ERIC Number: EJ718659
Record Type: Journal
Publication Date: 2004-Sep
Working the Math: Professional Development in the NRCCTE Math-in-CTE Project
Techniques: Connecting Education and Careers, v79 n6 p22-23 Sep 2004
The National Research Center for Career and Technical Education at the University of Minnesota (NRCCTE) is continuing the national Math-in-CTE project into the 2004-05 school year. The Center is experimentally testing the idea that high school students who participate in a math-enhanced CTE curriculum will develop a deeper and more sustained understanding of mathematical concepts than their counterparts who participate in the traditional CTE curriculum. In the Math-in-CTE study, experimental CTE classrooms receive a "treatment" of math-enhanced lessons developed by CTE teachers and their math partners with the assistance of math experts. Through a rigorous professional development experience, teachers develop, share and practice the math-enhanced lessons in preparation for implementing them into their classes. The bridging of CTE and math has not been limited to lesson development and implementation. An encouraging outcome of the professional development process has been a growing enthusiasm for and understanding of CTE among the math teachers. This article is divided into the following sections: Keeping the CTE Perspective; Supporting the Math; Bridging Math and CTE; and Looking Ahead.
Descriptors: Technical Education, Mathematical Concepts, Professional Development, Curriculum, Mathematics Instruction, Inservice Teacher Education, High School Students, Career Education
Association for Career and Technical Education (ACTE) Headquarters, 1410 King Street, Alexandria, VA 22314. Tel: 703-683-3111.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota