In this informal session, staff from the Center for Education in Small Urban Communities will talk briefly about their organization, the work they do in schools, and the opportunities for collaboration with mathematics, science and technology education projects.
Join us for our MSTE Friday Lunch field trip to Champaign Central High School. Jason Deal, a Math Teacher at Central, will guide us through a discussion of the math curriculum, as well as how his class recently used distance sensors.
Rides are available! We are planning to carpool to Central HS at 11:30, hoping to get there at or a little before noon. In your RSVP, you can request a ride or volunteer to be a driver. If you plan to get there on your own, please let us know as well. Thank you!
This week we will have Pete Glaze with some math puzzles. Join us for some fun exercises. Don't forget your thinking caps!
Jana and George will share the discussions theyre having with the Math 199 students surrounding "The box problem".
The conversations have led them to wonder about which math concepts all students need to know, and, assuming such a concept, how a teacher could get all students to learn it.
Our presenters this week will describe the Merit Programs for Emerging Scholars at the University of Illinois and MIST (Merit Immersion for Students and Teachers) Project as well as share some early results of the impact of the MIST Project.
Peter Braunfeld will join the group to discuss "The First Calculus Text: 1609."
Brother Thomas Dupre' is our special guest speaker this week. He wrote his dissertation in 1986 on "The 'New Mathematics' Controversy". The dissertation was directed by Ken Travers. Peter Braunfeld was the chairperson of his committee. Though Max Beberman had passed away by that time, Dupre's dissertation was based on interviews with many of the people who had been active in the University of Illinois Committee on School Mathematics.
Brother Dupre' is Associate Professor in Mathematics/Computer Science at Lewis University.
This week we will have a presentation from Paul Wenger on the Merit Program for Emerging Scholars here at the U of I.
Abstract: Preparation to teach school mathematics should include knowing how to respond to classroom mathematical interactions. Research literature of mathematics teaching asserts that teacher’s ability to respond to classroom interactions is dependent on her knowledge of subject matter and pedagogical strategies as well as instant recognition of what the student is saying. As a consequence, teacher education programs should cultivate teacher’s ability to respond to classroom mathematical interactions by practicing the integration of mathematical and pedagogical reasoning discourses.
George Reese will lead a discussion with the group on "Math Workshops for Teachers."