ED 148 641 7 DOCUMENT RESUME . SE 023 793 .7- MJTHOR Merkel, Joseph G. TITLE d A Follow-Up Study of the Participants of the Nine National Science Foundation Academic Year Institutes for Junior High School Teachers of Mathematics Held at San Jose State College, 1962 to 1970. SPONS AGENCY National Science Foundation; Washington, D.C. PUB DATE Aug 70 NOTE 51p.; M.A. Dissertation, San Jose State College; Not available in hard copy due to maTg4.nal Agibility of original docueent; "Summer Institutes in the Far East" removed due to copyright restrictions; Page 18 missing prior to filming EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS Educational Research"; **service Teacher Education; *Ingtitutes (Training Programs); *Junior High A Schools; *Masters Theses; Mathematics Education; *Mathematics Teachers; Science Institutes; Secondary Education IDENTIFIERS *Research Reports; *San Jose State College CA ABSTRACT i This report ig based on 144 quegtionnaires sent to past participants of the nine National Science Foundation Academig Year Institutes (AYI) for Junior High School Teachers of Mathematics held at San Jose State College, 1962-1970. The questionnaires, sent to each participant in May of the year following completion of their instittlte, lists 25 activities the teachers may have conducted in their school districts. The activities include; intensive workshops, enrichment lectures, materials files, television teaching, school professional library, and others. Each activity oa;the questionnaire is discussed in ,this report and the percent average respcinse to each one,is given. Eleven recommendations are made for improvement of future A,YI sessions at San Jose State College. (BB) N .e , ***************************************A**************************** * Documents acquired by ERIC include many informal unpubligied. * materials not available from other sources.- ERIC makes every effort * * to obtain .the best copy available. Nevertheless, items of marginal .* * reproducibility are ,often encountered and this affects the.quality. '#* of.the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS) . EDRS isnot * * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made 'from the original. ***** * * * * * * * * * * * * * * ** * * * * * **- * * * * * ** **** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * **
Transcript
ED 148 641
7
DOCUMENT RESUME.
SE 023 793.7-
MJTHOR Merkel, Joseph G.TITLE d A Follow-Up Study of the Participants of the Nine
National Science Foundation Academic Year Institutesfor Junior High School Teachers of Mathematics Heldat San Jose State College, 1962 to 1970.
SPONS AGENCY National Science Foundation; Washington, D.C.PUB DATE Aug 70NOTE 51p.; M.A. Dissertation, San Jose State College; Not
available in hard copy due to maTg4.nal Agibility oforiginal docueent; "Summer Institutes in the FarEast" removed due to copyright restrictions; Page 18missing prior to filming
EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS.DESCRIPTORS Educational Research"; **service Teacher Education;
IDENTIFIERS *Research Reports; *San Jose State College CA
ABSTRACTi This report ig based on 144 quegtionnaires sent to
past participants of the nine National Science Foundation AcademigYear Institutes (AYI) for Junior High School Teachers of Mathematicsheld at San Jose State College, 1962-1970. The questionnaires, sentto each participant in May of the year following completion of theirinstittlte, lists 25 activities the teachers may have conducted intheir school districts. The activities include; intensive workshops,enrichment lectures, materials files, television teaching, schoolprofessional library, and others. Each activity oa;the questionnaireis discussed in ,this report and the percent average respcinse to eachone,is given. Eleven recommendations are made for improvement offuture A,YI sessions at San Jose State College. (BB)
N
.e
,***************************************A***************************** Documents acquired by ERIC include many informal unpubligied.* materials not available from other sources.- ERIC makes every effort ** to obtain .the best copy available. Nevertheless, items of marginal .*
* reproducibility are ,often encountered and this affects the.quality.'#* of.the microfiche and hardcopy reproductions ERIC makes available ** via the ERIC Document Reproduction Service (EDRS) . EDRS isnot ** responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made 'from the original.***** * * * * * * * * * * * * * * ** * * * * * **- * * * * * ** **** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * **
Cc
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U S OEPARTMENT OF HEALTHEOUCATION 4, WELFARENATIONAL INSTITUTE OF
EDUCATION
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THIS DOCUMENT HAS °BEEN REPRO.,DuCED EXACTLY AS RECEIVED FROXATHE PERSON OR ORGANIZATION ORIGINAT1NG IT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDuCAT,ON POSITION OR POLICY
A FOLLOW-UP STUDY OF THE ,PARTICIPANTS OF THE NINE NATIONALo
SCIENCE' FOUNDATION ACADEMIC YEAR INSTITUTES FOR JUNIOR HIGH
Professor Max Kramer, Director 'of the 11969 -70 Academic,
Year Mathematics Institute and to Miss Karpn Machida,
Secretary to the 1969-70 Acader0.c Year Mathematics InstitUte.
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' TABLE OF CONTENTS
CHAPTER PAGE*
1. THE'INTRODUCTION AND DEFINITION OF TERMS USED 1
_
INTRODUCTION 4 -,^ 1 .
The Prc/blem .A 3
Statement of the problem ,
Delimitations of the problem:3)
------Definitions of Terms Used 4
2. RELATED LITERATURE 5
3. SOURCES OF' THE DATA. 6
Tabulation of Data 7 ,
4. THE TWENTY -FIVE I4- SERVICE ACTIVITIESPARTICIPANTS MAY HAVE DIRECTED SINCECOMPLETION OF-THEIR AYI 8
Item 1. Intensive Workshops 8
Item 2. Interdistrict COoperation r 9
Item .3. -Enrichment Lectures 9
Item 4. Articulation Committee 10
Item 5. Material File .11
,Item 6.. Cooperative Plannint 11
it
S
v
o
Item. 7. . Cooperative Study 12 . ,
Item 8. Parent Education Courses li
Item 9. In7Service Courses at Ldcal Co/ eges 12i
IteM 10. Teacher Discussion Meetings.., 13. .
