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Smith, Laura B.A Catalog of Successful Math Programs across Alabama,Florida, Georgia, Mississippi, North Carolina, andSouth Carolina. Volume II.Southeastern Educational Improvement Lab., ResearchTriangle Park, NC.Office of Educational Research and Improvement (ED),Washington, DC.May 89400-86-000731p.; For the first volume ("Sharing SuccessfulMathematics Programs across the Southeast"), see ED304 339.Reports - Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Elementary School Mathematics; Elementary Secondary

Education; Females; *Mathematical Enrichment;Mathematics Achievement; Mathematics Curriculum;Mathematics Instruction; *Mathematics Materials;*Minority Groups; *Secondary School Mathematics;Special Education

ABSTRACT

This catalog describes exemplary mathematics programsacross six southeastern states. The program title, site, contentfocus, grade level, achievement levels, program description, andaddress for contact are summarized for each program. The programswere identified through a literature search and throughrecommendations from mathematics experts. Three summary tables bycontent focus, grade levels (K-12), and achievement levels areprovided. The content focus includes: early childhood mathematics;arithmetic; 7th grade mathematics; 8th grade mathematics; enrichmenttopics/problem solving; consumer mathematics; general mathematics;algebra I; geometry; algebra II; advanced mathematics; trigonometry;calculus; minority enhancement; and other topics. A total of 38programs are outlined for six states. Thirteen additional programsare listed as minority/female-focused programs. (YP)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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08-011

A Catalog of Successful Math ProgramsAcross Alabama, Florida, Georgia, Mississippi,

North Carolina, and South CarolinaVolume II

Prepared by Laura B. Smith

May 1989

U S DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONECENTER (ERIC)

This document has been reproduced asreceived from the person or organaafionr(cenafing it

Minor changes have been made to improvereproducnon Quality

Pcunts of 'dm*, or opintons stated In thls document do not necessarily represent officlaiOERI position or poky

SOUTHEASTERN EDUCATIONALIMPROVEMENT LABORATORY

RESOU CES2 BEST COPY AVAILABLE

0-RISponsored by the Office of Educational Research and Improvement, if .tea States Department of Education.

SOUTHEASTERN EDUCATIONALIMPROVEMENT LABORATORY

P 0 Box 12746 A 200 Park Offices 4,,Sulte 204

Research Triangle Pak A North Carolina 27709

(919) 549-8216

This publication is based on work sponsored wholly, or in part, by the Office of Educational Research and Improvement of the

United States Department of Education, under Contract Number 400-86-0007. The content of this publication does not

necessarily reflect the views of the Office of Educational Research and Improvement, the Department, or any other agency of the

U.S. Government.

3

08-011

A Catalog of Successful Math ProgramsAcross Alabama, Florida, Georgia, Mississippi,

North Carolina, and South CarolinaVolume II

Prepared by Laura B. Smith

May 1989

I

I

A Catalog of Successful Math ProgramsAcross Alabama, Florida, Georgia,

Mississippi, North Carolina, and South CarolinaVolume II

Prepared for the Southeastern EducationalImprovement Laboratory by:

Laura B. Smith,Graduate Assistant

Programs included from Volume I prepared by:Lee V. Stiff,

Department of Mathematics and Science EducationNorth Carolina State University

Raleigh, North Carolina

May 1989

5

Table of ContentsIntroduction iii

Summary: Content Focus ivSummary: Grade Levels ivSummary: Achievement Levels Targeted by Programs iv

AlabamaFifth-Year Math Program 1

Math Counts Competition 1

Mathematics Their Way 1

Math Seminar 2

Seventh-Grade Algebra 2Walker County Academic Tournament 3

Writing to Relieve Math Anxiety 3

FloridaCalculator-Assisted Mathematics for Everythy Living (CAMEL) 4

Effective Teaching of Mathematics 4

QUEST 4

Research Exchange for Computerized Individualized Programs of Education (RECIPE) 5

Superstars II 5

University of Chicago School Mathematics Roject 6

GeorgiaMathematics Laboratory for Noncollege -Bound Students 6

Problem Solving and Thinking Project 6

Project Link 7

Remedial Education Program 7

Systematic Teaching and Measuring Mathematics (STAMM) 8

Vocational Applied Mathematics (VAM) 8

Mississippi7th- and 8th-Grade Math 9

Advanced MathematicsCollege Preparatory 9

Algebra I and Geometry 9

Math Emphasis Month (January) 10

Saxon's Method of Teaching Math 10

Shaw School District Chapter I, Remedial Mathematics 11

North CarolinaCompetency Remediation in Mathematics 11

Innovative Math-Science Program 12

Introduction to College Mathematics 12

Mathematics Demonstration Teacher/Resource Lab 13

Model Mathematics and Science Program 13

Preparing for Mathematics Competitions 14

Technology and the Future: An Integrated Approach to Math and Science 14

South CarolinaFour-Year AP Math Program 15

LOGO in the Mathematics Classroom 15

Mathematics Their Way: Supplemental Mathematics Program 15

Math Lab I and Math Lab II 16

SAT-Mathematics Improvement Project 16

Solving the Prcblem of Mathematics Problem Solving 17

Minority/Female- Focused ProgramsAstra's Magic Math 17Comprehensive School Mathematics Program (CSMP) 18Connecticut Pre-Engineering Program (CPEP) 18Deficiency Skills Learning Lab 18EQUALS 19FAMILY MATH 19MSEN(Mathematics and Science Education Network) Pre-College Program 20PRIME (Philadelphia Regional Introduction for Minorities to Engineering) 20Project Catch-Up 21

Project SEED 21

Success Understanding Mathematics (SUM) 21

Team Accelerated Instruction: Mathematics 22Washington MESA (Mathematics, Engineering, Science Achievement) 22

IntroductionThe first volume of this catalog, Sharing Successful Mathematics Programs Across the

Southeast, developed by the Southeastern Educational Improvement Laboratory (SELL),identified successful mathematics education programs in the six states that the Labserves: Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina.Volume I was prepared by Lee V. Stiff, Department of Mathematics and Science Educa-tion, North Carolina State University. The programs highlighted in Volume I wereselected by members of the SELL Regional Mathematics Improvement Program Com-mittee and approved and submitted by local education agency program directors. Theclassroom programs were selected because nominators have deemed them to be suc-cessful in assisting practitioners in their efforts to improve classroom instruction andenhance student performance.

Sharing Successful Mathematics Programs Across the Southeast, Volume II is an exten-sion of the first volume. It includes descriptions of 12 additional programs that havebeen deemed successful in addressing the needs of females and minorities in mathe-matics. These programs were identified through a literature search and through recom-mendations from mathematics experts.

Females and minorities are underrepresented in advanced mathematics coursesand often are underachievers in other mathematics courses in which they enroll. Theminority- and female-focused programs described in this catalog, beginning on page17, are designed to increase these students' interest in mathematics, strengthen theirconfidence in their ability to succeed in mathematics, and improve their logical think-ing skills.

This catalog is intended to serve as a useful resource guide to state mathematicsconsultants, local mathematics supervisors, and K-12 mathematics teachers. Programsat the elementary, middle, and secondary levels of education that serve students at theremedial, developmental, and advanced levels of instruction have been identified. Thefollowing page contains indices of the programs by content focus, grade levels of im-plementation, and achievement levels of students for which the programs are designed.

This catalog was developed under the direction of Frederick E. Smith, SoutheasternEducational Improvement Labpratory (SELL), and the members of the SELL RegionalMathematics Improvement Program Committee: Marjorie Claytor, South CarolinaDepartment of Education; Carolyn Hecker, Cocoa Beach, Florida; Robert Jones, NorthCarolina Department of Public Instruction; Donna Lander, Mississippi Department ofEducation; Robert Lumsden, Florida Department of Education; Marlene McClerklin,Columbia, South Carolina; Phyllis P. Martin, Georgia Department of Education; An-thony Morris, Batesville, Mississippi; Linda Pledger, Alabama Department of Educa-tion; Andy Reeves, Florida Department of Education; and Eleanor Smithers, Huntsville,Alabama.

For additional information about these programs, contact the director of the programin question or Frederick Smith, SELL, P.O. Box 12748, 200 Park, Suite 200, Research Tri-angle Park, NC 27709-2748; (919) 549-8216 or 1-800-237-4829 (outside North Carolina).

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Summary: Content Focus

Content Focus Project Numbers

Early Childhood Mathematics 3, 7, 9, 11, 12, 18, 23, 25, 35, 39, 40, 43, 44, 47Arithmetic 6, 7, 9, 11, 12, 15, :6,18, 23, 2425, 35,40, 42, 43, 44, 47, 49, 507th-Grade Mathematics 6, 10, 13, 16, 18, 20, 24, 25, 37, 42, 43, 478th-Grade Mathematics 2, 6,10, 13, 16, 18, 20, 24, 25, 37, 42, 43, 47Enrichment Topics/Problem Solving 10, 12, 13, 15, 18, 40, 41, 43, 44, 45, 46, 51Consumer Mathematics. 6, 18, 19, 26, 36General Mathematics 8, 14, 17, 18, 19, 25, 26, 30,36, 42, 46, 47Algebra I 4, 5, 6, 13, 18, 21, 22, 24, 27, 30, 31, 32 , 37, 43, 47, 48Geometry 1, 4, 5, 6,18, 21,22, 30, 31, 32, 34, 37, 43, 44, 46, 47Algebra II 4, 6, 18, 21, 30, 31, 32 , 37, 43, 47, 48Advanced Mathematics 4, 6,18, 21, 28, 30, 31Trigonometry 6, 18,18 30, 31Calculus 4, 18,21,28,30,33Minority Enhancement 3, 8, 12, 13, 18, 27, 36, 37, 39, 40, 41, 42, 43, 44, 45,

46, 47, 48, 49, 50, 51Other 15, 16, 17, 18, 19, 27, 28, 29, 30, 31, 32, 36, 38, 41, 42, 43, 44, 45, 46, 51

Summary: Grade Levels

Grade Levels

KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8Grade 9Grade 10Grade 11Grade 12

7, 9,11,7, 9, 11, 12, 15,

7, 9, 11, 12,7, 11, 15, 16, 18, 24, 25, 29,

5, 6, 10, 13, 15, 16, 18, 19, 20, 24,2, 5, 6, 10, 13, 15, 16, 18, 19, 20, 21, 24,

6, 8, 10, 14, 15, 17, 18, 19, 21,22, 24, 29, 30,. 4, 6, 8, 14, 17, 18, 19, 21,22, 26, 27, 29, 30,

. . . 1, 4, 6, 14, 17, 18, 19, 21, 26, 27, 28, 29, 30,

. 1, 4, 6, 14, 17, 18, 19, 21, 26, 27, 28, 29,30, 31,

.3, 9,3, 7, 9,11,

3, 7, 9, 11, 12,12,18, 23, 25,18, 23, 25, 29,15,18, 25, 29,34, 35, 40, 41,25, 29, 37, 38,25, 29, 37, 38,32, 36, 37, 38,32, 36, 37, 38,31, 32, 37, 38,32, 33, 37, 38,

