Ways to Think About Mathematics: Activities and Investigations for Grade 6-12 Teachers

Funded by the National Science Foundation and successfully field-tested in a variety of settings, the materials presented give teachers the opportunity to grow as learners for the classes they teach.

Education & Teaching

Benson, Steve

Karnowski, Eric E.

Addington, Susan

Arshavsky, Nina

Cuoco, Al

Goldenberg, E. Paul

Schools & Teaching

Corwin

Funded by the National Science Foundation and successfully field-tested in a variety of settings, the materials presented give teachers the opportunity to grow as learners for the classes they teach.

Facilitating mathematical investigations with teachers will help improve their teaching! National and state standards suggest that mathematical investigation, problem solving, and exploratory learning should play a central role in mathematics lessons. It is therefore necessary for teachers to experience mathematical explorations as learners themselves. This Facilitator Guide and accompanying CD-ROM provides resources for planning and implementing courses and workshops using Ways to Think About Mathematics by containing: <ul>
<li>Commentary on the activities</li> <li>Pedagogical suggestions (materials sequencing, promoting active participation, adapting to the needs of particular teachers)</li> <li>Additional reading and problems tied to the content of the main text</li> <li>Sample solutions for all problems and discussion questions</li>
</ul>CD-ROM is PC and Mac compatible and not sold separately.

Facilitator's Guide to Ways to Think About Mathematics

Science & Math

Karnowski, Eric

Mathematics

Corwin Press

Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges--hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system. Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond. The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students. As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.

Early Colleges as a Model for Schooling: Creating New Pathways for Access to Higher Education

Glennie, Elizabeth J.

Edmunds, Julie A.

Unlu, Fatih

Higher & Continuing Education

Harvard Education Press

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