)Item lb New Teacher Conferences. 13' t
t:
iir
VI9i1To".
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0
C
A
z- CHAPTER -`-'\ V. . PAGE
tk.
..
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Item 12. ,SilhodriProfessional Library . ,. .
I
, Item 13. 'Participation on.CurriculumStudy
1?/71 Textbook StOdy .
Item 15... Research Ctoups
:Itsp,16.- Materials Workshop
14
15
15
16
16
Item 17. Experimental Program 17
Item'18. InformaloSethinar;Groups . 17
Item 19. . TelevisionlVeaching .. 18
Item 20. Micro Teaching . 18
Item 21. Test Construction 18
Item 22:. Film Festival 19
Item23. Field Trips 20
Itg0.24. Local Conferences 20
Item 25. ,/Student -Problein Contest 21
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 22
Summary' 22
'Conclusions 22
Recommendations 23
BIBLIOGRAPHY 26
APPENDIX 284
1962-63 participants 29
1963-64 participants . . . . . .x. . . 3 . . . .
1964-65 participants
1965 -66 participants, .. .. .
1966-67 participant's .. .4.. . iO11 o
...:30
31
32.'
'. 33
"4*
MO,
4,
'CHAPTER
'.Vi
PAGE
1967-68 participants. 34
1968-69 narticipants 35
1969-70 narticinants 36
1970 -71 narticinants 37
Cony.of NSF letter 38
Cony .of 25:.item questionnaire 39
st,
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CHAPTER 1
THE AND DEFINITION OF, TERMS USED
INTRODUCTION
Our world is in a state of consta t change, since
the introduction of high speed computers and modern tech-
nology changes will occur even.more rapidly. Within the
past few years heart transplants have becoMe 'fairly common
and man has twice, walked on the moon.
The world ) today demadds more mathematical knowledgeon the part of more peonle than the world of lesteAdetyand the world tomorrow will make-still greater demaMs.Our society leans more and more heavily on.science and
f. technology. The number of our citizens skilled inmathematics must be greatly increased; and understandingof the role of mathematics in our society is now aprerequisite for intelligent citizenshio.l
If education'is to keep pace with the demands of our.Ny
modern and future life, then the school curriculum must also
keep Dace.
Toy the world is divided into two camps, the free
or demoncidat56 world, and the Communist-controlled world.
Three factors will ultimately decide which will win out;t.
these factors are: ^(1)'manpower,, (2) natural resources, and
(3) technology.' In the battle for man's' mind our nation
1E. G. Begle, "SMSG: The First Decade," TheMathemefict Teacher, Mg, No. 3 (March 1968), p. 239.
1
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does not have the manpower nor the natural respurces. We.
-do, however, lead the world in technology and will continue
to do so as long as/our system of education flourishes. Our
nation 'has no pla s to force its democratic way of life
.upon others, but s ould we loose our lead or slacken the
pace, we could Very well loose our freedom.
The Congress of the United States, recognizing the.
importance of public education, established the National'
Science Foundation in 1950 as an 'agency of `the Federal .
government.
.Annual apprO-priationa."--Made by Congress enable theFoundation to-carry out its responsibilities tostrengthen research dhd education in science andmathematics.2
The National Science Foundation offers three types
of institutes,J11-In-Service Institutes, (2) Summer)
Institutes, and (3) Academic'Year Institutes, as well as
Lresearch gAnts. Similarly, the National Defense. Education
Act offers assistance in thelareas of education more the!".
-..,.
toward science and mathematics..
. Since 1962 San Jose 'State College has held nine
Academic Year Mathematics rnstitutes for Jtrior High SchoOl
Teachers and Supervisprs funded-by tom'' National Science
Foundation. The program at San Jpse not only assisted
2In-Service Mathematics Institute for Junior High '
School and Senior High School Teachers and Supervisors(Grades 7-12), San Jose, Calif.: San Jose Ztate1969, p. 2.-
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teachers increase' heir knowledge of mathematics but was
.unique among the nation's' colleges and_universities by also
meeting a secogd objective of having the academic Year
particiPans also becoming resource-teachers.
It is expecte'd that an immediate first result of,the Institute there win. U.e an in-seevice course for anelementary school district near the residence of thepa rtidipant.:3
The Problem
Statement of the problem\ This study endeavors to
(1) explore certain asPetsof the nine Academic Year
Mathematics.Institutes; (2) evaluate the follow-up,data
Crom the nest nine Institutes; and to 1(3) make recom-
mendations for improving future programs.
7-- ,
Delimitations of the problem. The scope of this-,;
-,:investigation is limited to the rklne Academic Year Institutes
'already held at Sap-Jose State College based on the follow-Alp, . / .
questionnaire on file in the Academic Year InstitUte office..In general, the study was designed to obtain statistical
compilation of information that luld contribute to, an. .
trevaluation of the accomplishments of the nine Academic Year
Mathematics Institutes.
Sneciffcally,,the study, is based on questionnaires
that Participants have answered on 6rograms they have
'conducted in their school districts since completion pt'V-
IN:Academic Year Mathematics Astitutefor Junior HighSchool Teachers and Supervisors. San Jose, CaliOrAia: San,Jlose State College, 1969*, T. 2.
the Institute program.,
. Definitions of Terms Used
AYI. Academic-Year Mathematics Institute for Junior
, High School Teachers and Supervisors,,held.at San Jose State'
College.'
ERIC. Education ResearCh Information Center.
NSF-. National Science Foundation.
'Participant. A junior high school teacher or .
supervisor that has completed or is currently enrolled in
the AYI program.
95114.
NCTM. National COtncil of Teachers of Mathematics:
SJSC. San Jose State CollegeSan Jose, California
rStaff. Profeisors and assistts that conduct
courses in the AYI.
11
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SAIOT.A011111r-o VISofP -,-Trxrtnonmp.
CHAPTER 2
AA
RELATED LITERATURE
.Many independent studies relating to the eleluation ,
of the Academic Year Institutes haye been conducted by both .
ni'ivate individuals and governmental agencies. TheNSF
Provided this writer with a" six -page list containing some
sixty -four evaluations of different Institutes held
througho:u t the Uniteci_States.
Many evaluations are listeci with ERIC (Education
Resear:ch Information Center), Research in Education, and
4 with Dissertation Abstracts. Eight differeht evaluations
. werereviewed by this writer and listed in the bibliography
of this report.
The study was d esignd to examine and assess thepost/institute careers of participants of the firstsix mathrmatics Academic Year InStitutes at the
- University of. Illinois (hereafter, knOwn as UI-AYP,S),to test certain variables as predictors of relattve.success in UI-AYI'S, an to` obtain from; participantsan evaluation of thei -AYf'S experiences temperedby their Post-institute periences.4
,...
The writer was unable.to'loCate sudies conducted( ,
. , , s. --.
s . 44on NSF Academic Year Institutes held 'at,-San ,Loe State
,
College or at other California colleges' or universities.
4HowSrd,Leroy Wilson, "AFollow-un on thecipants of the Mathematics Academic Year Institute held atthe Uniy6ss,ity of Illinois _from 1957'tg 1962," DissertationAbstract, XXVII, f.1966) 2092A; LC order no. 66-12, 4.56.
5
12
CHAPTER 3
SOURCES OF THE DATA
This report and evaluation is based on 144
questionnaires ent to past participants of the nine AYI
programs whi are on file in the AYI office located in
the Mathematics Department of SJSC.
Questionnaires were sent to each participant in May
of the year following completion of the AY1. It was
disappointing to learn that 54% was the highest return of
. questionnaires for any single year and 30% return average,
'on all 'nine AYIs.
Poor response from some of the past part pants
may be due in.part to(1) the fact that as 'yet ha e not
.conducted an In-Servite Institute and felt unable to
i-espomd, or (2) many have changed teaching positions without
notifying,the AYI office f their new address.
Feeling it would be helpful to fallow-=up studies.,,
of the AYI, a complete'llist of. the nine years of participants
and their addresses is included in the appendix of thiss`
s t u
The returned questionnaires were grouped by year,and-
then tabulated by topic areas showing per cent-b both single 0
. year and', six year (today) average. A table of tabulation of
data is shown on page 7 in this chapter.
6
13z,
z.
t.;
:ntensive
-.;or
shop
2.
Inter'd'st
Cooperation
:;nrichment
Lectures
4.
Articulation
Committee
!:aterials
File5. C
o-op
F'lanning7. Co -or
3. P
arent
E.c
Coues
9.
In-3ervice
Courses
10.
Teacher
Dis
Eeetings11.
New
Teacher
Conf.
12.
Sch
Frof
Library
13.
Part
0urri.-_
Study
14.
rextbocs.
Study
15.
Research
3roun
16.
Laterials
workshop17.
Iixperim7:.:.ta1
Program11.
Informal
S.,minar
19.
TV
Teachir,7
20.
Micro
Teaching
21.
Test
Construction
22.
Film.
Festival
23.
TriFs
24.
Local
Ccnference'
Mnth
Ccr,:est
No.
of
Participants
NC
No
of
Questionnaires
returned
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Tabulation
of
Data
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c.,
S. a)--
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28.4
2 .22.1
b 54.6
7.7'
1 10.1
2 18.2
38.4
6 66.7
5 45.5
23.3
2 .:2.1
5 45.5
7.7
4 44.4
654.6
38.4
2 22.1
4 .36.
15.6
2 22.1
2 18.2
15.6
2 22.1
3 27.2
3Q.8
1 10.1
3 27.2
46.3
5 55.6
4 36.4
38.4
4 44.4
3 27.215.6
4 44.4
3 27.2
53.8
44.4
7 63.6
23.0
3 33.2
10
91.0
7.7
2 21.1
0 0.0
7.7
4 44.4
4 36.446.3
7 77.6
5 45.5
46.3
2 22.1
2 18.2
7.7
0 0.0
1 9.0
7.7
1 10.1
0 0.0
30.8
3 33.2
3 27.2
7.7
1 10.1
1 9.0
7.7
1 10.1
0 0.0
15.6
3 33.2
2 18.2
7.7
1 10.1
0 0.0
19 ?4
24
24
24
-11
9
I }'er
Cent
of
anAal
follow-i*p
based
on
Questionitlires
returned.
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NC
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NJ
1CD
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IC
C*-
S.
4-)C)
0'S.
0S.
c
0;-
2 20.0
.3 5
0.0
3 75.0-2 2
0.0
1 16.6
2 50.03 -3 5
0.0
2 50.02 2
0.0
2 33.2
2 50.02 2
0.0
33.2
4 100.03' 3u.0
2 33.2
2 50.01 1
0.0
1 16.6
1 25.0
0.0
3 50.0
2 50.02 2
0.0
33.2
2 50.04 4
0.0
3 44.3
3 75.94 4
0.0
2 33.2
2 50.04 4
0.0
2 33.2
1 25.06 6
0.0
3 50'.0
2 50.04 4
3.0
2 33.2
3 75.0"1 10.0
2 33.2
1 25.0'0 0
.0
1 16.6
0 0.03 3
c).0
-
2 33.2
1 25.0
0-
0.0
0 0.0
1 25.02 2
0:0
16.6
0 0.00 0
.0
2 0 0.06 6
0.0
233.233.2.
1 25.01 1
.0.0
1 16.6
0 0.00 0
.0
1 16.6
0 0.0.0 0
.0
2 33.2
2 50.00 0
.0
0 0.0
-1
25.0
24 24 24
' 24
11 10 6
L
4-)
a)ctic
0,re-.
(1)
21 48
8,;
*
9 21.0%
24
55.61,
16 37.2
-
19
44.24
ld
,
41.99 2
1.0%
-12._
27.8%
14
33.6%
24
556%
20
46.5%
16
37.2%
29
67.5%
25
58.2%7 1
6.3%
_0
23.2%
24
55.6i;.;
11
- 25.2i.5 1
1.6%4 9
.3%
19
44.2%
r
5 11.6%3 6
.9%
11
25.3%3 6
:9%
211
total
4 53 15
.1
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CHAPTER 4
THE TWENTY-FIVE IN- SERVICE ACTIVITIES PARTICIPANTS
MAY HAVE DIRECTED SINCE COMPLETION OF THEIR AYI
The twenty-five items are listed one at a time
followed by the-ner cent average tabulated from the returns
of 1962 to 1969.
Item 1. Intensive Workshops. (48.8%) At the
county or district level, or even within the single school,
a mathematics workshop should be offered for teachers of
elementary and junior high school mathematics. Participation
could be on a voluntary basis, but in the case of teachers
with noor math backgrounds or show the need for additional
training, their sunervivs should require attendance.
Sessions would meet at a tirrie and 'place convenient to any
given thajority., One hour weekly starting shortly after the
close of the regular -school day would allow time for teachers
to arrive from nearby schools and yet would end early enough
for teachers to be home for evening meals.
div Science and mathematics teachers must be providedwith the opportunity to keep up to date in their subjectfield in order to keen pace with the rapid progress andchanges which are taking place in these fields.5
4*
5Samuel Schenberg, "An Evaluation of, the A958 SummerInstitutes Attended by Science and Mathematics Teachers fromNew York City High Schools," Science Education; XLIII,-No. 2(March 1969),' D. 120.
16
a
.9
Item 2. Interdistf.ict Cooperation.' (21..0%) Every
school, district has its own unique problems. However, many
problems are, common to most schools regardless', of geogi-laphic
`location or economic ability. Problems of.unjdating
curriculum, teacher load, attendance, grading, and homework
as well as others may have solutions not tried by some
school districts. Interdistrict cooperation would allow a'
.common denominator of common nroblems, vet each diseriet
'would be independent to accent Or reject nolled solutions.
OccasiOns arise from time to time that would allow
irtterdist 'cts to r exchange textbooks, visua aids,
or equipment might not be nossible if int4rdistrict
cooneration was not tried.
Item 3. Enrichment Lectures. ,'(55.6%) Since 1962
,the AYI at SC 'each participant has' submitted an "Enrich-
ment Lecture ...,he files oft the AYI director. The lecture
". was also presented to interested students and faculty of
SJSC at some time during the regular school year. At present
over 210 enrichment lectures are available to interested
teachers through the director ,of the AYI.
The enrichment lecture,singles out some particular
tonic in the field of mathematics and presents it in such'a
wAr that the syllabus could he followed by .most teachers,
even though not versed in ma ematics. Bibliography, charts,
and di44ams are P included makingiZs\much eAsier for
notentiP1 lectures.
l0 . 7
Almost every teacher has been asked.to talk before aa
PTA group or some community organization; on occasions
students have shown interest in some topic not familiar to,
the teacher. The enrichment lecture syllabus then is an.
ideal answer to the problem.
ffBelow is a list of topics included in the enrichment
4ttElecture series prepared by the AYI class of 1967-68:
The Discovery Method '
'Divisibility in Non-Decimal BasesPrime NumbersFor Good geasure: An'IntuitiVe Introduction toMeasurement Using Arbitrary'Units
Geometric Construction and DesirnLogic for Elementgy School TeachersRational Numbers: Fractions and DecimalsSubsets of Real NumbersIntroduction to Elementary Probability
, During the school year a teacher or student may wish
to learn more about a particular topic in mathematics. If
such a topic were included in the enrichment lecture series,
much valuable time woulsi., be, saved.
411 Item"4. Articulation Committee. (37.2%) Most4
S school districts have divided the grades into three distinct 0%//groups such as elementary, junior high and senior 'high, known
as the 6-2-4 plan: Articulation committees should meet on
these threa.levels to agree upon the mathematics curriculumA 0.
so that no seriousiduplication or vacant gaps occur. EachIT,
ir
- , 4
grade should be aware of the entrance requirements- ofA
the next higher leVeI. Most jocal school boards and state
still without art culation between grade levels. Thus?
ti
departments of education have pet guide lines to be followed,
1,. '18 ?,
4
ra
4
many problems could arise.
Th9 high sohool may have an even larger problem
meeting the mathematical needs of their students for some
are college-bound and some are not.
