ERIC ED457029: New Horizons in Mathematics and Science Education.

102 Pages·2001·2.7 MB·English

by  ERIC

DOCUMENT RESUME
SE 065 234
ED 457 029
Thorson, Annette, Ed.
AUTHOR
New Horizons in Mathematics and Science Education.
TITLE
Eisenhower National Clearinghouse for Mathematics and
INSTITUTION
Science Education, Columbus, OH.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
ENC-01-004
REPORT NO
2001-00-00
PUB DATE
101p.; Theme issue. Published quarterly.
NOTE
RJ97071001
CONTRACT
Eisenhower National Clearinghouse, 1929 Kenny Road,
AVAILABLE FROM
Columbus, OH 43210-1079. Tel: [phone] (Toll Free); Fax:
614-292-2066; Web site: http://www.enc.org.
Serials (022)
Collected Works
PUB TYPE
ENC Focus; v8 n4 2001
JOURNAL CIT
MF01/PC05 Plus Postage.
EDRS PRICE
Educational Change; *Educational Technology; Elementary
DESCRIPTORS
Secondary Education; Futures (of Society); *Instructional
Materials; Mathematics Education; Science Instruction
ABSTRACT
This journal, intended for classroom teachers, provides a
collection of essays organized around the theme of new horizons in
mathematics and science education as well as a guide to instructional
materials related to the theme. Topics addressed in the essays include
digital libraries, the future of science curricula, integrated curricula, and
Classroom Communication Systems (CCSs), and reports from schools on their
implementation of new technologies and approaches. The guide to instructional
(1) The Leading Edge in
resources is divided into sections including:
(2) New Directions in Curriculum: Mathematical Modeling;
Classroom Practice;
(4) New Directions in
(3) New Directions in Curriculum: Data Analysis;
(5) Curriculum That Addresses Current Issues
Curriculum: Chaos and Fractals;
(7) Integrating Technology;
(6) Innovative Science Instruction;
in Science;
(8) 21st Century Tech Tools; and (9) Engaging Students with Technology.
(MM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
A Magazine for Classroom Innovators
Volume 8, Number 4, 2001
Horizons
e
in
athematks
an
Science
ucation
U.S. DEPARTMENT OF EDUCATION
Office el Educational Research and
Improvement
E UCATIONAL RESOURCES
INFORMATION
CENTER (ERIC)
T
ocument has been reproduced as
eceived from the person or organization
originating it.
O Minor changes have been
made to
*09
improve reproduction quality.
Points of view or opinions staled in
this
document do not necessarily
represent
official OERI position or policy.
.0,1-
Id
ivrtr
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The Eisenhower National Clearinghouse for Mathematics
and Science Education is funded by the U.S. Department
of Education, Office of Educational Research and Improvement.
U.S. Department
Office of Educational
Office of Reform Assistance
of Education
Research and improvement
and Dissemination
Roderick R. Paige
Grover J. Whitehurst
Peirce A. Hammond
Secretary
Directo,4
Assistant Secretary
The Mission of the
Len Simutis
DIRECTOR:
ASSOCIATE DIRECTORS
Thomas Gadsden
Eisenhower National
Collaboration:
Kimberly S. Roempler
Instructional Resources:
Gay Gordon
Publishing:
Clearinghouse
STAFF
Annette Thorson
Editor:
Carolyn Hamilton
Manuscript Editors:
is to identify effective
Melanie Shreffler
Carol Damian,
Content Specialists:
Terese Herrera
curriculum resources,
Brian Deep
Senior Graphic Designer:
Doug Line
create high-quality pro-
Manager of Electronic Production:
Nagarajan Gopalan
Interactive Media Specialist:
fessional development
Julia Harris
Production Editor:
Judy Duguld
Contributing Editors:
Mark Holtman
materials, and disseminate
Virginia Cook
Editorial Assistant:
useful information and
Assistant Director
Judy Ridgway
of Instructional Resources:
Jennifer Gonya,
products to improve KI2
Senior Abstractors:
Judy Spicer
Jessica Pyle,
Catalogers:
mathematics and science
Nima Shafaieh,
Linda Trombetti
teaching and learning.