Project Numbers

11, 18, 29, 35, 39, 40, 43, 44, 4712, 18, 29, 35, 39, 40, 43, 44, 4718, 23, 29, 35, 40, 43, 44, 47, 4929, 34, 35, 40, 43, 44, 47, 49, 5034, 35, 40, 43, 44, 47, 48, 49, 5034, 35,40, 43, 44, 47, 48, 49, 5042, 43, 44, 45, 47, 48, 49, 50, 5141, 42, 43, 44, 45, 46, 47, 48, 5141, 42, 43, 44, 45, 46, 47, 48, 5141, 42, 43, 44, 45, 46, 47,48, 5141, 42, 43, 44, 45, 46, 47, 48, 5141, 42, 43, 44, 45, 46, 47, 48, 5141, 42, 43, 44, 45, 46, 47, 48, 51

Summary: Achievement Levels

Achievement Levels of Students Targeted by Programs Project Numbers

Spedal Education 11, 18, 19, 35Remedial 3, 8, 9, 12, 14, 15, 16, 17, 18, 19, 20, 23, 25, 26, 28, 29,

30 ,34, 35, 36, 38, 39, 40, 42, 43, 44, 47, 49, 50, 51Average 2, 3, 7, 8, 9, 10, 12, 13, 14, 15, 16, 18, 19, 20, 21,22, 23, 24, 25,

27, 28, 29, 30, 32, 34, 35, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 50, 51Advanced 1, 2, 3, 4, 5, 6, 7, 9, 10,12,15, 18, 19, 20, 21, 22, 23, 24, 27,

28, 29, 30, 31, 32, 33, 34, 35, 37, 38, 39, 40, 41, 43, 44, 45, 46, 48, 50, 51

-iv-

I 1 il I 1 i III III

1. Fifth-Year Math Program

SITE: Enterprise High School, Enterprise, AlabamaCONTENT FOCUS: Analytic Geometry

GRADE LEVEL: 11-12

ACHIEVEMENT LEVELS of Students: Advanced

PROGRAM DESCRIPTION: The activities of theFifth -]ear Math Program are designed to aid studentsin making a successful transition from algebra andtrigonometry to calculus. One semester is devoted toanalytic geometry. A second semester includes a varietyof mathematical topics, including set theory, statistics,probability, limits, derivatives, functions, proofs by in-duction, series, sequences, binomial theorem, andgroups. Included within the Fifth-Year Math Programis BASIC programming for mathematical use, mathe-matical research (a technical paper), and a visualproject. Class presentations also are required.

Students actively participate in mathematics at anadvanced instructional level. Their evaluations of whatthey have learned have been consistently positive. Mostimportantly, students develop a positive attitudetoward higher mathematics.

The instructional design of the program includeslectures, demonstrations, cooperative learning, com-puter lab, library research, and the use of mediamaterials.

Special training or experiences needed by par-ticipating teachers include training in computerscience, experience teaching trigonometry and cal-culus, and familiarity with research topics in mathe-matics relating to instruction at the secondary level.

The following student outcomes are emphasizedand used to judge the effectiveness of the program: im-proved attitudes towari mathematics, increasedachievement in school mathematics courses, and in-creased enrollment in advanced mathematics classes.

Funding is provided by local, state, and federalsources.

Student progress is monitored by teacher-madetests, performance on research projects, computerprogramming achievements, class partidpation, andproject grades.

CONTACT: Wanda MotesEnterprise High SchoolRt. 1, Box 162Jack, AL 36346(205) 894-2328

2. Math Counts Competition

SITE: Marshall Middle School, Evergreen, Alabama

CONTENT FOCUS: 8th-Grade Honors MathematicsGRADE LEVEL: 8

ACHIEVEMENT LEVELS of Students: Average andAdvanced

PROGRAM DESCRIPTION: Math Counts is a na-tional mathematics competition for middle-years stu-dents that encourages participation in the study ofmathematics. It recognizes the importance of mathe-matics in science and engineering careers. Problemsolving is a special emphasis of the program.

Participating teachers should have at least fiveyears of teaching experience and experience coachingmath teams. Students meet daily for one hour toprepare for the competitions.

The instructional design of the program indudeslechtros, demonstrations, and cooperative learning.

Student outcomes include: improved attitudestoward mathematics, increased math achievementlevels, improved performance during math competi-tions, and increased enrollment in high school mathcourses. In addition, the program promotes communityand parental involvement in mathematics instructionand enhances the teacher's knowledge of mathematicsconcepts.

Funding is provided from local school funds.Student progress is monitored by skill and power

drills, contests, and achievement tests.

CONTACT: Pat CassadyMarshall Middle School107 Finch AvenueEvergreen, AL 36401(205) 578-3262

3. Mathematics Their Way

SITE: Selma Public Schools, Selma, Alabama

CONTENT FOCUS: Early Childhood Mathematics

GRADE LL VEL: K-2

ACHIEVEMENT LEVELS of Students: Remedial,Average, and Advanced

PROGRAM DESCRIPTION: Mathematics Their Wayis an activity-centered program for grades K-2 that al-lows children to view mathematics as a way of think-ing. Activities Are designed to help children develop anunderstanding of and an insight into patterns of math-ematics.

PAGE 1 1 SUCCESSR1L MATH PROGRAMS

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The program allows students to learn math con-cepts through the manipulation of real-life materialsand to progress gradually from hands-on experiencelevels to more abstract levels. Students develop think-ing skills as they explore materials; build and search forpatterns; and sort, classify, compare, and solveproblems. Skills in number operations are built simul-taneously, not in isolated sequences.

In the program, students: 1) use hands-on materialsat all levels, 2) focus on relationshi! 3 and process beforefocusing on the solution to problems or symbolizationin mathematical terms, (3) work with others on dif-ferent ability levels, and (4) generate their ownproblems and think through solutions to theseproblems.

This program agates a classroom environment thatenhances self-concept and social interaction. Theteacher becomes a facilitator of learning, fulfilling thegoal of teaching children to think.

Due to the complexity of the program, special in-structional training is required. A variety of materials,boa' =menial and teacher-made, is needed for im-plementation.

The effectiveness of the program is reflected in im-proved attitudes (students and teacher) toward math-ematics, as well as increased student achievement inmathematics.

Funding is provided from local, state, and federalSOUTCES.

Student progress is monitored by evaluation in-struments that accompany the program.

CONTACT: Edna AndersonSelma Public SchoolsP.O. Box FSelma, AL 36702-0318(205) 874-1&37

4. Math Seminar

SITE Grissom High School, Huntsville, Alabama

CONTENT FOCUS: Algebra, Geometry, AdvancedMath, and Calculus

GRADE LEVEL 10-12

ACHIEVEMENT LEVELS of Students: AdvancedPROGRAM DESCRIPTION: Math Seminar offersstudents an opportunity to progress beyond standardhigh school mathematics topics and standard ways ofexploring these topics. The program places a specialemphasis on problem solving with speed and accuracy.Students and teachers share the responsibility ofproviding instruction.

Teaches need an excellent grasp of mathematicalconcepts to implement programmatic activities suc-

SOUTHEASTERN EDUCA7IO1VAL IMPROVEAfENT LABORATORY

cessfully. Students meet daily and are required to com-plete activities outside of the classroom.

Verbally expressing mathematical concepts is animportant element of the seminar. Students are en-couraged to interact with each other and with teachersto maximize their understanding of mathematics andthe problem-solving process.

The instructional design of the program includesteacher lectures, student lectures, and group activitiesin and outside of the classroom (such as participatingin local and regional math competitions).

The effectiveness of the program is reflected in im-proved student attitudes toward mathematics, im-proved classroom performance in mathematics,increased abilities to communicate mathematical ideasand approaches to woblems more effectively, and in-creased community and parent involvement in mathe-matics instruction.

Funding is provided locally.Student achievement is monitored by performance

in math competitions.Several of the competitions in which the students

participate include math league contests, local highschool and university math tournaments, a statewidemath contest, and Mu Alpha Theta national conventioncontests.

CONTACT: Dorothy WendtGrissom High School10201 Melanie DriveHuntsville, AL 35802(205) 883-7042

5. Seventh-Grade Algebra

SITE Mountain Brook Junior High, Birmingham,Alabama

CONTENT FOCUS: Algebra I and Geometry

GRADE LEVEL: 7-8


PROGRAM DESCRIPTION: Seventh-Grade Algebrais an accelerated mathematics program designed toprovide students with an understanding of algebra andintroduce them to several geometric concepts. In thedemanding program, students meet daily in regularclass sessions and are assigned homework daily. Theyalso are involved in activities relating to career optionsassociated with the study of mathematics. The instruc-tional design of the program includes lectures,demonstrations, cooperative learning experiences, andlaboratory experiences. Participating teachers need astrong background in mathematics and are expected topossess a high enthusiasm for teaching mathematics.

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The effectiveness of instruction is judged bystudents' positive attitudes toward mathematics, theirachievements (emphasis is ort test performance), andtheir heightened career awareness. The program en-courages parental involvement.

Local school funds provide support.Student progress is monitored by student perfor-

mance on the Orleans-Hanna Algebra PrognosisPretest, Lankford Algebra Competency Posttest, andOrleans Hanna Geometry Prognosis Posttest.

CONTACT: Kay BalchMountain Brook Junior High205 Overbrook RoadBirmingham, AL 35213(205) 871-3516

6. Walker County AcademicTournament

SITE: Walker County Schools, Jasper, Alabama

CONTENT FOCUS: Arithmetic, Algebra, Geometry,Trigonometry, Consumer /Business Mathematics,and Senior Mathematics

GRADE LEVEL: 7-12


PROGRAM DESCRIPTION: The Walker CountyAcademic Tournament provides mathematics studentswith an opportunity to demonstrate their knowledge ofmathematical concepts. Students meet daily to preparefor the tournament and are required to complete assign-ments outside of the classroom before they are selectedto represent the school.

The program places heavy emphasis on solvingproblems, improving attitudes toward mathematics,increasing participation in mathematics, and improv-ing thinking skills. The program also promotes parental involvement in mathematics instruction.

Instructional strategies that have been used suc-cessfully in this program include lectures, demorstra-dons, cooperative learning experiences, and laboratoryexperiences.

Student benefits are reflected in their improvedperformance during tournament competition, im-proved attitudes toward mathematics, improvedachievement, increased enrollment in mathematicsclasses, and increased recognition from community or-8a+

Partidpating teachers increase their awareness oftheir academic strengths and weaknesses and becomesensitive toward problems students face in learningmathematics.

Funding is provided from local school funds,Walker College, and the University of Alabama.

Student progress is monitored by teacher-madetests.