The AYI participant is mainly concerned with
A coordinating mathematics between the elementary and junior
high school levels.
e-
A Item 5. Material File. (44.2%) If any mathematics
program is to remain up-dated, a 'materials file shOuld be
kept. Most classroom teachers keep such a file for their
own use: However, it would be a benefit to all if such a
file were polled and made available to all math teachers \,
within the same school.. In some cases such a file could be
made up at the central office so that all teachers of
mathematics at the various levels could visit the central
office and usesthe materials on file.
tsiPeriodicilly, materials files shou ld be reorganized.
t III by a committee and "weed out" material's that areof little
value or out-da5ed.
t.
rb Item 6. Cooperative Planning. (41.9%), During the
,schoc:/1 year many,sproblems arise that,can only be,solved
through cooperatiye planning. Committees should be formed
within the mathematics department or Mathematics teachers
working withpther departments to help solve pi.oblems and
make recommendations so that the administration or school"'No
board On act. Generally; cooperative planning is within a
19
nfi
since school or a single school district where as
cociperative study (Item 7) includes other groups such as
.the college level.
Item 7. Cooperative Study. (21.0%)----Cooperative
study included agencies outside the regular school district
12
such as n nearby college: A committee may be formed of bath
classroom teachers and college faculty members to study a
Problem common to both.
Industry may require arealslitf mathematics not
generally covered by present curriculums. A cooperative
study including both the classroom teacher and repre-
sentatives of industry would )
be an iddal approach'to any
solution,. Only by such studies will the problem of each
be better understood so that solutions"may be attempted.by
6'Item 8. Parent Education Courses. (27.8%) When
"New Math" was introduced to the junior high"and elementary
schools parents were"shocked" to find they could no longer
(
help their own children with the homework. Many school /,.
boards were swamped by'parents to Offer special courses'so
that parents could also learn new math. Many school
districts added new math for parents to the evening adult
education program. Others offered adult math coursesaa%k
covering new math to interested parents' at PTA meetings or
during "back-to-schopl night" programs.
Item 9. 'In- Service Courses at Local Colleges. (33.6%)
2
2.0
is 0i)
.
.13
Many local colleges, both privat and public, offer 'in%
service courses in mathematics. / Many such programs are
taught by nast narticinnnts of 'the ,SJSC-AYI.
Basically, in-servi'ce.proprams can be divieed into
two grouns, credit and non-credit. Credit 'courses are
sometimes snonsored by NSF allowing qualified tea,chers to
attend with tuition, books and gasoline - mileage being paid
by NSF funds. Non-5edit in- service courses could be
offered within a school district or at the inter-school
\i/diStrict level.
"The institute program of the NSF has had preat
influence on improving the academic background of science
'Tea cher discussion meetings may be conducted within the
single school or within the district. °SucNmeetings could
be held on a, seminar basis or "buzz session". The rint'in
ouestion would be to meet and discuss issues in niathert
There seems to be litti:e'doubt that clgrSroom
teachers hat'e a'great influOnce upon their students behavior-':
and future ambitions.? 10
Item 11. New Teacher Conference. '(46.5%) A
6Charles L. Koelsche, "Characteristics of PersonsSubmitting Applicaticabs in 1962 for Participation in NSFInstitute Programs at the University of Georgia," ScienceEducation, XLVIII, No. 1 (February 1964), D. 35,
7Ibid.,. n. 31. .
21
4
10?
Ur gal
kl!
14
beginning teacher or.teAchers new to distrift require
additionaVhelp to become familiar witch teaching in the
43' .new or beginning situation. ,
'.,5. New teacher. conferences shotilpPinclude,areas of.1;
i \ 1
mathematics or be programmed so that all the new teachers,i
il
tof Mathematics are fully briefeckto their new'school.
44
Such briefing would inclu(leSteins as visual aids,)
.,- location of math files, professional books, dates and 'g
locations of math meetings or conferences.'11 :
Item 12.. -School ProfessionaAibrary. (37.2%)
Every school district should pthyide a professional library/
for the district faculty, adminigration, and board members.
) Ideally, the professional library,W6uld be housed at a site i
oro
most convenient to all concerned; many central offices areo
located in town where parking and-traffic may discourage
teachers from using the libraryqservices. In some districts-
it may be better to locate the professionallibrary in an
elementarr-sahool in ,the less teaVeled pait of town.
The librai'y should include books on mathematics and
the teaching of mathematics, and care should be taken to see
-.that a fair amount of the monies budgeted the professional
rary are spent on mathematics.
In some cases, money should no.t be spent on the')
purchase of math textbooks as book publishers are happy to
send desk copies or complimentary copies of math textbooks.J
,
T ,
T.. 1
I
r , Many private and governmental agencies will also supply
S .
22 A
ti
15
school districts with free.or inexnensive math books if
reouested.
Item 13. Participation on Curriculum Study
Committees. (67.5%) Our world is in a stateof constant,,
change and the curriculum must also change to keep pace.
Curriculum study- committees sliQuld be made as
Permanent committees in every school district, with one or
more chairS of theacommittee being held by teachers of
mathematics.
In order to make such a program succ sful in the
elementary school it is essential that teachers understand
what they want children te observe. 8
Item 14.- Textbook Study. '(58.7%) Most strate
1
departments of educationI
supnly the textbooks to the public
/7schools. The state teXtseries is generally replaced in
each topic field about every five to seven years. This
would allow mathematics texts to be changed on a five-to-
seven year basis.
. Textbook committees should meet neriodically(to:
review newly nublished math texts. Such a committee shduld
have a method of evaluating math texts as to content and
grade leyel. after books have been rated, recommendationt
f8Sister Maria Clare Markham, "A National Science
Foundation Im-Service Institute for Teachers of Primary.Grades," School Science and Mathematics, LXII, No. 6
:1---(June 1962), p. 403. A
23 1
f16
should go to local school boards and to the state department
of education requesting the math texts that are felt to
ca
best serve the school district.