Dennis Beaudry,
Acquisitions Specialists:
Pam Bentley,
Kelvin Trefz
Constance Reising,
Electronic Publishing:
Deb Schneider
coccounpllfish 112s
MaSSllans,
Laura Brendon,
Information Services:
Orville Martin
EMC0
Acquires and catalogs mathematics and science curriculum
0 0
Gall Hoskins
Collaboration:
resources, creating the most comprehensive collection in the
Assistant Director
Steve Weaver
of Administration:
nation.
Roger Cunningham,
Computer & Network Services:
Richard Huggins,
Provides the best selection of math and science education
Tom Marker
resources on the Internet.
Ayanna Bandele
Fiscal Services:
Frances Burkett,
Administrative Support:
Supports teachers' professional development in math,
Linda Price
science, and the effective use of technology.
ENC Mathematics and Science Advisory Boards
Serves all KI 2 educators, parents, and students with free
Charles Allan, Michigan State Department of Education
Gerry Wheeler, National Science Teachers Association
products and services.
Ronald Anderson, University of Colorado, Boulder
Collaborates with the Eisenhower Regional Consortia
Jerry Becker, Southern Illinois University
Jo Ann Carr, University of Wisconsin, Madison
and many other organizations to promote education reform.
Joan Countryman, Lincoln School, Providence, Rhode Island
Shirley De Laney-Butler, ENC Capital Collection
enc.org
Visit
& Demonstration Site, George Washington University
Arlene Hambrick, North Central Regional Education Laboratory
Elizabeth Horsch, Retired Teacher of High School Science, Wyoming
Patricia Hosken, Redondo Beach Unified School District, California
Carlo Parravano, Merck Institute for Science Education
Vasha Rosenblum, Elementary Teacher, Alabama
Harry Tunis, National Council of Teachers of Mathematics
HOW TO REACH US:
It
For the most up-to-date information on services and programs of
he
ENC Focus is published by the Eisenhower National Clearinghouse
for Mathematics and Science Education. ENC is funded at least in
Eisenhower National Clearinghouse visit our web site at enc.org
part through Contract No. RJ97071001 with the U.S. Department of
Education, Office of Educational Research and Improvement (0ER1)..
You can also contact ENC by email, telephone, or postal delivery:
The contents of this publication do not necessarily reflect the views
or policies of the U.S. Department of Education nor does the men-
tion of trade names, commercial products, or organizations imply
ENC, 1929 Kenny Road, Columbus, OH 43210-1079
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rherne for this issue.
A Magazine for Classroom Innovators
New Horizons in Mathematics and Science Education
lii)linne 8, Number 4, Odober 2001
12 Visit ENC's
Update
Classroom Calendar
Around the Clearinghouse
This online feature is loaded with
and the Nation
A District That
21
teaching ideas.
Puts Physics First
This section features educational
by Kenneth R. Roy
Focus on
news, editorials, essays, classroom
New Horizons
A Connecticut school district puts
stories, and columns on topics of
in Mathematics
Lederman's vision to the test.
interest to classroom innovators.
and Science Education
Integrated Curriculum:
22
4 Editorial
A Driving Force
This section presents articles on the
Future Shock Now
in 2Ist-Century
theme of this issue.
and Forever
Mathematics Education
by Annette Thorson
16
The Future Isn't What It
by Judy Spicer
Used to Be
6 ENC Partners
Teachers from across the country
by Len Simutis
Opening the Doors
share their experience using inte-
of Your Practice
grated mathematics curricula.
ENC's Director believes that meet-
ing future challenges in education
by Joan Richardson
An Interview
26
will depend on innovative class-
The Director of
with Bert Waits:
room teachers.
Publications for
Handheld
the National Staff
Technology
Development Council
urges teachers to
An Essential
become advocates
Ingredient
for their own profes-
in Teaching
sional development.
and Learning
Mathematics
8 The Eisenhower Network
by Terese Herrera
10 Using the Internet
This educator
believes handheld
Digital Libraries forYou
computers may
by Kimberly S. Roempler
be the key to richer
mathematics content.
Digital libraries will help you make
Debating the Science
18
the most of the World Wide Web.
