ERIC Number: ED342623
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Mathematics-Science Integration Project: A Collaborative, Rural School Effort.
Mecca, Peter M.
The Mathematics-Science Integration Project is a continuation of an ongoing series of inservice workshops oriented towards the professional development of elementary school teachers and early secondary school mathematics and science teachers. The teachers served by this project included 75 elementary school teachers, 35 middle/junior high school teachers, and 38 secondary school teachers. The purpose of this project was: (1) to provide a series of inservice workshops that emphasize mathematics and science training in the areas of problem solving, integration, and the use of technology in the teaching of math and science; (2) to provide a workshop to develop an awareness and a strategy for increasing student participation in science and mathematics with particular attention paid to underrepresented populations; and (3) to support the professional development of special projects and to attend professional conferences. Evaluation of this project was carried out through maintenance of administrative records and through formative and summative evaluations of the project. As evidenced by participant responses, the project would have to be considered highly successful. Participants received further training in selected areas as well as exposure to new topics and techniques. Participants found the instruction excellent. They acquired new knowledge that could be taken back to the classroom and their interest in pursuing the topics further was stimulated. An introduction, a section on teachers' needs in mathematics and science, program activities, results, a discussion, and a summary are included. Evaluations from the problem solving, integrating mathematics and science, technology in teaching mathematics and science, and women in mathematics and science workshops, and an overall summary evaluation are appended. (KR)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New York