students with disabilities, and/or
the gifted. There are CEC newsletter articles online, an ERIC Clearinghouse
on Disabilities and Gifted Education (ERIC EC), and discussion groups.
To access this and other information, go to
The BioScience Productions Web site promotes an understanding of biodiversity
while engaging students, teachers, and the community at large to reflect
on how their actions may affect the natural course of evolution. On the
biodiversity page, samples of online articles include threats to biodiversity,
biotechnology risks, endangered species, and extinction. There are teacher
resources, a bioscience events calendar, and an area to take action on
these issues. The Web site can be found at
The NICHCY is a national information and referral center that provides
information on disabilities and disability-related issues for families,
educators, and other professionals. It is also part of a clearinghouse
consortium that provides information on disability-related issues. Online
news digests have helpful resources with titles like "Interventions
for Students with Learning Disabilities" and "Planning for Inclusion."
To access the information, go to |
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