CONTACT: Genette MeeksWalker County SchoolsRoute 7, Box 410Jasper, AL(205) 384-3718

7. Writing To Relieve Math Anxiety

SITE: Mary B. Austin Elementary School, Mobile,Alabama

CONTENT FOCUS: Elementary School MathematicsGRADE LEVEL: 1-6


PROGRAM DESCRIPTION: Writing to Relieve MathAnxiety is a program designed to use writing activitiesto improve elementary students' attitudes towardmathematics and to assist them in achieving a better un-derstanding of mathematical concepts and algorithms.The length and frequency of writing activities aredeter-mined by the teacher and are related to the instruction-al needs of the students. Students are encouraged todevote time to the learning activities outside of theclassroom environment.

The instructional design of the program em-phasizes demonstrations and cooperative learningthrough writing. Effective use of this instructionalstrategy by teachers is enhanced by their participationin staff development sessions focusing on various ap-proaches to using writing in teaching mathematics.

Student outcomes indicating the effectiveness ofthe program include improved attitudes toward math-ematics and increased achievement in mathematics.Residual effects of the program include: increasedteacher competence in teaching mathematics,heightened teather awareness of and sensitivity towardstudent problems, and increased recognition from com-munity and state organizations.

Funding is provided by the state.Student progress is monitored by chapter and unit

tests.

CONTACT: Terry E. BeasleyMary B. Austin Elementary School150 Provident LaneMobile, AL 36608(205) 342-4018

PAGE 3 12 SUCCESSFUL MAIN PROGRAMS

8. Calculator-Assisted Mathematicsfor Everyday Living (CAME )

SITE: Daytona Beach, Florida

CONTENT FOCUS: General Mathematics

GRADE LEVEL: 9-10

ACHIEVEMENT LEVELS of Students: Remedial andAverage

PROGRAM DESCRIPTION: CAMEL is a programdesigned to promote effective use of calculators in solv-ing mathematical problems. Program activities focuson understanding mathematical concepts, not on themechanics used in problem solving. Emphasis is placedon calculator application skills associated with mathe-matical concepts in high echo )1 general mathematics.Instructional items needed include calculators,CAMEL materials (including computational modules,pretests, and posttests), and a data management sys-tem.

Individualized instructional approaches arerecommended for maximum program effect: .eness. Aone-day staff development session on individualizinginstruction is recommended for partidpating teachers.

The program has been successful in improvingstudents' attitudes toward mathematics, increasingstudent achievement in mathematics, and increasingstudents' appreciation for and understanding of howto use technology effectively to solve everyday math-ematical problems.

Funding is provided by ;oval and federal sources.Stuatia regress is monitowd by CAMEL pretests

and posttests.

CONTACT: NEFECP.O. Box 198Boswick, FL 32007(900 328-8811

9. Effeciive Teaching of Mathematics

SITE: Lee County Public Schools, Ft Myers, Florida

CONTENT FOCUS: Elementary School Mathematics

GRADE LEVEL: K5


PROGRAM DESCRIPTION: Effective Teaching ofMathemotics is a program that emphasizes traditional

mathematics instructional approaches. The programuses the direct- instruction or whole-class instructionalmethod. Students meet daily and are assigned activitiesto complete outside of class.

Instructional strategies used in the program in-clude lectures, class demonstrations, and use of hands-on activities. Partidpating teachers are encouraged toreceiv- *raining in the use of the Good and Grouws' Ac-tive lematics Taching Model.

The effectiveness of the program is indicated bystudents' improved attitudes toward mathematics and

a sed achievement levels in school mathematics.nurses.

Participating teachers' knowledge of instructionalstrategies for teaching mathematics is enhancedthrough use of the approaches advocated in the Goodand Grouws teaching model.

Funding is provided locally.Student progress is monitored by a computer data

management system, Florida Statewide AssessmentTests (Grades 3 and 5), and the California AchievementTest (Grades 1-5).

CONTACT: Bob CurryElementary Mathematics SupervisorLee County Public Schools2055 Central AvenueFt. Myers, FL 33901(813) 334-1102

10. QUEST

SITE: Sandalwood Junior-Senior High School, Jackson-ville, Florida

CONTENT FOCUS: Enrichment Topics for JuniorHigh School

GRADE LEVEL: 7-9


PROGRAM DESCRIPTION: QUIST challenges themathematical abilities of junior high students beyondthe normal expectations of the regular classroom Stu-dents participate in math seminars and are exposed tohigher order mathematical concepts. Quest em-phasizes the use of higher level concepts that often arenot found in junior high mathematics textbooks. Theseminars provide opportunities for students to thinkcreatively and investigate mathematical relationships.

Students participate in seminar activities twice aweek and are not expected to complete activities out-side of class. Program activities use manipulatives andcomputers with graphics capabilities to help studentsexplore mathematical relationships.

SOUTHEASTER N EDUCATIONAL SEPROVEArliNT L4BORAT6RY13

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Teachers use mathematical games, manipulatives,and computers to achieve program objectives.

Teachers' interest in the program is the main pre-requisite for being involved in this program. However,experience in teaching mathematics and computerscience is useful. 'Butchers spend approximately sixhours per week instructing and preparing for class. Ap-proximately six hours per week are needed to developmaterials for use in the program.

QUEST has been judged a success becausestudents' attitudes toward mathematics have im-proved, as have their mathematics achievement levels.

There are no special funding requirements.Student progress is monitored by the Stanford

Achievement Mast.

CONTACT: Marita H. EngSandalwood Junior-Senior High School2750 John Prom Blvd.Jacksonville, FL 32217(904) 646-5100

11. Research Exchange forComputerized Individualized

Programs of Education (RECIPE)

SITE: Project RECIPE, Sarasota, Florida

CONTENT FOCUS: Basic Skills Areas in ElementaryMathematics

GRADE LEVEL: K-6

ACHIEVEMENT LEVELS of Students: Learning Dis-abled

PROGRAM DESCRIPTION: RECIPE is an instruc-tional management system designed to provide in-dividualized programs of instruction. Students meetdaily and use RECIPE materials, including activitybooks, audiotapes, planning materials, and microcom-puters.

The data management system tracks individual-ized instructional programs, activity books,audiotapes, and computer-assisted instructionaldesigns for participating students and teachers.

Special training for participating teachers includesa two-day in-service training session on the use of themicrocomputer management system.

The success of the program is indicated bystudents' improved attitudes toward mathematics andperformance in mathematics courses.

lbachers report that the individualized systemmakes them conscious of and sensitive to students'learning problems. Parental involvement has been ob-served, and the program has received recognition fromcommunity, state, and national agencies.

Funding is provided locally.

Student progress is monitored by tests developedby the RECIPE project developers.

CONTACT: Sanders BellChapter 1 GrantsThe School Board of Sarasota County2418 Hatton StreetSarasota, FL 34237(813) 957-3899

12. Superstars II

SITE: Florida Department of Education, Tallahassee,Florida

CONTENT FOCUS: Higher Order Mathematics Skills,Grades 1-5

GRADE LEVEL: 1-5


PROGRAM DESCRIPTION:Superstars II challengesthe higher order thinking skills of elementary children.Teachers frequently overlook or neglect inclusion ofthese skills in favor of instruction focused on the basicskills typically taught in elementary math classes. Theprimary emphasis of the program is on problem solv-ing and higher order thinking.

The program uses materials prepared by theHonda Department of Education. Teachers determineeffective strategies for implementing the program. Stu-dents meet a minimum of once a week, and they are ex-pected to spend about one to two hours per week onprogram activities outside of class.

This program supplements normal instruction. Theinstructional approach highlights student initiative.Students work extra problems on their own with helpfrom the teacher, the teacher assistant, or a schoolvolunteer. As rewards for the extra work, they earnstars. These stars are displayed in the school. Solutionsto problems are rated by difficulty, and students earnfrom one to, four stars for each solution. Students mayuse calculators.

Participating teachers receive training in a three-day workshop on current approaches to problem-solv-ing strategies.

The effectiveness of the program is reflected instudents' improved higher level thinking skills, their in-creased willingness to work mathematical problems,and increased parent and community involvement inmathematics activities.

Support for :Togram is provided from statefunds.

Student progress is not formally monitored. Infor-mally, parents give the program high marks.

PAGES

.14SUCCESSFUL MATH PROGRAMS

CONTACT: Andy ReevesKnott Bldg.Florida Department of EducationTallahassee, FL 32303(904) 488-1701

13. University of Chicago SchoolMathematics Project

SITE: Pinellas County Schools Largo, Florida

CONTENT FOCUS: 7-8 Mathematics, Including Al-gebra

GRADE LEVEL: 7-8

ACHIEVEMENT LEVELS of Students: Average

PROGRAM DESCRIPTION: The University ofChicago School Mathematics Project advocates theneed to reshape the K-12 mathematics curriculum. InLargo, Florida, curriculum materials have been used toevaluate the effectiveness of this new approach tomathematics instruction. The project emphasizes read-ing, using calculators and computers, performing ap-plications, and exploring new topics, such as statisticsand discrete mathematics. The program generally as-sumes that students are capable of achieving more inmathematics if additional attention is given to thescope and sequence of the concepts taught.

Students meet daily in dames and are expected tospend typical amounts of time doing homework.

Standard instructional methods are used in theprogram. Participating bothers are expected to have astrong mathematics background.

Improvements in studatts' attitudes toward math-ematics and addeveme. t mathematics courses andincreased enrollments tr. -.natio classes and useof technology represent the -.sions on which thesuccess of the program is gauged.

Teachers are able to increase theirs. Iderstanding ofother mathematical concepts, such as statistics and dis-aete mathematics.

Funding is provided by AMOCO Foundation, Na-tional Science Foundation, General Electric, and theCarnegie Foundation.

Student prowess is monitored by the Orleans-Hanna Algebra Readiness Test, a local high school testof general mathematics skills, and other testsdeveloped by project developers.

CONTACT: Margaret HackworthSupervisor of Secondary MathematicsPinellas County Schools205 Fourth Street S.W.Largo, FL 34640(813) 585-9951

..lm IiIfy,

SOIMMASMIN EDUCATIONAL IMPROVEMINT LABORATORY

14. Mathematics Laboratory forNoncollege-Bound Students

SITE: Coffee High School, Douglas, Georgia

CONTENT FOCUS: General or Basic Mathematics

GRADE LEVEL: 9-12


PROGRAM DESCRIPTION: Mathematics Labor-atory for Noncollege-Boansd Students emphasizes thefollowing: incorporating hands-on activities, usingtechnology, improving attitudes toward mathematics,and increasing enrollment in mathematics classes.Manipulatives enhance the teaching of mathematicalconcepts and skills.

Students participate in program activities daily.Twenty-five percent of the regular class time is spent ina laboratory setting.

The instructional laboratory provides unique ex-periences for participating students. The instructionaldesign centers around hands-on activities and com-puter use. Teachers who have experience providingremedial math instruction and understand instruction-al computing are most prepared to work in thisProgram-

Indicators of success of program activities includepositive student attitudes toward mathematics and in-creased attendance in mathematics classes.