Some schock,1 districts budget money for sunplimentary
or reference math texts. Again, recommendations from the
textbook committee would help in the selection of such books.
AsPointed cut in IteM 12, many book publishers are
happy to supply desk or complimentary-copies of math
textbooks upon reouest.
Item 15. Research Group. (16.3%) There is an4
infinite number of levels on which mathematical research
can be conducted. One example would be, "How Junior High
Math Can Be Taught to Slow Achievers".
A possible way,to make research group participation
more appealing would be for the school board to alldW
release classroom time or salary incurement increase for
particination.-40;
O.
Item 16. Materials Workshop. (23.2%) The field
of instructional materials'and technology has greatly
1
.7increased. Today, the math ematics teacherhas an unlimited
number p,fteaching deviOes available to suppliment the
Meetings; 14, Textbook Study; and 17;.Experimental Program.
O
These four items rated highest on past participants' follow:-
up Questionnaires.
(9) NSF stipends and dependency allowances be
increased so that married and single participants could
afford to attend AYI:
(10) Each year the AYI appoint a htstorian to
record the academic and social happenings, such as guest
speakeiis, field trios, picnics, anP other activities.
32
4 '
AYI, so as to give them some idea of the spirit and fellow-
shin of former AYI classes.l,t"
(11) A reasonable amount of AYI secretarial\time
be allowed for typing of participant-required pape.rs such
as"term reports and research papers:
Sh,
A copy of the historian's re,port would be given to each
participant and one copy o each of the members of next
33
25
1
7.'NI
4 I*
44
BIBLIOGRAPHY
A. PERIODICAL ARTICLES.
\icBegle, E. G; "SMSG: The First D cade," The Mathematics
Teacher, LXI, No. 3 March 1,6a), p. 239./
oblsche, Charles L: "Characteristics of Persons SubmittingApplications in 1962 for Participation in NSF InstitutePrograms at the Univerbity of Gegrgia," Science Education,
Vol. 48, No. 1, 4-1964, pp. 31-36.'.
Lowry, William C. "Selection)of Academic Year Institute,Participants at the Univesity of Virginia," TheMathematics Teacher, LIM, No. 4 (April 1960), pp. 270-276.
Mallinson, George G. "The Summer Institute Program of theNational Science Foundation," School Science andMathematics, 63, 1963, pp. 95-104.
Markham, Sister Maria Clare. "An NSF.In-Service InstitutefOr Teachers of the Primary Grades," School Scienceand Mathematics, 62, 1962, pp. 403-409.
Schenberg, Samuel. "An EvA,,pation of the 1958 SummerInstitytes Attended by Science and Mathematics Teachers
from the New York City' High Schools," Sciences Mucation,'
43, 19594 pp. 114-121.
Whitman, Edward H. "Self :Service In-Service,"- MathematicsTeacher, LVI, No. 6 (October 1968, p. 633.
B. UNPUBLISHED MATERIALS ,
Brekke, G. W. "A Follow-up Study of the Effectiveness ofNSF Science and Mathematics Institutes for Secondary 1
Teachers in Meeting Stated Goals," Dissertation'Manuscrint;'1 Gustavus Adolphus College, January 1964.
Daly,. Joseph LaVerne. "An Evaluation of the Second academic ,
Ye'ar Institute University of Utah, 1958-59,"' DissertationManuscript,4 August 1959
O
3.4
A
rtE"
-')..n-tiMCV...,:rrrecTiP7----7
1
<
/
VW
de'
t .
Grabe, r, Howard E. "Science as Thought: ,A Study of _NineAbademic Year Institutes Training of Sciepce Teachers,"University of Colorado Behavior'Researeh LaboratoryRgipOrt,No. 16, May' 1961. .
a
Irby, Bobby N. "A Follow-up Study of the Participants ofthe National Science Foundation Academic,Year Institutesfor High School Teachers of Science apd MathdmaticsHeld at the University of Mississippi, 1961-66,",Dissertation Manuscript, June 1967.
Wilson, Howard Leroy. "A FollOw-up on the Participants ofthe Mathematics Academic Year Institutes Ileld,at the
, University of Illinois from 1957 to 1962," 'Dissertation4
')
Manuscript, November 1966.
C. PAMPHLETSI
,/-Academic'Ye-ar Mathe aticS Institute, 1969 San Jose:San Jose State College, 1969. 8 pp.
Golden Jubiled,1969. Washington, D. d.: National Council ofTeachers of Mathematics, 1969. 8_pp. ,I
I .
.,
In-Service Mathematics Institute, 1969.. San Jose: San ,Jose .
State Coll-ege, 1769. ,6 pp. .
Research in Education, undated. Washington, D. J.S.L
Department of, Health, Education, and Welfare, Office ofEducation. 2 pp. f.
,
..
t.
35
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ucl.mw
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nfictrimzurim
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ussof, _cordmm
xifirigmailirxt.744.w
e;
Neil Albright'0/o John Careccio
John CareccioP.O. Box 20075Tugogo KamnalaUganda, EaSt Africa .
Millard Curtis7901'13th Stl-eet
.,,Wettminster,
Eldon Dunnett757 Coakley Dr.San Jose, Calif.
Robert Greene '
3223 Suwanee DriveMontgomery, Ala;
.
Robert Gurland260,ncKinlev Terr.Centexport, N.Y.
=,'George Johnson1901 S. Madison St.