30 Piloting the Navigator
Curriculum of the Future
by Laura K. Brendon
by Judy Ridgway
Math teachers take new classroom
The best way to teach science
technology for a test drive.
is debated by two visionaries
Leon Lederman, a Nobel laureate
New Horizons
32
in physics, and William Cobern,
an internationally known expert
in the News, 2001
in science education.
by Carolyn Hamilton
ENC can help you keep up to date
5
on the latest educational issues.
Cover Photos: PhotoDisc
tFagravIng Mzen,-TaCits anti SC[CRSO t:etttd:1::)
51 The Communication
35 The Futurist Files
Revolution
by Melanie Shreffier
c.7gr
,),.?).g.{3,Thirw
by Susan Boone
ci,[-[
Eight educational trendsetters
[
lead the way into the future.
A Texas teacher describes how
teachers connect online to improve
38 Breaking New Ground
their teaching.
in Alaska
53 Learning Mathematics
America's Lesson Study
by Leslie Sears Gordon
Laboratory Emerges in the
and Science in aVirtual
Mid-Atlantic
A new horizon can be a melding
High School
of new and old cultures to foster
by Jim Harper
by Mary Ellen Verona
improved student learning.
and Susan Ragan
From Appalachia: A New Guide
for Using Graphing Calculators
Virtual schools come in many
by Iris Hubbard
guises. In Maryland, the emphasis
and Charlotte Blane
is on online collaboration to solve
real-world problems.
In the Southeast: Students Do!
Students Write! Students Learn!
by Malcolm B. Butler
Best in the Midwest
by Cyntha Pattison
Mid-continent: Bringing Native
Americans into the Teaching
Profession
by Elaine J.C. DeBassige
40 Learning in Motion
D'Amato and John Ristvey
by Kathleen D. Hogan
Access Centers Serve
the Southwest
This first-grade teacher in Maryland
uses the newest tools and techniques
by Mary Jo Powell
to engage her students.
Job-Embedded Professional
55 Cable in the Math and
Development in the Northwest
42 The Eisenhower
Science Classroom
by Jennifer Stepanek
Network:New Horizons
by Terri Payne Butler
in Every Time Zone
Far West: Earth Systems Science
Teachers all over the country demon-
in Utahand Globally
The 10 Eisenhower Regional Con-
strate how familiar technology helps
by Art Sussman
sortia operate on the forefront of
them face current challenges.
educational reform.
Pacific Algebra Network:
In the Northeast:
A Teacher's Perspective
Collaborative Inquiry
by Barbara Dougherty
Focus on
Uses Data to Get Results
the Collection
by Ken Mayer
58 This is NotYour
7 7
Parents' Classroom!
ONLINE ICON:This icon invites you
by Carol Damian
& Terese Herrera
to access the Internet for more informa-
tion, more resources, more ideas for your
own classroom innovations.The electronic
59 Featured Resources
version of this publication will help you get
started.Visit enc.org/focus/horizons
Update...
Editorial
Future Shock
Around the
Now and Forever
Clearinghouse
and the Nation
by Annette Thorson,
That is what this issue of ENC
Focus is all about.
ENC Publishing
We set the tone with "The Future
n 1965, Alvin Toffler coined the
Isn't What It Used to Be" by ENC's
term "future shock" to describe
Director Len Simutis (page 16). His
This section
"the shattering stress and disorienta-
essay challenges teachers with the
tion that we induce in individuals by
difficulties ahead while expressing
features columns,
subjecting them to too much change
faith in their powers of innovation.
in too short a time" (p. 4). He
Other ENC staff members tack-
essays, and news
derived the term from the then rela-
led the topic as well. Judy Ridgway
tively new concept of culture shock,
presents a debate about the future
of interest
a phenomenon that was being stud-
of the science curriculum (page
ied in Peace Corps volunteers and
18), and Judy Spicer polls math-
to classroom
others in the forefront of global inter-
ematics teachers about the latest
action.
innovators.
ideas in mathematics curriculum
In 1970, after five years of study-
(page 22). Kim Roempler uses her
ing future shock, Toffler published
regular column, Using the Internet,
his groundbreaking boOk of the same
to describe the advent of digital
name. It remains a remarkable book
libraries and what they will mean to
in many ways. For example, the
classroom teachers (page 10).