Funding is provided locally.

CONTACT: Terri Stevens or Sue HutchinsonCoffee High SchoolP.O. Box 979Douglas, GA 31533(912) 384-2094

15. Problem-Solving and ThinkingProject

SITE: Georgia State University, Atlanta, Georgia

CONTENT FOCUS: Middle School MathematicsProblem Solving

GRADE LEVEL: 4-9 ,ACHIEVEMENT LEVELS of Students: remedial,

Average, and AdvancedPROGRAM DESCRIPTION: The Problem-Solvingand Thinking Projecta 10-week programhelps

15 PAGES.41

teachers identify and develop metacognitive skills asthey engage in problem-solving activities. The use ofvideocameras and videocassette recorders Allowsteachers to evaluate themselves participating inproblem-solving activities.

A system of ongoing modeling, experimenting, andreflecting characterizes this program. Emphasis isgiven to creating models of the problem-solvingprocess. As an integral part of the project, program par-ticipants are required to provide instruction to othermiddle school mathematics teachers.

The program has been judged effective. Teachersare confident when handling problem-solving ex-

spertnces in schools. They indicate that the benefits ofthe program include teachers' increased competence inmathematical instruction and their increased aware-ness of and sensitivity toward students' problems inlearning mathematics.

Funding is provided by the National Science Foun-dation.

Student progress in not formally monitored.

CONTACT: Karen Schultz or Lynn HartGeorgia State UniversityCurriculum and InstructionUniversity PlazaAtlanta, GA 30303(404) 651-2511

16. Project Link

SITE: Radium Springs Middle School; Merry AcresMiddle School, Albany, Georgia

CONTENT FOCUS: Mathematics and ScienceGRADE LEVEL: 6-8


PROGRAM DESCRIPTION: Project Link helps mid-dle school students understand relationships betweenmathematics and other sciences. Program activities in-tegrate concepts in math and science and involve stu-dents in problem-solving activities.

Inexpensive teacher- and student-made instruc-tional materials are used in the program. Some com-mercially produced materials, such as rods,measurement materials, paper, compasses, and rulers,are required.

Teachers are expected to participate in special in-service training on effective instructional strategies forusing manipulatives, creating student-centered ac-tivities, and using applied projects.

The program's instructional design stresses hands-on activities. Student-activity centers and teacher lec-tures are other instructional features.

Program goals are to improve student attitudestoward mathematics, increase achievement in mathe-matics and science courses, and increase enrollment inmath and science classes.

Teachers benefit from their training on effective useof manipulatives in teaching mathematics. As a resultof their participation, teachers become sensitive to stu-dent learning difficulties in mathematics and science.

Funding is provided by local and state sources.Student progress is monitored by standardized

mathematics and science tests.

CONTACT: Mary Kendall, Beverley Shoemaker, orVirginia MonroeDougherty County School SystemP.O. Box 1470Albany, GA 31703(912) 431-1249

17. Remedial Education Program

SITE: DeKalb County Schools, Decatur, Georgia

CONTENT FOCUS: Remedial Mathematics

GRADE LEVEL: 9-12

ACHIEVEMENT LEVELS of Students: Remedial

PROGRAM DESCRIPTION: Remedial EducationProgram emphasizes moving remedial students frombelow grade level to grade level in mathematics whileensuring that they master mathematical concepts asthey progress. Special training is given to participatingteachers. They attend a training workshop provided bythe department of secondary education of the DeKalbCounty Schools.

Students meet daily and are expected to completehomework activities regularly. There are no other for-mal program-related activities outside of class;however, some teachers practice innovative and crea-tive techniques of teaching that allow students to con-duct surveys, prepare and perform role-playingactivities, and use an integrated subject approach toproblem solving. For example, students may usenewspapers to complete an assignment that could satis-fy requirements in English, social studies, and mathe-matics classes.

The instructional design of the program includesindividualized instruction based on the student's pre-vious academic performance and standardized testresults. Most classes are taught in a mathematicslaboratory equipped with two computers. EDLprogram materials and other supplementary materialsand equipment, such as newspapers and computers,are used.

This program, recognized by community and stateorganizations, has created positive student attitudes

PAGE 7

6SUCCESSFUL MATH PROGRAMS

toward mathematics, increased achievement in mathe-matics courses, and decreased enrollment in remedialmath classes.

Funding is provided by local and state sources.Student progress is evaluated by the Test of

Achievement and Proficiency (TAP) and the GeorgiaBasic Skills Test (GBST).

CONTACT: Marva J. FearsDe Kalb County Schools3770 North Decatur RoadDecatur, GA 30032(404) 297-1274

18. Systematic Teaching andMeasuring Mathematics (STAMM)

SITE: Oconee County Schools, Watkinsville, Georgia

CONTENT FOCUS: An Objectives-Based CurriculumDerived From 11 Comprehensive MathematicsStrands for K-12, Special Education, Chapter I, andGifted and Talented.

GRADE LEVEL: K-12

ACHIEVEMENT LEVELS of Students: Special Educa-tion, Remedial, Average, and Advanced

PROGRAM DESCRIPTION: Systematic Teachingand Measuring Mathematics (STAMM), a comprehen-sive approach to K-12 mathematics, addresses theneeds of students receiving instruction at the remedial,developmental, and advanced levels. The program em-phasizes effective management systems that includeobjectives, pretests, posttests, student data files, anddocurientetion of program effectiveness. Supplemen-tal resource! for probability and statistics and vocation-al applied mathematics (VAM) are included also.

The instructional design of the program is charac-terized by its flexibility in accommodating differentlearning and teaching styles. Participating teachers at-tend a two-day STAMM training workshop providedby the Project STAMM staff.

The success of the STAMM project is judged bystudents' improved attitudes toward mathematics, in-creased achievement levels in mathematics courses,improved performance on standardized exams andstate mathematics exams, and increased enrollment inmath classes.

The flexibility of the program offers teachers an op-portunity to participate actively in improving instruc-tional techniques in mathematics. Teachers becomeaware of and sensitive toward student problems inlearning mathematics.

Local, state, and federal funds support the project.

Student progress is monitored by standardizedmath tests, state-developed math tests, and teacher-made tests.

CONTACT: Frances Hensley607 Aderhold HallUniversity of GeorgiaAthens, GA 30602(404) 542-3332

19. Vocational Applied Mathematics()SITE: Oconee County Schools, Watkinsville, Georgia

CONTENT FOCUS: Basic Math Skills Related to 21Different Vocational Programs

GRADE uVEL: 7-12ACHIEVEMENT LEVELS of Students: Remedial,

Average, Athanced, and Special Education

PROGRAM DESCRIPTION: Vocational AppliedMathematics (VAM) uniquely applies solutions tomathematical problems found in vocational studies.The program uses a management system that em-phasizes reviewing, remediating, and applying basicmathematics skills in vocational programs. Theprogram may be implemented daily in a unit of studyduring a short period of time or in a weekly scheduleduring an extended period of time.

The use of diagnostic-prescriptive techniquesmakes it possible to tailor instruction for the individualstudent or for small or large groups. The program isflexible in accommodating different teaching styles.

The program is designed to improve students' at-titudes toward mathematics and help them understandthat achievement in mathematics is tied to success invocational areas. Enrollment in classes has increased,also.

Funding is provided by local, state, and federalmoney earmarked for vocational, academic, or specialeducation.

Student progress is monitored by teacher-madetests.

CONTACT: Ed Ward, DirectorVocational Instruction Unit1766 Twin Towers EastAtlanta, GA 30334-5040(404) 656-2552

SOIMIFASTERN EDUCATIOIVAL IMPROVEMENT LABORATORYi 7

PAGES

20. 7th-and 8th-Grade Math

SITE: Grenada Junior High School, Grenada, Missis-sippi

CONTENT FOCUS: Middle-Years Mathematics

GRADE LEVEL: 7-8


PROGRAM DESCRIPTION: The 7th- and 8th-GradeMath program, designed to prepare students for futurestudy in higher-level mathematics, centers around theinstructional needs of students. The program em-phasizes problem solving, standardized test-takingskills, hands-on activities, and instructional computing.Special student advising is a unique component of thisprogram.

Lectures, demonstrations, computer tutorials (forreinforcement only), and individualized instruction areused in this program. Participating teachers should becertified to teach middle-years mathematics.

Improved attitudes toward mathematics, im-proved performance in mathematics courses, and in-creased enrollment in math classes represent thedimensions on which the success of the program isdetermined.

Teachers indicate that important outcomes of theprogram include teachers' increased competence inmath instruction, their heightened awareness of and in-creased sensitivity toward student problems in mathlearning, and parent and community recognition of thecontributions made by the program.

Funding is provided by local, state, and federalsources.

Student progress is monitored by standardizedmathematics tests.

CONTACT: Margaret M. DavisGrenada Junior High SchoolJones RoadGrenada, MS 38901(601) 226-5135

..,

21. Advanced MathematicsCollegePreparatory

SITE: Booneville High School, Booneville, Mississippi

CONTENT FOCUS: Algebra, Geometry, AdvancedMath, Precalculus, and Calculus

GRADE LEVEL: 8-12


PROGRAM DESCRIPTION: The Advanced Mathe-matics-College Preparatory program emphasizesproblem solving across algebra, geometry, and calculuscourses for college-bound students.

The instructional design includes lectures,demonstrations, and extensive practice. Teachers whoare successful in implementing this program have ad-vanced mathematics training, at least three years ofteaching experience, and a willingness to work outsideof class to meet the needs of students.

The effectiveness of the program is indicated bystudents' achievement in mathematics courses. At-titudes are expected to improve as achievement in-creases.

Participating teachers have become more com-petent in teaching math and more knowledgeable ofmath concepts than they were before the program wasimplemented. They also are aware of and sensitive tostudent problems.

Funding is provided by the state.Student progress is monitored by standardized

tests (Stanford Achievement Test, ACT, and local andstatewide testing programs).

CONTACT: Johnny SweeneyBooneville High School100 Fourth StreetBooneville, MS 38829(601) 728-5445

22. Algebra I and Geometry

SITE: Pontotac High School, Pontotac, Mississippi

CONTENT FOCUS: Algebra I and Geometry

GRADE LEVEL: 9-10


PROGRAM DESCRIPTION: Success in Algebra I andGeometry is important for students who plan to con-tinue their study of mathematics through high schooland college. Pontotac High School's program preparesstudents for advanced study in mathematics. Thecourses emphasize problem solving and applications.

Students meet daily in their classes and are ex-pected to spend at least 30 minutes each day complet-ing homework assignments.

Lectures and demonstrations are used in thesecourses. Several years of experience in teaching secon-dary mathematics is a prerequisite for teachers who areinvolved in the program. Teachers use the concepts out-

PAGE 9 SUCCESSFUL MATH PROGRAMS

lined by Madeline Hunter's "Program for Effectiveleachers" to guide the instructional design.

Classes are videotaped once during the school year,and the videotape is reviewed by the teacher and prin-cipal. Teachers participate in peer observations anddepartmental meetings.

The success of the program is indicated bystudents' improved performance in mathematics cour-ses, teachers' increased effectiveness in teaching thecourses, and students' increased enrollment in mathcourses. Junior and senior high school math teams com-pete in district and state math tournaments.

Parental involvement is evident. The methods usedin these courses have received recognition from com-munity and state organizations.

No special funding is provided.Student progress is monitored by teacher-made

tests and standardized tests (Stanford AchievementTest and BSAP).

CONTACT: Miriam ClarkPontotac High SchoolNorth Main StreetPontotac, MS 38863(601) 489-1275

23. Math Emphasis Month (January)

SITE: Ford Elementary School, New Albany, Mis-sissippi

CONTENT FOCUS: Elementary MathematicsGRADE LEVEL: 2-4


PROGRAM DESCRIPTION: Mastery of the basicmath functions (addition, subtraction, and multiplica-tion) is necessary for students to be successful in math-ematics problem solving. Math Emphasis Month isdesigned to enhance the mastery of these skills. Testsmeasuring problem-solving skills are administeredduring the month of January at Ford ElementarySchool.

To motivate students, contests among grades 2-4are held. Speed tests are used to ensure mastery of thebasic facts. Prizes are awarded to students and class-room units, and blue ribbons are given to children whoscore an average of 90 or above. The class at each gradelevel with the highest percentage of student blue rib-bons receives a large blue medallion that is placed onthe classroom door.

Drill-and-practice sessions using flash cards andmath games typify the instructional design during thisspecial month. Students in each participating class

work in small and large groups whose sizes are deter-mined by the instructional needs of the students.

The program is successful. Students' attitudestoward mathematics and their achievement levels haveimproved. Teachers have become sensitive to problemsassociated with learning the basic facts, and parentshave become involved with their children's perfor-mance in mathematics.

No special funding is provided.Student progress is determined by performance in

contests and on the Stanford Achievement Test andstate achievement tests.

CONTACT: Elaine EudyFord Elementary School507 Oak StreetNew Albany, MS 38652(601) 534 -9551

24. Saxon's Method of Teaching Math

SITE: Petal School District, Petal Mississippi

CONTENT FOCUS: Middle-Years Mathematics (in-d uding Algebra I)

GRADE LEVEL: 6-9


PROGRAM DESCRIPTION: Saxon's Method ofTeaching Math is used by the Petal School District topromote greater understanding of and appreciation formathematics. The fundamentals of mathematics,coupled with much practice, are stressed andrewarded. In addition, this program emphasizes reten-tion of facts and concepts, problem solving, and im-provement of student attitudes toward math. Newtopics are introduced gradually, and concepts pre-viously taught are repeatedly reviewed.

The instructional design of the program is similaracross grade levels. In the Saxon approach, adequate in-structional time is allocated to allow students to in-crease their understanding and improve theirlong-term retention of math concepts. A given conceptis introduced briefly in one lesson and reviewed in sub-sequent lessons.

No special training is needed by participatingteachers.

The effectiveness of the program is determined bystudents' positive attitudes toward math, achievementin mathematics courses, and increased enrollment inmath.

Special funding is provided from local sources.Student progress is monitored by the California

Achievement Test.

SOU711EASIVINEDUCATIONAL 11410110VDADIT LABORATORY PAGE 10

CONTACT: Mike WaltersPetal School DistrictP.O. Drawer 523Petal, MS 39465(60I) 545-3002

25. Shaw School District Chapter I,Remedial Mathematics

SITE: McEvans Elementary and Shaw High School,Shaw, Mississippi

CONTENT FOCUS: Basic Skills Mathematics and StateCurriculum

GRADE LEVEL: 3-8


PROGRAM DESCRIPTION: The goals of the ShawSchool District's Remedial Mathematics program areto help students develop problem-solving skills, in-crease self-esteem, and improve attitudes toward math-ematics. To accomplish these goals, teachers usehands-on activities, drills, and technologies.

The program provides assistance to mathematicsteachers, offering an alternative to classroom instruc-tion. The laboratory approach uses duplicatedmaterials, flash cards, games, workbooks, mathematicstexts, computer programs, and multisensory learningmaterials to accomplish the goals of the program.

Participating teachers should be certified in thearea in which they are teaching, have prior teaching ex-perience or knowledge of computer science, and pos-sr.se an understanding of remedial programs. The

mgram's success depends on participating teachers'communication with other classroom teachers.

Students meet daily and are expected to spend ap-proximately five hours per week outside of the class-room completing program-related activities. Theinstructional design of the program it i;udes brief lec-tures, demonstrations, modeling, peer tutoring, COM-puter-assisied tutorials, individualized instruction, andcomputer instruction.

Measures of the program's success includestudents' improved attitudes toward mathematics, in-creased self-esteem, and decreased enrollment in theprogram as a result of their returning to regular math-ematics dames.

Funding is provided by state and federal sources.Student progress is monitored by standardized

achievement tests, by their ability to function consis-tently at or above grade level from year to year, and thecompletion rate of those who test out of the programand return to regular mathematics classes.

treewsoal

CONTACT: Clifton CourtneyShaw High SchoolP.O. Box 510Shaw, MS 38773(601) 754-4651

26. Competency Remediatiort inMathematics

SITE: Rocky Mount Senior High School, Rocky Mount,North Carolina

CONTENT FOCUS: General Mathematics

GRADE LEVEL: 10-12


PROGRAM DESCRIPTION: North Carolina has amandatory competency-testing program. To receive ahigh school diploma, students must pass a competen-cy test by the completion of 12th grade.

Competency Remediation in Mathematics was im-plemented to assist students in passing this competen-cy exam. From a broader perspective, the programstresses the development of basic mathematics skillsthat are necessary for students to be productive intoday's society.

Students meet daily in the program. They have ac-cess to computer-driven tutorials designed to provideinstruction and practice. Students are expected to spendabout 25 hours per week in activities outside of the for-mal setting of the program.

The instructional design of the program varies fromgroup lectures to individualized teaching. Students areencouraged to work independently and with others tosolve problems.

The effectiveness of the program is judged bystudents' achievement in school math courses and theirscores on the North Carolina Competency Test.

Funding is provided by the state.Student progress is monitored by the North

Carolina Competency Tes t.

CONTACT: Linda J. TharinRocky Mo308 S.

urrt Senior High SchoolTillery Street

Rocky Mount, NC 27801(919) 937-6439

SUCCESSFUL MG: 4 PROGIWASPAGE 210

27. Innovative Math-Science Program

SITE: Southern Wayne Senior High School, Dudley,North Carolina

CONTENT FOCUS: Algebra I and Biology

GRADE LEVEL: 10-12


PROGRAM DESCRIPTION: The Innovative Math-Science Program combines instruction in math andbiology to encourage minority students to enter math-and science-related careers. The program provides ex-periences in mathematics and the sciences throughfield trips, hands-on activities, and microcomputer-based activities.

Apple Ile computers and interfacing equipment formicrocomputer-based laboratories are used in theProgram-

Students meet once a week in the program and areexpected to spend about three to four hours per weekin activities outside of the classroom.

Science-Matt. learning center instruction em-phasizes microcomputer-based laboratory activitiesand independent studies in math and science. Par-ticipating teachers should have several years of teach-ing experience and have attended computer sciencestaff development sessions. Each week, teachers spendabout five hours preparing and delivering instruction,two hours evaluating students, and two hours advis-ing students.

Improved attitudes toward math and increased en-rollment in mathematics courses by females andminorities are two factors by which the program hasbeen deemed successful. Increasing the ability ofteachers to integrate instruction in mathematics andscience and strengthening their awareness of career op-portunities in math and science are also important at-tributes of success.

Special funding is provided by the state.Students' academic progress is monitored by local-

ly prepared pretests and posttests and state tests in biol-ogy acrd Algebra I.

CONTACT: Doris Stokes or Peggy KennedySouthern Wayne Senior High SchoolRte, 4, Box 55Dudley, NC 28333(919) 734-71%

28. Introduction To CollegeMathematics

SITE: North Carolina School of Science and Mathe-matics, Durham, North Carolina

CONTENT FOCUS: Advanced Mathematics-FourthYear

GRADE LEVEL: 11-12


PROGRAM DESCRIPTION: With a grant from theCarnegie Corporation of New York, the mathematicsdepartment of the North Carolina School of Science andMathematics has developed materials and software forthe fourth year of high school mathematics.

The course, Introduction to College Mathematics(ICM), lays the foundation for supporting futurecoursework in mathematics, including calculus, finite mathe-matics, discrete mathematics, mathematical modeling,and statistics. The course also provides an introductionto mathematics as it is used in engineering, physicaland life sciences, business and finance, and computerscience. A primary goal of this course is to provide stu-dents with an applications-oriented investigativemathematics course in which they are introduced to thetechnological world in which they live.

The course includes six sections: mathematicalmodeling, the computer -and calculator as tools, ap-plications of functions, data ar.::ysis, discretephenomena, and numerical algoribuns. Different in-structional approaches are used. Computer-assisted in-struction enables students to check their guesses andanalyses, ask and answer questions, make conjectines,and work with real data.

The units in the course include: GeometricProbability, Data Analysis 1, Functions, Polynomialand Rational Functions, Algorithms 1, Exponential andLogarithmic Functions, Finance, Data Analysis 2,Model 1, Model 2, Trigonometric Functions and theirInverses, Applications of Trigonometry, Matrices, andAlgorithm 2. Software packages developed for use withan IBM PC-compatible computer with 512K memoryand a color graphics adapter are Functions, Analysis,Matrix, and Geometric Probability.

The National Council of Teachers of Mathematicsis publishing New Topics for Secondary School Mathe-matics, a four-book series of materials and softwaretaken from six of the units of the ICM course. GeometricProbability and DataAnalysis were released in the springof 1988. Publication ofMatrices and Algorithms will fol-low. The department offers simmer workshops basedon these materials and &ramps presentations for inter-ested school personnel during the year

21PAGE 12

CONTACT: Helen ComptonNorth Carolina School of Science andMathematicsP.O. Box 2418Durham, NC 27705(919) 286-3366

29. Mathematics DemonstrationTeacher/Resource Lab

SITE: Scotland County Schools, Laurinburg, NorthCarolina

CONTENT FOCUS: Demonstrati re Teaching

GRADE LEVEL: K-12


PROGRAM DESCRIPTION: Mathematics Demon-stration TeadseriResource Lab offers teachers instruc-tional guidance that demonstrates the importance ofactivity-oriented instruction to the success of studentsin mathematics. The design includes activities that usemanipulatives, critical-thinking and problem-solvingtechniques; instructional computing is integrated withmanipulatives and problem-solving techniques.Program activities are implemented by a demonstra-tion teacher. The demonstration teacher works withclassroom teachers and models various types of in-struction. In-service staff development for K-12 mathe-matics teachers is provided on an ongoing basis.