. . Albany, Georgia
....rt. Judson Johnson2490'Staten,Memnhis, Tenn.
`1.
George Jones4935 ;Angeles Cre,st Hwy.laCanada; Calif.
Perry Lanier804 gylie Rd.Norman, Oklahoma,
Harlan Martin1112.S.E'vergreen St.
vShawano; Wisconsin
Roger MeeP.O. Box '381Oakville;, Calif.
William Mehl2800 Thorndike Rd.Pasadena, Calif.
Bruce Hilholland(4582 E. Bails PlaceDeriver, Colo.
Roy Moore42 High StreetRocknortass...
Paul 1,1oer250 Third St.Watsonville, Calif'.
Charle?3 'Nichols
, 017 Sockinge2DriveToledo, Ohio'
'Ruth Shankwiler134 AlamasFresno, Calif,
tGerald Simpson.2704 Glaspell St.Davenport, Iowa
- Jacqueline Smith15 Second streetPelham, New York
Dorothy Steward118 Palm "D"Watsonville,
Charles Swindell101 North Tixth StreetSah Jase,Calif..
Charles WhiteDOD. Of :4athern4ticsUtalibmtate UnlversityLogal Utah
Ronald.W. AubrclyW. 3332 . conSnokane, Wa, 99
Roger BagRt. 1, Box'2558opez, Wash. 98261
James J. r e icke1105 W. Clairm nt. Ave.Nppoleon, Ohio.
Maurice Blnndford749 7.i:est UniversityMesa, ,Arizona
Russell Blankenfeld1650 Third Ave.,Rochester, Minnesota
Donald BradfieldRt. 1, Box 18'Sand Sorings,'OklahQma A
Robert Cameron ,
670 Highland StreetOrang4, California',
1963-64 AYI
41.
James Coon9261 N.E. 175th St..Bothell, tWash.
Richard Gidley1077 Brighton Place.Mt. Vidw, Calif.
A. A. Higgins409 N. Mountain Train Ave.Sierra Madre, California Ar,
Juel1597 Trona Way'San Jose, Galiforiii
Jame.s Leissner-527 Rexford
)6, San Antonio, Texas
4
William NbCann5424 54th Ave.Riverdale, laryland
Richard Moore121 North BrownHanTord, California
KeOneth Oakley79 Second St.Deposit, Pew York
Wi/11iam Preston ;
1015 Cheverly LaneGlen Burnie, F:aryland
Mrs. Ann R. *Clark.,836 South' 14th 3t.Baton Rouge, Louisiana
Alan E. Schaefer1530 Moe Drive-Grosse Pointe :Moods, ,Mich.
David .;3owers2252 1)4seo Del MarSan Pedro, .Calif.
Graydon Toms109 Rock islandGouverneur -Hew-York
William Vallios812 Kehrs nill RoadBallwin, ;:lisqouri
Ronald WelchMnrkhiam Jr. High"
San Jose, California
*Ernest Woods2653 16th AvenueGreeley:, Colorado':
38
A
1964-65 AYI
Vernon
Ct
Broussard2046 Portola.Ave.-'Stockton, Calif.
Ruth CoChranBqx 269Widd1etown, Penn. 17057
Russell P,klund4752 104th Ave., N.E.Circle Pines, Minn. 55014
Helen 80. Walt'er West2800 Monterey Rd., #26San Jose, Calif.
William W6od3057 Alma St..Palo Alto, Cali rnia
44,
r
.2
1970-71 AYI
Leigh F.:. Andrews203 Rocky Hill RoadHadley, Massachusetts 0103
Benton R. BaucuM.1283 West.John'Houston, Missouri 65483
Sister MaryCldre Bernier1734Bower Hill RoadPittsburgh, Penn 15243.
Bernard Brodsky18 Ashland DriveKings Park, New York 11754
Susan M. Brown.2124 Ogden Ave. t
Ogden, Ptah 84401 A'
I
Michele Frechette1205 Janes Lane'
5 Colorado Springs; Colorado 80909
Francis Cblacino266 Fairview Ave. .
Painted Pdst, New_York 1487
:Gef.ald E. Lee409 Egbert.Court.Fargo, North Dakota 58102
Harold W. Mitchell238 Mockingbird LaneSan Angelo, Texas 76901
Kenneth S. Morita1002 A Prospect St.Apt. 2*Honolulu, Hawaii 96 2 .
Sister'Mary Lee Murphy4600 HuecoEl Paso, Iexas 79903
Ronal Pinkney102 Yoi-kshire
0 Hoyt Lakes, Minnesota 55750
Elizabeth Collard- James P. Reed A"694 NOrth Street '1863 S. JacksonMiddletpn, New York 10940 Denver, Colorado 80210
Hugh L. Dennis2950 Story Road, Apt. 17San Jose, Calif: 95132
-David E. EskeldsonBox 662Nome, Alapka 99762
Douglas A.Fadness213. Cedar Ave.Sunnyside, Washington 98944
James M. Rice32960 IndianaLivonia, Michigan,48154'
,, Lee D. Seelinger3226 View DriveAntioch, 'Californ4a 94509
45
1
=7gEs*
.1./"
NATIONAL SCIENCE FOUNDATIONWASHINGTON, D.C. 20550
Dece rber 1969
,Mr. Joseph G. Merkel131 Liberty,StreetSantq Cruz, California 94060
Dear Mr., Merkel:
Your letter dated 1 December 1969 requesting information on appraisalsOf NSF Academic Year Institutes in Mathematics has been referred to me.
