From the Editors:


At present, Teaching-Research is a well known approach to teaching and educational research. In its most general terms, Mathematics Teaching-Research is the integration of classroom teaching with the conduct of research aimed at improvement of mathematics learning in the same classroom, and beyond. The Mission of the Mathematics Teaching-Research Journal on Line is to acquaint Bronx teachers of mathematics and mathematics instructors in Bronx colleges with the TR methodology and to facilitate the application of research to classroom practice as well the formulation of research hypotheses and theories originating in classroom practice. The aim of the journal is to encourage classroom investigations leading to the improvement of learning, to provide help, information and methodological resources for aspiring mathematics Teacher-Researchers of public schools and colleges of CUNY. The pages of the journal are open to:

  • All mathematics teachers and instructors who have an interesting observation to make about their teaching of mathematics.
  • Those who seek guidance in their classroom research.
  • Those who would like to mentor colleagues in some aspects of their interesting and successful practice.

    
 

September 2007,
Volume 2 Issue 1

Table of Contents:

Editorial

Section 1: Aspects of Democratization of Mathematics/Science Education.

1. Acres of Diamonds in New York's High Stakes Testing Environment: Empowering Educators via the Internet: Stephen Watson, CUNY, NYC
Teaching Fellow

2. Gender Differences in Mathematics Departments at Colleges and Universities across the US: Alexander Rolón, Northampton Community
College, USA

3. Collaborative Research Relationships in Urban Science Classrooms:
Rowhea Elmesky and Anita Abraham, Washington University and Philadelphia School District, USA

4. A Pragmatic Mathematics: A new skills-for-life mathematics course addressing NCAS's revelation of the dismal quantitative literacy of America's college students: Elie Feder, Kingsborough Community
College, CUNY, USA

Section 2: Curricular Innovations from the Classroom.

5. Using alternative numeral systems in teaching mathematics: Farida Kachapova, Murray Black and Elias Kachapov, Auckland University of Technology, New Zealand

6. Effective Procedures in Teaching Mathematics: Farida Kachapova,
Murray Black and Elias Kachapov, Auckland University of Technology, NewZealand

7. Counter examples and paradoxes in teaching mathematical Statistics A case study: Sergiy Klymchuk, Farida Kachapova, Murray Black and Elias Kachapov, Auckland University of Technology, New Zealand

8. Planning of the route for the performance trip of a music team –
group work in the mathematics class of fourth grade: Grazyna Pawlowska
Gustaw Marcinek Elementary School #1,Warsaw, Poland.

9.Mathematical Competences in the nascent state on the basis of the Educational Project „In the Middle of the Way…Elzbieta Jaworska, Bozena
Makulska-Dabkowska, Elzbieta Ostaficzuk, Andzrej Wawrzyniak, Andrzej Werner, Mathematics Teacher-Coaches, Department of Education, Office of the City Warszawa, Poland.

Section 3: Reflections.

10. The Process of Doing Mathematics: Ronny Gouraige, Bronx Community College, CUNY, USA

11. Reflections of a teacher-educator: Harrie Broekman, Freudenthal Institute, Netherlands

The Editors:

Dr. Bronislaw Czarnocha, Hostos Community College, CUNY
Dr. Vrunda Prabhu, Bronx Community College, CUNY
Dr. Anne Rothstein, Lehman College, CUNY