Knowledge and skills needed by a demonstrationteacher include teaching experience at several gradelevels; knowledge of current mathematics materialsand techniques; knowledge of mathematics conferen-ces and in-service programs at the local, state, and na-tional levels; ability to use manipulatives and employcritical-thinking skills/problem-solving activities; in-terpersonal skills that encourage teachers to expresstheir personal concerns about teaching math; andability to act as a liaison to various schools and as coor-dinator for countywide math activities.

Students' positive attitudes toward mathematics,increased participation and achievement in mathe-matics courses, and heightened career awareness areused to gauge the success of the MathematicsDemonsuation/Resouroe Teacher Program. Participat-ing teachers gain confidence in teaching and under-standing math. Teachers also become aware of andsensitive to the problems associated with mathematicsleurdng.

Funding is provided from local sources.Student progress is monitored by the California

Achievement Test (CAT) in grades 1-7 and the state's

End-of-Course Testing program in Algebra I and Al-gebra II at the secondary level.

CONTACT: Linda H. SullivanScotland County Schools233 East Church StreetLaurinburg, NC 28352(919) 277-0005

30. Model Mathematics and ScienceProgram

SITE: Maiden High School, Maiden, North Carolina

CONTENT FOCUS: High School Mathematics

GRADE LEVEL: 9-12


PROGRAM DESCRIPTION: The teachers and parentsof students at Maiden High School have developed theModel Mathematics and Science Program designed toprovide math students with a wide range of learningopportunities. Advanced placement calculus, com-puter programming, general math IL functional mathI-IV, and advanced computer programming courseshave been added to the curriculum.

An academic internship program allows studentsto work in careers of their choice. Members of a newlyformed math club meet twice a month after school.

Incentives are provided to young scholars by theAcademic Boosters' Club. The boosters' dub recognizesa student of the month and a student of the year andalso awards a $500 scholarship each year.

The instructional design of the program includeslectures and demonstrations.

Participating teachers should have training inteaching remedial math, computer science, and ad-vance placement calculus.

The program has resulted in increased enrollmentin math classes, improved performance in math classes,increased community involvement, and improved at-titudes toward math.

Funding is provided by local and state sources.Student progress is monitored by the state's End-

of-Course Testing program and teacher-made evalua-tions.

CONTACT: Betty L PaysourMaiden High SchoolP.O. Box 277Maiden, NC 28650(704) 428-8197

PAGE 13


31. Preparing for MathematicsCompetitions

SITE Chapel Hill High School, Chapel Hill, NorthCarolina

CONTENT FOCUS: Algebra, Geometry,Trigonometry, Number Theory, and AdvancedMath

GRADE LEVEL: 11-12


PROGRAM DESCRIPTION: Academic competitionallows students to demonstrate their interest and skillsin mathematics. Preparing for Mathematics Competi-tions provides students with knowledge of the com-petition process. The program helps students sharpenproblem-solving skills, gain knowledge outside of theclassroom, socialize with others with similar interests,and appreciate math.

Students meet once a week and are expected tospend time outside of class practicing their skills.Teachers spend about three to four hours each weekpreparing for program activ' 4es.

A variety of instructios.al activities help studentsprepare for competitions. Speakers are invited onceeach month; games are used to sharpen mathematicalskills; and practice competitions are held. Although itis not required, supervising teachers of math competi-tions should have taught advanced mathematics cour-ses.

The program is regarded as successful because ofstudents' positive attitudes toward mathematics, theirincreased achievement levels in mathematics, and theirimproved performance in various competitions.

Teachers report that they enjoy getting to know stu-dents and are proud of student accomplishments. Theprogram has received community and state recogni-tion.

Local funding supports the program.Student progress is monitored by results from com-

petitions and scores from the mathematics section ofthe Stanford Achievement Test.

CONTACT: Burton W. Stuart, Jr.Chapel Hill High SchoolHigh School RoadChapel Hill, NC 27514(919) 929-2106

32. Technology and the Future: AnIntegrated Approach to Math and

Science

SITE: W. G. Enloe Magnet High School, Raleigh, NorthCarolina

CONTENT FOCUS: Geometry, Algebra, Logic, andComputers

GRADE LEVEL: 9-12


PROGRAM DESCRIPTION: Technology and the Fr-time integrates instruction in mathematics and sciencethrough the use of instructional technology. Special em-phasis is placed on solving problems, investigatingcareer choices, using and understanding technology,and developing analytical thinking.

Equipment required by the program includeselementary laboratory devices used for scientific ex-periments, computers, and a current set of scientific pe-riodicals.

Students are expected to spend at least 2.5 hoursper week completing homework assignments. In addi-tion, they are responsible for developing communityprojects that involve the use of technology, allowingthem to acquire first-hand information about therelationship of mathematics and science to futurecareer opportunities.

Lectures, demonstrations, role playing, debates,cooperative learning, and laboratory experiencesprovide creative teaching approaches. Teachers whoare successful with this program have experience inteaching problem-solving techniques and applicationsof math and technology

The program has been successful in improving theattitudes of students toward mathematics and helpingthem to become interested in mathematics and scienceand aware of careers related to these areas.

Teachers report that their awareness of and sen-sitivity toward student problems have been enhanced.They have observed increased enrollment in math clas-ses for minority and female students.

Special funding is provided by the GTE Corpora-tion and local sources.

Strajent progress is monitored by attitude surveys,unit tests, and the success of community projects.

CONTACT: Liz WoolardW. G. Enloe Magnet High School226 Clarendon CrescentRaleigh, NC 27604(919) 7556870

23 PAGE14

10.1

33. Four-Year AP Math Program

SITE: Johnsonvill' High School, Johnsonville, SouthCarolina

CONTENT FOCUS: Calculus

GRADE LEVEL: 12


PROGRAM DESCRIPTION: The Four-Ikar AdvancedPlacement an Math Program, designed for advancedmathematics students, focuses on problem solving andcalculus applications. It also has been effective with stu-dents who have not completed Algebra I prior to theninth grade. Students also learn about career options re-lated to the study of mathematics.

Students meet daily and are expected to spendabout seven hours each week outside of class workingon problems related to program activities.

Lectures, demonstrations, and cooperative learn-ing instructional activities are used in the course. Par-tidpating teachers should have experience teaching alllevels of college preparatory math, including geometry.Teachers spend about 12 hours each week preparing forand delivering instruction.

The program's effectiveness is indicated bystudents' improved attitudes toward mathematics, in-creased understanding of career opportunities, and im-proved scores on the AP Calculus exam.

Funding is provided by the local and state sources.Student progress is monitored by teacher-made

tests and an advanced placement exam.

CONTACT: Marsha CarterJohnsonville High SchoolJohnsonville, SC 29555(803) 386-3830

34. LOGO in theMathematics Classroom

SITE: Spartanburg County School District No. 7, Spar-tanburg, South Carolina

CONTENT FOCUS: GeometryGRADE LEVEL: 3-6


PROGRAM DESCRIPTION: LOGO in the Mathe-matics Classroom emphasizes effective use of LOGO

and the computer as instructional tools for teaching andlearning geometric concepts. Students usually work inpairs at computers, creating geometric shapes anddesigns. Instruction is provided by a teacher who is as-sisted by a computer lab assistant.

Students meet daily over a one- to two-weekperiod. They are assigned homework activities that donot require the use of a computer.

To implement program activities successfully,teachers need locally developed units of instruction,computers, and LOGO language disks.

Teachers receive training in the use of LOGO lan-guage and the instructional units for teaching geometryat the elementary level.

Each unit of instruction requires approximatelyfive hours of teacher preparation. Support staff provideabout five hours of instruction and work about onehour completing administrative-related tasks for eachclass.

In addition to improved students' attitudes towardmathematics and their increased understanding ofgeometry, the effectiveness of the program is indicatedthrough increased awareness by students and teachersof computers as tools for learning.

Funding is provided by the local school board.Student progress is monitored by the the geometry

section of the South Carolina Basic Skills AssessmentProgram.

CONTACT: Carol EllisSpartanburg County School DistrictP.O. Box 970Spartanburg, SC 29304(803) 594-4400

35. Mathematics Their Way:Supplemental Mathematics Program

SITE: Dorchester School District 2, Summerville, SouthCarolina

CONTENT FOCUS: K-6 Mathematics

GRADE LEVEL. K-6

ACHIEVEMENT LEVELS of Students: Remedial,Average, Advanced, and Handicapped

PROGRAM DESCRIPTION: Mathematics TheirWay, which has gained wide acceptance over the pastfive years, uses the basal program in kindergarten andsupplements the adopted text in grades 1-2. A follow-up program called Mathematics, A Way of Thinking, isused in grades 16.

The program emphasizes concept developmentand improvement of students' attitudes toward math-ematics. Hands-on strategies are used to teach the con-cepts of numbering, patterning, estimating, graphing,

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424 SUCCESSIUL MATH PROGRAAfS

and problem solving. The concepts are taught at theconcrete level of cognitive development and accom-modate students with a wide range of abilities. Classactivities revolve around the use of manipulatives, in-cludir.g commercial and noncommercial materialssuch as unifix cubes, pattern blocks, buttons, caps,rocks, and keys. Teachers use demonstrations, coopera-tive learning techniques, and self-directed small-groupactivities to achieve program goals. Activities aredesigned to move students from the concept level to theconnecting level and then to the abstract level of under-standing.

Participating teachers are required to have ex-perience in early childhood education and training hithe use of the Mathematics Their Way resource guide.Teachers spend one to two hours per week preparingfor class and instructing. Teacher assistants contributeone to two hours per week.

Funding is provided by local and state funds.Students' attitudes toward mathematics have im-

proved as have their achievement levels in mathe-matics. Teachers, also, are more competent and moreknowledgeable of mathematics than they were beforethe program was implemented. They have become sen-sitive to problems associated with understandingmathematics.

CONTACT: Betty C. BosemanDorchester School District 2102 Greenwave Blvd.Summerville, SC 29483(803) 873-2901

36. Math Lab I and Math Lab II

SITE: The School District of Greenville County, Green-ville, South Carolina

CONTENT FOCUS: Remedial Mathematics

GRADE LEVEL: 9-10


PROGRAM DESCRIPTION: Math Labs I and II em-phasize a comprehensive approach to learning mathe-matics that addresses mathematical concepts,operations, geometry measurements, and problemsolving. The primary objective of the program is toprepare students for vocational education through theapplication of basic skills. In addition, a dropoutprevention element of the program is directed towardat risk students.

Students attend class daily. They must be enrolledin a prevocational or vocational course before they areallowed to participate in laboratory activities The in-structional equipment used by students includes com-puters, calculators, Dukane projectors, metric and

customary measuring instruments, and a variety ofmanipulative materials.

