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ERIC Number: ED003371
Record Type: RIE
Publication Date: 1965
Pages: 152
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A MODERN MATHEMATICS PROGRAM AS IT PERTAINS TO THE INTERRELATIONSHIP OF MATHEMATICAL CONTENT, TEACHING METHODS AND CLASSROOM ATMOSPHERE. (THE MADISON PROJECT)
DAVIS, ROBERT B.
THIS REPORT COVERS THE THIRD AND FOURTH YEARS OF THE 5-YEAR "MADISON PROJECT" DESIGNED TO DEMONSTRATE AN UPDATING PROCESS FOR THE SCHOOL MATHEMATICS CURRICULUM IN ELEMENTARY EDUCATION. THE ATTEMPT WAS NOT ONLY TO BROADEN THE OVERALL CURRICULUM FROM GRADES 2 THROUGH 8 BY ADDING PORTIONS AND ASPECTS OF SUCH DISCIPLINES AS ALGEBRA AND COORDINATE GEOMETRY, BUT TO ACCOMPLISH (1) DIVERSITY IN CLASSROOM ACTIVITY, (2) ACTIVE STUDENT PARTICIPATION, AND (3) CREATIVITY IN CLASSROOM EXPERIENCES. IT WAS DECIDED TO DEVELOP SMALL INSTRUCTIONAL UNITS FOR INSERTION INTO A PREEXISTING CURRICULUM, RATHER THAN TO PREPARE AN ENTIRELY NEW CURRICULUM. THE "MADISON PROJECT" PROCEDURE WAS PREPARED FOR MATHEMATICIANS, OR OTHERS FAMILIAR WITH MATHEMATICAL IDEAS AND WITH WORKING WITH CHILDREN, WHO DEVELOPED FULLY-STRUCTURED (BUT FLEXIBLE) LESSONS IN ACTUAL CLASSROOM ENVIRONMENTS. THESE LESSONS, THEN, WERE EITHER TAPE-RECORDED OR FILMED AND USED AS MEANS OF (1) REPORTING TO THE TEACHING AND MATHEMATICS PROFESSIONS AND (2) TEACHER TRAINING. ANALYTICAL DESCRIPTIONS OF THE PROJECT METHODS AND MATERIALS WERE ACCUMULATED INTO A "THEORY OF INSTRUCTION" FORMAT. PARTICIPATING TEACHERS, GENERALLY, GAVE ENTHUSIASTIC RESPONSES TO THIS "THEORY OF INSTRUCTION," AS IT APPEARED TO BE IN A FORM THEY FOUND USEFUL AND RELEVANT TO THEIR PROBLEMS AND GOALS. IT WAS DETERMINED THAT ELEMENTARY STUDENTS (AT LEAST IN THE HIGHER ABILITY GROUPINGS) CAN LEARN FAR MORE MATHEMATICS THAN HAS USUALLY BEEN THOUGHT POSSIBLE. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Webster Coll., St. Louis, MO.
Identifiers: MADISON PROJECT; MISSOURI; Missouri (Webster Groves); NEW YORK; New York (Syracuse)