index records 35 page references to
Terese Herrera interviews an
computers. These are not clumped
advocate of using handheld technol-
together, but embedded in nearly
ogy in mathematics class (page 26),
every discussion throughout 430
and Laura Brendon visits a school
pages of text. Although Toffler did
What is the Eisenhower
fulfilling that vision (page 30). ENC
not envision the Internetits precur-
National Clearinghouse?
newswriter Carolyn Hamilton sum-
sor, ARPANET, was conceived in
marizes new educational horizons
Funded through a contract with
1964 and born in 1969 (Brendon,
reported online in 2001 in ENC's
the Office of Educational
2001, p. 80)he did predict that
daily news service, ENC Education
Research and Improvement of
the computer would touch virtually
Headlines (page 32). Melanie Shref-
the U.S. Department of Educa-
every aspect of life.
fler researches educational futurists
tion, ENC was created in 1992
(Interestingly enough, while
at work today (page 35).
to collect and catalog curriculum
Toffler foresaw the importance of the
To get a national perspective on
resources for K-I2 mathematics
computer, he did not conceive even
new educational horizons, we also
and science educators and to the current level of gender equity in
turned to experts at work in the
the workplace. When Toffler talks of
disseminate information about
Eisenhower Regional Consortia. The
jobs, he talks in terms of men doing
federally funded educational pro-
resulting feature provides ten snap-
them.)
grams. Our products and services
shots of the latest happenings from
One aspect of Toffler's thinking
have evolved to include a web
Rhode Island and Alabama to Idaho
that is of particular relevance to
site, ENC Online (enc.org); ENC
and Palau (page 42).
teachers is the notion that education
Focus, a free quarterly magazine;
As always, classroom teachers
is the answer to future shock. In
and other educators in the field con-
and numerous other publications
1970, he said he was appalled that:
tribute articles. First-grade teacher
and services. For more informa-
Kathleen Hogan explains how she
tion on ENC's vast collection of
Earnest intellectuals talk bravely
uses motion detectors to teach
about "educating for change" or
curriculum resources, see page
graphing (page 40), while Mary
"preparing people for the future."
58.
Ellen Verona and Susan Ragan
But we know virtually nothing
about how to do it (p. 4).
New Horiwns in Mathematics and Science Education
VNt ERTZ92 Web Ma
8TDC.OTS
describe their work with the Maryland Virtual High
ENC Online
is designed to make the resources of the
School (page 54), and Terri Butler reports on
Eisenhower National Clearinghouse available to educators
new uses for Cable in the Classroom (page 55).
everywhere all the time. Here is a quick introduction to
Susan Boone collaborates with far-flung fellow
the site. We urge you to "jump online" and discover for
teachers through an electronic community (page
yourself how helpful enc.org can be to you.
51), and Leslie Gordon talks about a program that
Curriculum Resources.
In this area of the site, you
can use a simple or advanced search to locate all types
integrates Alaskan native culture in science class
of teaching materials in ENC's collection of approximately
(page 38).
20,000 items. The searches allow you to choose particular sub-
The breadth and depth of this issue is impressive, but
ject words, grade level, cost, and type of material to find exactly
what you need for your classroom situation.
I have to admit "new horizons" is one of the toughest
topics we have covered in Focus. At one planning meet-
Web Links.
Check this category for ENC's popular Digital
Dozen feature. This monthly selection of exemplary math and
ing, the word "new" challenged us, filling us with doubts
science web sites can also be delivered to your email box if you
about every article:
choose to register. Web Links also connects to hundreds of sites
"That idea isn't really new!"
with math and science lesson plans. A search feature helps you
find Internet resources quickly and efficiently.
"That practice started in another form a long time
This portion of the site is designed
Professional Resources.
ago!"
as a teachers' professional support system. ENC has gathered
"What does 'new' mean, anyway?"
some of the most popular professional resources in one Time-
savers area for quick linking and use. This section also provides
One editor teased, "Maybe we could put New-ish Hori-
links to the national mathematics and science education stan-
zons on the cover?"
dards, and state frameworks are listed conveniently by state.