Program effectiveness is shown by improved stu-dent attitudes toward mathematics, increased achieve-ment in mathematics courses, heightened awareness ofmathematics careers, and increased enrollment ofminorities and females in higher order mathematicsclasses. Students also are better prepared for vocation-al programs than they were before the program started.

Teachers have enhanced their ability to teach math-ematics, added to their knowledge of mathematics, be-come aware of and sensitive toward student problemsin leaning mathematics, and gained experience teach-ing in a laboratory environment.

Funding is provided by local and state sources.Student progress is monitored by the Metropolitan

Achievement Surv..y Test for diagnosis, locallydeveloped tests, and CTBS and BSAP for end-of-yearassessments.

CONTACT: Eloise L RudyMathematics ConsultantThe School District ofGreenville CountyP.O. Box 2848Greenville, SC 29602(803) 242-6450 ext. 345

37. SAT-Mathematics ImprovementProject

SITE: South Carolina Department of Education,Columbia, South Carolina

CONTENT FOCUS: 7-12 Grade Math, Geometry, andAlgebra

GRADE LEVEL: 7-12


PROGRAM DESCRIPTION: The SAT-MathematicsImprovement Project is designed to help students im-prove their performance on ::re PSAT and the SAT. Theprogram stresses problem solving, higher level think-ing skills, and test-taking strategies. Schoolsthroughout the state participate in the program. Eachschool determines the particular characteristics of theprogram at its site.

Students meet regularly in the program. In someschools, sessions are held daily, and in others they areheld once a week or once a month. The program can beimplemented in different settingsin regularlyscheduled math classes or in SAT preparation classes.Students are encouraged to study outside of the formalsetting.

Materials used in providing instruction to studentsinclude the SAT-Mathematics Improvement Projectmaterials, general information for teachers, PSATpretests and posttests, diagnostic tests, student practicebooklets of SAT items, a sourcebook for teachingproblem solving, and teacher card files of SAT items.

The program uses individual and group practicesessions with problem solving and SAT mathematicsitems appropriate to classroom instruction. Teachers inthe program should paridrate in a one-day SAT-Math-ematics Improvement Project training workshop.

Success of the program is measured by students'improved attitudes toward mathematics, increasedlevels of achievement in high school mathematics cour-ses, and unproved SAT-M scores.

Teachers report that they have become more awareof and sensitive toward problems associated with testtaking.

Funding is provided by state, regional, and federalsources.

Student progress is monitored by performance onreleased PSATh and SATs.

CONTACT: Marjorie M. ClaytorSouth Carolina Dept. of Education801 Rutledge Building, 1429 Senate St.Columbia, SC 29201(803)734.8569

38. Solving the Problem ofMathematics Problem Solving

SITE: A Teleworkshop for Teachers, South CarolinaDepartment of Education, Columbia, SouthCarolina

CONTENT FOCUS: Teacher Training in MathematicsGRADE LEVEL 7-12

TEACHER INVOLVEMENT: For all teachers; espe-cially for teachers of college preparatory mathe-matics

PROGRAM DESCRIPTION: Solving the Problem ofMathematics Problem Solving serves students by en-hancing teachers' problem-solving abilities and byproviding them with effective instructional techniquesfor teaching problem solving.

The instructional concept revolves around a two-hour teleworkshop (videocassette and worksheets). Atrained facilitator assists with staff development. Nospecial training is needed in advance by the participat-ing teachers, but the facilitator for the teleworkshopmust receive special training.

Mothers meet once in the program. 'lime devotedto problem-solving activities following theteleworkshop varies. Written materials are provided to

assist teachers in understanding and teaching problemsolving.

The program helps teachers to enhance their com-petence in solving mathematical problems and gainconfidence in their ability to teach problem solving.

Funding is provided by the state.Student progress is monitored by the SAT-Mathe-

matics.

CONTACT: Marjorie Claytor or Bill HyndsSouth Carolina Dept. of Education801 Rutledge Building, 1429 Senate St.Columbia., SC 29201(803) 7344369

39. Astra's Magic Math

SITE: Sunshine Gardens School, South San Francisco,California

CONTENT FOCUS: Early Childhood MathematicsGRADE LEVEL: K-1


PROGRAM DESCP.1PTION: The activities of Astra':Magic Math are designed to increase mathematicsachievement by promoting the acquisition of basicmathematics skills and development of a more positiveself-image. The 22-unit multisensory program uses orallanguage, manipulation, and writing activities. Fre-quent repetition and immediate confirmation or correc-tion of student responses, with game-like presentationof materials and positive feedback from the teacher,guide the instructional format.

Students participate in interactive large-group ac-tivities and complete individualized masteryworksheets.

The instructional design of the program revolvesaround discovery learning activities and techniques toimprove retention of concepts. Teachers use Astra's Box,which contains daily lesson plans.

A one -day training session is highly recommendedfor participating teachers.

Positive student outcomes include increasedachievement in mathematics and an improved self-image.

Funding is provided by federal sources.Student progress is monitored by the Compre-

hensive Test of Basic Skills.

PAGE 17PG

SUCCESSFUL MATH PROGRAMS

CONTACT: Jeanne Stout Burke, Judith Brown, orGretchen Ross, Co-DirectorsAstra's Magic MathSunshine Gardens School1200 Miller AvenueSouth San Francisco, CA 94080(415) 588-8082

40. Comprehensive SchoolMathematics Program (CSMP)

SITE: CSMP, Aurora, Colorado

CONTENT FOCUS: Early Childhood Mathematics,Arithmetic, and Problem-Solving Skills

GRADE LEVEL: K-6


PROGRAM DESCRIPTION: The ComprehensiveSchool Mathematics Program focuses on problem-solving aldlb, critical thinking skills, and basic skills.Students are guided through sequences of problem-solving experiences that are presented through gamesand sbrytelling activities. The material presentedprovides an extension of real-life and fantasy levels ofstudent experiences. Activities are presented as aunified whole and are sequenced in spiral form so thateach student is brought into contact with each area ofcontent continuously throughout the program.

The instructional design includes the use of non-verbal languages, minicomputers, calculators, variousgeowetry tools, and other random devices. Theprogram facilitates whole-group, small-group, and in-dividualized instruction.

Participating teachers should attend a three-daybathing melon.

The program is deemed effective because ofstudents' improved participation and performance, ap-plication of mathematics concepts to new problemsituations, use of reasoning skills, and enthusiasm andinterest in mathematics.

Funding is provided by federal sources.Student progress is monitored by performance in

mathematics and other situations involving reasoningskills.

CONTACT: Clare Heidema, Director, CSMPMid-Continent Regional EducationalLaboratory12500 E. Miff Avenue, Suite 201Aurora, CO 80014(303) 337-0990

41. Connecticut Pre-EngineeringProgram (CPEP)

SITE: Science Museum of Connecticut, Hartford, Con-necticut

CONTENT FOCUS: Enrichment Topics

GRADE LEVEL: 6-12


PROGRAM DESCRIPTION: The Cornsectimt Pre-Engineering Prevent (CPEP) is designed to preparemiddle through high school minority students for col-lege preparatory mathematics and science courses.This is a joint effort of the Hartford, Bridgeport, andNew Haven public school systems, several colleges anduniversities, the state of Connecticut, and several busi-nesses and industries. The program supplements thecontent of the regular mathematics curriculum andprovides students with information on careers in math-ematics- and science-related fields. Other activities ofthe program include academic tutoring, counseling,field trips, achievement awards, and summer enrich-ment courses.

Participating students are expected to enroll in col-lege preparatory mathematics, science, and English;maintain at least a B average in each of these courses;attend CPEP activities; and compete in at least two ofthe following: Connecticut Science Fair, Invention Con-vention, and CPEP Day.

There is no structured instructional design.Teachers are given curriculum guides and freedom toaccommodate student differences in participatingschools.

Participating teachers should attend the summerCPEP institute.

Funding is provided by state and private sources.Student. progress and program effectiveness are

monitored by an evaluation instrument developed byYale University.

CONTACT: Shirley Elliott CourtoisProgram CoordinatorScience Museum of Connecticut950 Trout Brook DriveWest Hartford, CT 06119(203) 236-2%1

42. Deficiency Skills Learning Lab

SITE: Seneca High School of Oconee County, Seneca,South Carolina

SOUTHEASTERN EDUCA770NAL IMPROVEMENT LABORATORY P7 PAGE 1S

4, go.

CONTENT FOCUS: Arithmetic, Pre-Algebra, GeneralMathematics, Reading, Language Arts

GRADE LEVEL: 6-12


PROGRAM DESCRIPTION: The Deficiency SkillsLearning Lab is designed to improve the basic skills oflow-achieving junior and senior high school students.Proinm activities also promote.. the development ofsurvival skills and the competency to enroll in ad-vanced anuses.

Participating students are selected for the programbased upon their reading, language, and mathematicsscores on basic skills tests or upon parental request.

The instructional design includes individual andgroup instruction. Students receive instruction in alearning lab setting. They are not allowed to proceed toanother skill area until they achieve at least 85 percentproficiency in the area in which they are working.

Participating teachers should complete a five-daytraining prognim.

Positive student outcomes include improved com-munication skills, increased mathematics achievement,and increased performance on locally administeredbasic skills tests.

Funding is provided by state sources.Student progress is monitored by the California

Achievement Test and the Stanford Diagnostic Readingand Mathematics tests.

CONTACT: Sandra IL LaySeneca High School of Oconee CountySeneca, SC 29678(803) 882-4619

43. EQUALS

SITE: Lawrence Hall of Selena, Berkeley, CaliforniaCONTENT FOCUS: Arithmetic, Algebra, Geometry,

Probability and Statistics, and Logical ThinkingGRADE LEVEL: K-12


PROGRAM DESCRIPTION: EQUALS is designed toencourage women and minorities to continue par-ticipation in mathematics and science coursesthroughout their formal education, increase their con-fidence and competence in mathematics and sciences,and relate the usefulness of mathematics and science tofuture career choices.

Teachers incorporate challenging and motivatingmathematics activities with role-model panels ofwomen and minorities working in mathematical fields.

Teachers receive training by attending a five-dayseries of classes.

Program effectiveness is indicated by improvedstudent attitudes toward mathematics, increased inter-est in mathematics-related occupations, and increasedenrollments of females and minorities in advancedmathematics classes.

Funding is provided by federal and state sources.Student progress is monitored by performance on

locally administered standardized tests.

CONTACT: Nancy Kreinberg, DirectorEQUALSLawrence Hall of ScienceUniversity of CaliforniaP,erkeley, CA 94720(4:5)642 -1823

44. FAMILY MATHIM

SITE: Lawrence Hall of Science, Berkeley, California

CONTENT FOCUS: Arithmetic, Geometry,Probability and Statistics, and Logical Thinking

GRADE LEVEL: K-12


PROGRAM DESCRIPTION: FAMILY MATH is aprogram designed to provide opportunities for parentsand children to enjoy practicing mathematics together.Program activities promos-' development of problem-solving skills and enhance the understanding of math-ematics concepts. Topics addressed include arithmetic,geometry, probability and statistics, measurement, es-timation, and logical thinking.

