Mathematics Teachers Day

The goal of the workshop is for its attendees to learn new mathematical applications and introduce them into their mathematics curriculum. The speakers for the first two sessions have designed their presentations for middle and high school mathematics teachers. The third session is designed for instructors at two-year colleges who are contemplating developing or teaching QR courses, as well as for instructors who are already teaching QR courses and are interested in sharing their experiences. However, the third session should also appeal to the middle/high school teachers who seek more information on what quantitative skills are expected from their students as they enter college.

Organizers:
Terry L. Herdman, Virginia Polytechnic Institute and State University
Lee Zia, University of New Hampshire

Contents Program-at-a-Glance Program Locations How to Register Parking Teachers' Preregistration Form Registration Fee Questions? E-mail [email protected] AN99 Home Maintained by Maryann M. Donaghy, [email protected] Created: tjf, 12/16/98 Updated: MMD, 3/10/99

Program-at-a-Glance 7:50 AM-8:00 AM Welcoming Remarks 8:00 AM-10:00 AM Minisymposium on K-6 Exemplary Math Curriculum Implementation Support: A Triangular Partnership Model 10:00 AM-10:40 AM Coffee 10:45 AM-12:15 PM Panel Discussion on K-12 Mathematics Reform 12:15 PM-2:00 PM Lunch 2:00 PM-3:30 PM Panel Discussion on K-12 Mathematics Reform (continued) 3:30 PM-4:10 PM Coffee 4:15 PM-6:15 PM Interactive Session on Quantitative Reasoning Course for Liberal Arts Students Program 7:50 AM-8:00 AM Welcoming Remarks Terry Herdman and Lee Zia, Organizers 8:00 AM-10:00 AM Minisymposium on K-6 Exemplary Math Curriculum Implementation Support: A Triangular Partnership Model The Northshore School District, located in Bothell, Washington, is presently in its first year of a district-wide adoption of the Everyday Mathematics curriculum for grades K-6. In this minisymposium, we describe a triangular partnership model that we are using to support the district's teachers during this implementation. The Department of Applied Mathematics at the University of Washington, through its Applied Math Clinic, is funded through NSF and the University to provide 15 graduate students (Applied Math Dept. and Math Dept. Ph.D. candidates) to work in the district as math specialists to support 42 teachers. The University Child Development School is a local independent school that for years has been training teachers in the use of inquiry-based techniques to provide the correct level of math instruction for each student. This school provides additional training for both the graduate students and district teachers and serves as a local source to answer questions regarding classroom management and pedagogy. Organizer: Loyce Adams Professor, Department of Applied Mathematics, University of Washington 8:00-8:25 Project Overview Loyce Adams, University of Washington 8:30-8:55 A Participating Teacher's Perspective Kathy Coyne, Lockwood Elementary, Northshore School District 9:00-9:25 A Graduate Student Math Specialist's Perspective Tom Howe, Ph.D. Candidate, University of Washington 9:30-9:55 UCDS Perspective: How to Implement An Exemplary Curriculum Paula Smith, Head, University Child Development School 10:00 AM-10:40 AM Coffee 10:45 AM-12:15 PM Panel Discussion on K-12 Mathematics Reform The panelist in this session led by Professor Wayne Patty will give a brief history of the current reform beginning with the National Council of Teachers of Mathematics "Curriculum and Evaluation Standards for School Mathematics" (1989) and "Professional Standards for Teaching Mathematics" (1991). Then we continue with a brief description of the materials that were developed to implement the vision of mathematics portrayed in these documents and the Teacher Enhancement initiatives at the National Science Foundation that are designed to provide professional development for teachers in order to implement these "Standards-based" curricula. A major component of the session will be two hands-on activities, one at the middle school level and one at the high school level, designed to illustrate problem-centered curricula that change the work and expectations of both students and teachers in the classroom. Moderator: Wayne Patty Professor of Mathematics and Director, Center for Outreach in Mathematics Education Virginia Polytechnic Institute and State University Panelists: Ginny Hanley Mathematics Teacher, Brookwood High School, Snellville, Georgia, Gwinnett County Public Schools Betti Kreye Mathematics Coordinator K-12, Montgomery County Public Schools, Christiansburg, Virginia Wayne Patty Virginia Polytechnic Institute and State University 12:15 PM-2:00 PM Lunch 