Federally funded resources and professional development strat-
We finally calmed these doubts by realizing that
egies are also available here.
defining what is truly new requires looking beyond the
Hundreds of articles, teacher interviews, and selected
Topics.
horizon. If we concentrated on that, we would have a
curriculum resources and web sites are arranged thematically
magazine full of guesses and theorizing, and we know
in this area. Topics include inquiry and problem solving,
you are more interested in what real teachers are trying in
technology, and assessment. Many of these topics include the
content developed for
real classrooms. We will leave predictions to futurists like
ENC Focus.
Alvin Toffler, who quotes a Chinese proverb that warns:
ENC Online also has a
To prophesy is extremely difficult
POD
711..W.11S.
quick way to get to the
Yarn*
WO
especially with respect to the future.
full text of each issue of
F.V.74
==
ENC Focustry the ENC
.mear.
References
Focus Magazine area of
meta bobosin
nreasobe
Brendon, Laura K. (2001). ARPANET: An Efficient Machine as Social
the web site. In this area,
Orme..
0 rma.
you can also sign up for
Discipline. Science as Culture. 10 (1) 73-95.
0 in=
a free subscription to all
Toffler, Alvin. (1970). Future Shock. New York: Random House.
Oftev:,
future issues of the print
tin
magazine.
mem. ON
gassroom
Innovators.
Join
Dialogue!
in the
NC
.10e1E5
Al
Topics and Deadlines:
Increasing Your Mathematics and Science Content Knowledge - Submissions due December 1, 2001
Success in the Urban Classroom Submissions due March 1, 2002
Data-Driven Decision Making - Submissions due June 1, 2002
Topics and deadlines subject to change without notice.
See Writers' Guidelines on page 15.
encfocus vol.8 no.4
Visft enc.org
8
ENC Partners
Opening the Doors of Your Practice
The National Staff Development Council
how adults learn best and what standards should be applied
as their staff development is created.
sets the standards for professional learning.
I urge teachers to take a step in this direction by becom-
This organization is working with ENC
ing familiar with the National Staff Development Council's
Standards for Staff Development (see page 7). Originally
to help teachers become advocates for
written in 1995, these standards were revised this year to
their own professional development, as
reflect the field's growing knowledge about adult learning.
Why should the NSDC Standards matter to teachers?
described in this article.
Because every teacher is a staff developer. All teachers are
responsible for their own personal and professional develop-
by Joan Richardson,
ment. Because teachers are part of a larger learning commu-
National Staff Development Council
nity, thej, are also responsible, to some degree, to contribute
everal years ago, I spent a few days observing the class-
to the learning of their colleagues.
.room of a highly regarded teacher in Michigan. She
The learning needs of teachers are not only as important
was a marvelous teacher, a veteran adept at smoothly dif-
as the learning needs of students, but perhaps even more
ferentiating her instruction to the unique needs of each of
important. The learning needs of teachers must be addressed
her students. During the hours I spent observing her, I was
so their students will learn more. At NSDC, we say, "At
truly captivated by her energy and her wisdom.
school, everyone's job is to learn." We cannot expect student
As I left her school, two teachers pulled me aside and
learning to improve when teacher learning is not.
whispered a strange question:
Becoming Advocates
What makes Katie such a good teacher?
I thought at first that these teachers were teasing me. I
for Quality Adult Learning
was a newspaper reporter at the time, and I knew only too
well that some educators were skeptical about my knowl-
Teachers must become their own advocates for the pro-
edge of schools and how they operated. For a few moments,
fessional development that they need. That means going
I averred that I had seen plenty to convince me that she
beyond responding to pointless follow-up questions about
deserved all the accolades she had received.
the Danish and coffee served at staff inservices. It even
But they persisted. Finally, I realized the painful truth.
means going beyond the concept of inservice itself.
These teachers were not challenging me at all. They
Teachers should not be satisfied with learning time that
were seeking information about a respected colleague.
occurs only in workshops or graduate courses after school
These teachers had worked classroom-to-classroom with
or on weekends. They should not be satisfied with school
this highly admired teacher for years. Yet, they had never
districts that expect them to handle all of their learning on
set foot in her room while she was teaching. Over lunch,
their own time.
they had chatted amiably about families and weekend activ-
Teachers need time during the school day to examine stu-
ities but never about their teaching practice. Although
dent work, talk with colleagues about lessons, study student
they shared materials among their classrooms, they had no
data, read journal articles, observe another teacher, mentor
common time during the day to talk about lessons or teach-
another teacher, and receive coaching from another teacher.
ing strategies.