Numerous independent studies related to evaluation of InstitUtes havebeen condicted. Enclosed is a bibliography ofthe reports of which wehave received copies. I have marked the ones for Academic Year Instituteswith red ink. If you,have difficulties in,obiaining a copy of any of theman scripts in which you are interested, write us dir*ctly and we will, .
try `W; fielp you.
I believe you fright be able to obtain a more detailed bibliography fromthe Educational Repuces Information Center, located at The Ohio StateUniversity. The complete address is
. ERIC Inforimafion Analysis Centerfor Science Education
1460 West. Lane AvetueColumbus, Ohio .43221
.-..
I hope this AformatiOn will be useful to you. If we can be of furtberassistance, please do not hesitate to ask us.
i
',.
z..,
iiii*_ ,
. .
The Foundation is always interested in the results of independent regearchon science (including mathematics) education programs and would appreCiitereceiving a copy of your repor. . .
r.
- Enclosuree.
Sincerely yours
(Mrs. Phyllis L. JohnsonStaff Assistance
L
,
Rn no
Checklist, t -
x Academic Yt ar Inct;ItuteMathematics nopartinent,Sarr Jose State CollegeSan Jose, Calif. 9514
.o
AU Year
Theiollow&ng is list of "possible, .in- service, ad .. Sties which you may have directed.Check those it which you have engaged and add to the list any which we may haveomitte Indicate by 'CE) any that y'ou expect to init4ate to the near future, andby (N) any which you considered but round a negative lresponse. i
Intensive Workshopa
InterdistrictCooperation
Enrichment Lee ures
Articulation 'Eo ttee
Materials File
Cooperative Planning
Cooperative Study
Parent F,ducation Courses
' o
Television Teaching
Micro Teaching`
Test Construction (school wide)
Film Festival °films for teachersand/or students
.
Field Trips for,.Teachers'M s
In- Service Courses- at Local Colleges.
Teacher Discussion sMeetinga
New Teacher Conforenees
&hool Professional Library
Participation on Curriculum Study Coronitteea
Textbook Study
Research Croup
Material Workshop
- Experimental Program
: Informal Seminar CWoups
O
oLocal Conference
"Briefing" of ` teacherb forstudent problem contests
. .
-Other i List below
Attach details and eomnegta on a eeparate'page if you wish.
a
S.
L
{
.t
St .
INMPENDENT STUDIES MATED TO EVALUATION OF INSTITUTES
BAYWEISTER, HARLAN E."An Examination of Scl cted 1959 National Science Foundation Summer Institutesin Minnesote-, Tbe Mi esota Journal of Science, Vol. III, )b..2, 1-13,Member 1959.-
a rBP LE, . G. 4/1.
. "NSF Sw tier Institutes - Evaluation"."1.Manuscript, April 1959. t`V
BIESTRRI JOHN L.
"Re?ort on Post- Institute Participant Evaluation", Manuscript, April 18, 1962.,
. . ...
ViiREKKE G. W.
'A Follow-up Study of the Ealectiveness of NSF Science and Mathematics Institutes'for Secondary Teachers in Meeting Stated Goole", Dissertation Manusciipt',.
.. -eB LI ROBERT A. "efiSIS 2. 5'06-5 1.1S 45 if Lr_4,7"Differential Participation in Natioilal Science Foundation Institutes ",Dissertation Manusel-ipt, 1965 (University of Chicago).
CAMPBELL, C. D. -
"An Advanced Physical Geology Course for Hi School Teachers", Journal_ofGeological Education) Vol. 8, No.11 1-5, Sp ing 1960.
COLE, JAMES W. ... v.
"Teaching, Teachers of the Sciences and Mathematics" quiversity of VirAinia.4 News10.Ler Vol. IIIVIo Noi 7, 26-28, March 15, 1960.
4ALL JOSEPH Lat tNF4.
An Evaluation of the Second Academic Year Institute University of Utah,1958-59", Dissertation Manuscript, August 1959.
Ilk"Survey Suimiary (of Participants of NSF In-Service or Summer Institutes in.Mathematics, 1958-1967, College obof the Holy Crs) ", Manuscript, December 1,.1967.
*, 1
DEWEY, DANIEL G.
FIELDS, EWAUGH F. ., i'"A -Study of Changes in the College Preparatory MathematicsCurriculum and ; .
Institute Attendance of Mathematics Teachers in PUblic SecondareSchoOls of cJ Nei? Jersey during 1964.1967", An'Abstract of a Dissertation Manuscript,
April 1969. ..
. e "1: 7" . .
. ,
FRASER, THOMAS P. . ,:
"A Reasonable Approach to a Master'sDegree program for Secondary School.Science Teachers", School Scipceand Mathematics, 68,.793 -798 (1968).
. ,, . .,- .
CALLENrIflEo OWL. and BUELL, ROBERT,114. '.
._
,.
"A Study of Science Preparation of. Ohio Elegentary School Teachers Applying'j00r % for NW Institutes "' f3cieneb 66, 573-574 (1966), 'I,i
W. . 4t ^ , 4
48
personnel for elementary teach-it is necessary that the applicant haveOpportunity to fill this role. He will be
iced to supply infonnition concerninga potential demand for such servict Atast one elementary school district hisea should indicate tentative plans for an1-service training program which wouldSize his services following the Institute.pplications for participation by super-iors will be evaluated separately. Forese persons, in addition to the criterialove, there must be a 'commitment thatpproximately half of their work will beI the field of mathematics education.Se National Science Foundation imposese 'following. restrictions on eligibility in
national brochure: "Teachers who willwe completed hy.September 1989 a sub-e ntial portion (two or more summers) ofsequential program in Summer. Institutes,edbog to. an advanced degree, are not