2:00 PM-3:30 PM Panel Discussion on K-12 Mathematics Reform (continued) 3:30 PM-4:10 PM Coffee 4:15 PM-6:15 PM Interactive Session on Quantitative Reasoning Course for Liberal Arts Students A precalculus course in quantitative reasoning for liberal arts students has been developed at the University of Colorado that is also appropriate for students at two-year colleges. Supported by a new textbook, the course provides a broad survey of contemporary applied mathematics as it arises in current issues and disciplines. In this session, we will discuss the rationale for the course, special features of the course material, and conduct sample class presentations and activities. As individuals and as a society approaching the 21st century, we face challenges and choices that could affect our survival as a species. Understanding those issues and making informed decisions require fundamental quantitative skills that all college and university students should possess. From decisions about personal finance and voting issues, to choices of food, lottery tickets and computers; from understanding the federal debt to appreciating the mathematics of pollution and deforestation, we are all called to higher levels of quantitative reasoning if we are to be effective citizens. In this workshop, the presenters will begin by briefly surveying the rationale for developing a quantitative reasoning (QR) course for liberal arts students and discussing the issues that arise in teaching such a course. This discussion will draw on the presenters' experience in developing such a course at the University of Colorado and writing a textbook, published by Addison-Wesley to support the course. The remainder of the session will consist of classroom activities and presentations that are used in the University of Colorado courses. These activities will be highly interactive and will require the participation of those attending the session. The topics that will be surveyed in these activities could include: an in-class simulation of the spread of a disease (among workshop participants!) and its modeling; the mathematics of the federal budget, investments, and taxes; supply and depletion problems as they arise in finance, engineering, drug use, and environmental sciences; mathematics and music; the uses and abuses of percentages; mathematics in the news; teaching and learning about exponential growth; the mathematics of voting. Organizer: William Briggs Professor, Department of Mathematics University of Colorado, Denver Locations Workshop: Board and Directors Room, Atlanta Hilton and Towers Hotel (across the street from Sheraton Atlanta Hotel) Registration: SIAM Registration Desk, Exhibit Hall of the Sheraton Atlanta Hotel How to Register Attendees are advised to preregister for the workshop. The registration fee for high school teachers and student teachers is $25. Registration includes a lunch and two coffee breaks. SIAM accepts Visa, MasterCard, American Express, and personal checks. If you are attending the Mathematics Teachers Day only, please fill-in the short registration form below. If you are attending either or both of the Annual Meeting and Optimization Conference , complete the detailed preregistration form. Parking Parking is available at the Sheraton Atlanta Hotel, 165 Courtland Street for $12 per day. All workshop attendees staying at the hotel have in-and-out privileges on a 24-hour basis. Teachers' Preregistration Form SIAM is pleased to offer secure ordering. If you are uncomfortable sending credit card information over the Internet via a secure socket, please print this order form, fill it out, and fax it to SIAM at (215) 386-7999. If paying by check, please make checks payable to SIAM and mail it with this filled-in order form to SIAM, 3600 University City Science Center, Philadelphia, PA 19104-2688. Preregistration Deadline: Monday, April 19, 1999 On-site registration cannot be guaranteed. Contact Information Name: Telephone: Organization: E-mail: Department: Fax: Business Address: Home Address: City: City: State: State: Zip: Zip: Country: Country: Registration Fee Please check box to register for Mathematics Teachers Day Teachers day (Friday, May 14) $25.00 Payment Information: Based on the registration chart and the fees I chose, my total registration fee is dollars. I wish to pay by: Credit Card Number: Expiration Date: Name Badge Information: NAME BADGE - I prefer my name and affiliation to read as follows: Name (20 characters): Affiliation (20 characters): To take advantage of preregistration rates, both Preregistration Form and payment must be received at the SIAM office by Monday, April 19, 1999.   Please submit this information to SIAM

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