As teachers become better consumers of staff develop-
I think often about that conversation. It reminds me
ment, they will also become better advocates for quality
that teachers are too often isolated from the very people
adult learning. The more they understand about what they
they trust the most. It reminds me how little regard school
require to improve their teaching, the more effectively they
administrators have for the knowledge that teachers acquire
will be able to press their case with parents, community
simply by doing their job well. It reminds me how little
leaders, school administrators, and school board members.
understanding there is about the value of having profession-
When that happens, no teacher should ever need
als share with each other what they know about their work.
to whisper into the ear of a stranger to ask why
a colleague is considered a good teacher. They will
Every Teacher Is a Staff Developer
know because they will have seen it for themselves.
Teachers are lovers of education, and most have long ago
Joan Richardson is director of publications for the National
recognized that their own ongoing education is lacking. Too
Staff Development Council. In that capacity, she serves
many teachers fall back on complaining about being "in-
as executive editor of the Journal of Staff Development
serviced" or about the lack of time to "talk with other teach-
and other NSDC publications. For more information about
ers." To become forceful, effective advocates for their own
NSDC, visit the web site (www.nsdc.org).
learning, teachers must be armed with information about
New Horizons in Mathematics and Science Education
1
NSDC and ENC Partner to Improve Teacher Learning
Sharing the belief that every teacher is a staff developer, the National Staff Development Council and ENC are co-publishing a
professional development package, By Your Own Design: A Teacher's Professional Learning Guide, in January 2002. Created to help
teachers become strong advocates for their own learning and that of their colleagues, the package includes a CD-ROM and a special
issue of ENC Focus.
The CD-ROM will include a wealth of new material as well as articles from NSDC's Journal of Staff Development and from other
publications of NSDC, ENC, and other organizations that promote professional development. The package will help teachers understand
and apply the principles of adult learning, including the standards summarized here:
NSDC's Standards for Staff Development
Visit the NSDC web site (www.nsdc.org).
Context
Design: Staff development that improves the
learning of all students uses learning strategies
Learning Communities: Staff development that
appropriate to the intended goal.
improves the learning of all students organizes
adults into learning communities whose goals are
Learning: Staff development that improves the
aligned with those of the school and district.
learning of all students applies knowledge about
human learning and change.
Leadership: Staff development that improves
the learning of all students requires skillful
Collaboration: Staff development that improves
school and district leaders who guide continuous
the learning of all students provides educators
instructional improvement.
with the knowledge and skills to collaborate.
Resources: Staff development that improves the
learning of all students requires resources to sup-
Content
port adult learning and collaboration.
Equity: Staff development that improves the learn-
ing of all students prepares educators to under-
stand and appreciate all students; create safe,
Process
orderly, and supportive learning environments;
Data-Driven: Staff development that improves the
and hold high expectations for students' academic
learning of all students uses disaggregated stu-
achievement.
dent data to determine adult learning priorities,
monitor progress, and help sustain continuous
Quality Teaching: Staff development that
improvement.
improves the learning of all students deepens edu-
cators' content knowledge, provides them with
Evaluation: Staff development that improves the
research-based instructional strategies to assist
learning of all students uses multiple sources of
students in meeting rigorous academic standards,
information to guide improvement and demon-
and prepares them to use various types of class-
strate its impact.
room assessments appropriately.
Research-Based: Staff develop-
Family Involvement: Staff develop-
ment that improves the learning
ment that improves the learning
of all students prepares educators
of all students provides educa-
to apply research to decision
tors with knowledge and skills
making.
to involve families and other
stakeholders appropriately.
Tell your colleagues!
By Your Own Design: A Teacher's Professional Learning Guide
will be included FREE in the January, 2002, issue of ENC Focus. For
details and to subscribe, see the inside back cover of this magazine.
1 0)
encfOCUS vol.8, no.4
Visit enc.org