Students meet for two hours per week for six toeight weeks. They are expected to develop abilities tovisualize spatial relationships, approximate answers,interpret data, and reason mathematically.

Teachers use inexpensive materials such as beans,blocks, bottle caps, toothpicks, and coins. Parent/stu-dent activities are completed in small groups with twoor three families working together.

Participating teachers complete a two-day trainingprogram.

Indicators of program effectiveness include in-creased achievement in spatial visualization, ap-proximation, data interpretation, and mathematicalreasoning and increased parent involvement in theirchildren's mathematics activities.

Funding is provided by federal and state sources.Student progress is monitored by performance on

locally administered standardized tests.

PAGE


CONTACT: Virginia Thompson, DirectorFAMILY MATHLawrence Hall of ScienceUniversity of CaliforniaBerkeley, CA 94720(415) 642-1823

45. MSEN (Mathematics and ScienceEducation Network) Pre-College

Program

STIR: University of North Carolina, Chapel Hill, NorthCarolina

CONTENT FOCUS: Mathematics Enrichment

GRADE LEVEL: 6-12


PROGRAM DESCRIPTION: The MSEN Pre-CollegeProgram is designed to increase the number of minoritystudents who pursue mathematics- or science-relatedfields of study by providing rigorous mathematicsactivities. Mathematics enrichment classes supplementregular mathematics classes and include such topics asproblem solving, application of verbal problems, primefactors, and linear equations for grades 6-9 and higher-order mathematics concepts in geometry, trigonometry,and precalculus for senior-high school (grades 10-12).

Students participate in academic enrichment clas-ses; mathematics /science competitions; a SummerScholars program; Saturday Academy; field trips;recognition programs; and academic, college, andcareer advising.

The instructional design includes individual andgroup instruction, laboratory and field experiences,and team activities.

Participating teachers are required to attend athree-day CDA (Curriculum Development Associates)Mathematics, Communication, and Instrument Enrich-ment Skills workshop.

Student outcomes include improved self-esteemand leadership skills, increased enrollment of minoritystudents in college-preparatory advanced /honorsmathematics courses; increased participation ofminority students in mathematics contests, competi-tions, and projects and increased school attendance ofunderachieving students.

Funding is provided by state, local, and privatesources.

Student progress is monitored by the Comprehen-sive lest of Basic Skills and the California AchievementTest.

CONTACT: Mathematics and ScienceEducation Network, Pre-CollegeProgram in Mathematics and ScienceVerna Benzler, Assistant Director forPre-College ProgramsUniversity of NC at Chapel HillCB #3345, 201 Peabody HallChapel Hill, NC 27599-3345(919) 966-3256

46. PRIME (Philadelphia RegionalIntroduction for Minorities to

Engineering)

SITE: PRIME, Inc., Philadelphia, Pennsylvania

CONTENT FOCUS: Enrichment Topics

GRADE LEVEL: 7-12


PROGRAM DESCRIPTION: PRIME (PhiladelphiaRegional Introduction for Minorities to Engineering) isa precollege program designed to provide specializedand supplementary activities for minority and femalestudents in mathematics, science, and communica-tions. At the junior high school level, students we en-rolled in supplementary and enrichment activities inconjunction with opportunities to develop projectsusing technical and scientific concepts. At the seniorhigh school level, students attend group and in-dividualized sessions after school and participate incareer-exploration and college-preparatory activities.During the summer, students attend enrichmentprograms that offer intensive instruction in mathe-matics, communication skills, and computer applica-tions.

Participating students are required to complete amathematics and science course each year, maintain atleast a B average in each of these courses, maintain atleast a B average overall, and be interested in pursuinga mathematics and/or science-based career.

Participating teachers attend PRIME workshopsthroughout the year.

Student outcomes include improved communica-tion skills, increased mathematics achievement, and in-creased awareness of mathematics- and science-relatedcareers.

Funding is provided by federal, state, local, andprivate sources.

Student progress is monitored by student perfor-mance oil standardized tests and classroom perfor-mance.

SOUINEASTERN EDUCATIONAL IMPROVEMENT LABORATORY PAGE 20

CONTACT: Doris GottliebSchool Relations CoordinatorPRIME, Inc.1700 Walnut Street, Suite 1201Philadelphia, PA 19103(215) 893-8500

47. Proiect Catch-Up

SITE Newport MESA, Newport Beach, California

CONTENT FOCUS: Early Childhood Mathematics,Arithmetic, General Mathematics, Algebra I,Geometry, and Algebra IIGRADE LEVEL: K-12


PROGRAM DESCRIPTION: Project Catch-Up is acontinuous diagnostic mathematics program designedfor underachieving students. It can be adapted into anyexisting mathematics program. Classroom andlaboratory teachers work together to formulate labora-tory experiences.

Students spend an average of one-half hour per dayin the laboratory. They work with the laboratory teacherindividually or in small groups on skill deficiencies.

The instructional design is sequential. Thelaboratory teacher identifies the student's dificientskills through diagnostic testing and works to improveeach one.

Participating teachers are expected to attend a one-day training session.

The effectiveness of the program is reflected in im-proved attitudes toward mathematics, improved class-room performance in mathematics, and increasedself-confidence.

Funding is provided by federal and state sources.Student progress is monitored by the Comprehen-

sive Test of Basic Skills and the California AchievementTest.

CONTACT: Fay HarbisonProject Catch-UpP. 0. Box 2506Newport Beach, CA 92663(714) 548-4240

48. Project SEED

SITE: Project SEED, Ber...eley, California

CONTENT FOCUS: Algebraic Topics

GRADE LEVEL:4-12


PROGRAM DESCRIPTION: Project SEED isdesigned to significantly increase the number ofminority and educationally disadvantaged youth seek-ing careers in mathematics and mathematics-relatedfields. Mathernatidans and scientists from universitiesand research corporations teach abstract and concep-tually oriented mathematics to educationally disad-vantaged students on a daily basis. These classessupplement regular mathematics instruction.

Students learn mathematics through the use of agroup discovery format in which they answer a se-quence of questions posed by the SEED instructor.

Instructors use a discovery format to reinforce andimprove the students' computational skills and toprepare them for success in college-preparatory math-ematics courses in secondary education.

The regular classroom teacher is always presentwhen the SEED mathematician or scientist is workingwith the class, enabling him or her to learn additionaleffective teaching methodology. Teachers also par-ticipate in special in-service programs that focus onmathematics content or methodology.

Student outcomes include improved attitudestoward mathematics, increased enrollment in ad-vanced mathematics courses, and decreased graderetention.


Student progress is monitored by performance onthe Iowa Test of Basic Skills.

CONTACT: Helen Smiler, National Projects DirectorProject SEED2336-A McKinley AvenueBerkeley, CA 94703(415) 644-3422

49. Success UnderstandingMathematics (SUM)

SITE: Des Moines Public Schools, Des Moines, Iowa

CONTENT FOCUS: Arithmetic

GRADE LEVEL: 2-6

ACHIEVEMENT LEVELS of Students: RemedialPROGRAM DESCRIPTION: Success UnderstandingMathematics (SEM is designed to increase the level ofmathematics achievement of students performingbelow grade level. Instructional activities are in-dividualized, and teachers use mathematics manipula-tives to help students master mathematics concepts.

PAGE21 30 SUCCESSFUL MATH PROGRAMS

The instructional design includes direct instruc-tion, the use of Piagers stages of development in whichchildren learn mathematics, and effective use of math-ematics manipulatives.

Teachers and administrators are required to attendtraining prior to program implementation and a fol-low-up session three to four months after initial im-plementation.

Program effectiveness is judged by increased stu-dent achievement in mathematics and increased under-standing of mathematics concepts.

Funding is provided by federal sources.Student progress is monitored by the Metropolitan

Achievement Test and the Iowa Test of Basic Skills.

CONTACT: Kathleen Bullington, Project DirectorSuccess Understanding MathematicsDes Moines Public SchoolsRoom 113, 24430 East UniversityDes Moines, IA 50317(515) 265-4554

50. Team Accelerated Instruction:Mathematics (TAI Math)

SITE Center for Social Organization of Schools, Bal-timore, Maryland

CONTENT FOCUS: Arithmetic

GRADE LEVEL: 3-6


PROGRAM DESCRIPTION: TAI Math (Team Ac-celerated Instruction Mathematics) is designed to as-sist teachers in meeting the diversity of student needswithin the mathematics class by accelerating achieve-ment, maximizing teaching and learning time, enhanc-ing student motivation and attitudes towardmathematics, and improving the social interaction ofstudents.

Students receive instruction in small homogeneousgroups and practice the skills learned individually andin heterogeneous learning taws (four to five mem-bers).

The prvgramis organized into 13 paperbound non-consumable student skill books. Each set of books con-tains skills ranging from advanced addition topradgelwa. The instrucdonal design incorporates inter-acdve teacidng with coopwative learning.

Participating teachers should receive training in aoneday radon.

Student outcomes include accelerated achieve-ment in mathematics and improved attitudes towardnistbsuittia.

%Wiest; provided by Weal sources.

Program success is monitored by student perfor-mance on the Comprehensive Test of Basic Skills.

CONTACT: Barbara A. Bennett, Dissemination andTraining CoordinatorCenter for Social Organization ofSchools3506 N. Charles StreetBaltimore, MD 21218(301) 338-8249

51. Washington MESA (Mathematics,Engineering, Science Achievement)

SUE: University of Washington, Seattle, WashingtonCONTENT FOCUS: Enrichment Mathematics

GRADE LEVEL:6-12ACHIEVEMENT LEVELS of Students: Remedial,

Average, and AdvancedPROGRAM DESCRIPTION: Washington MESA(Mathematics, Engineering, Science Achievement) isdesigned to Manse the number of minorities in math-ematics, engineering, and science-related fields. Theprogram consists of classroom instruction, inde-pendent study groups, summer enrichment andemployment programs, field trips, academic and carveradvising, and scholarship incentive awards.

Students are required to enroll in a collegepreparatory program, have an interest in mathematics-and science-related careers, and participate in specialMESA activities. The instructional design is project-oriented, and in many participating schools, damesconsist of presentations by professional technicians.

No formal training is required. Participatingteachers attend swninars and peer support/review ses-sions.

Student outcomes are reflected through improvedattitudes toward mathematics, increased enrollment inadvanced mathematics courses, and an increased num-ber of students who attend college and pursue mathe-matics- or science-related fields of study.


Student progress is monitored by longitudinalstudies of each student, focusing on grades, enrollmentin advanced courses, and activities after graduationfrom high school.

CONTACT: Patricia MacGowan, DirectorSeattle MESAUniversity of Washington333 Loew Hall FH-18Sank, WA 98195(206) 5434562

autha smith, laura b. title - eric · laura b. smith, graduate assistant. programs included from...

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