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Direct linkZolkower, Betina A.; Rubel, Laurie H. – Mathematics Teaching in the Middle School, 2015
"Low threshold, high ceiling" tasks are accessible to diverse learners; invite a wide range of approaches; and hold the potential to further challenge, strengthen, and extend everyone's mathematical reasoning. In this article, the authors present a family of Brick Pyramid problems as examples of "low threshold, high ceiling"…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematical Concepts, Concept Formation
Gurl, Theresa J.; Fox, Ryan; Dabovic, Nikolina; Leavitt, Arielle Eager – Mathematics Teacher, 2016
The implementation of the Common Core's Standards for Mathematical Practice can pose a challenge to all teachers of mathematics but especially to preservice teachers. These standards require teaching in a way that often differs from what preservice teachers have experienced as learners. Standard 1--"Make sense of problems and persevere in…
Descriptors: Teaching Methods, Mathematics Teachers, Preservice Teachers, Teaching Experience
Mojica, Kern D. – ProQuest LLC, 2010
In this quasi-experimental quantitative study, 105 eighth grade students at a suburban middle school in New York State participated in a seven month-long project involving the ordered effects of the technology education units of Lego[R] Mindstorms(TM) NXT Robotics System, Digital Storytelling with Microsoft Windows Movie Maker, and the Marble Maze…
Descriptors: Curriculum Implementation, Curriculum Development, Educational Change, Critical Thinking
Download full textFranklin, Catherine – Bank Street College of Education, 2003
This essay provides a window into an eighth-grade class engaged in a legislative curriculum drama. The author, an eighth-grade social studies and literature teacher at a private New York City elementary school, describes her use of a legislative curriculum drama to make an eight-week study of the legislative branch of government a more dynamic and…
Descriptors: Social Studies, Grade 8, Imagination, Inquiry
New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development. – 1969
The contemporary mathematics program set forth in this publication developed as a result of experimentation and evaluation in classroom situations. This is Part 2 of "Mathematics: 8th Year." Part 1, a separate bulletin, was published during the school year 1967-68. The materials in this bulletin are intended to serve as guidelines for…
Descriptors: Arithmetic, Curriculum Development, Discovery Processes, Grade 8
New York State Education Dept., Albany. Bureau of Mathematics Education. – 1988
This document has been prepared to help teachers and administrators in New York plan and execute a mathematics program for grade eight. The syllabus is designed to improve the problem solving abilities of students, while continuing a natural development of mathematical skills and concepts. Problem solving situations are emphasized in each of seven…
Descriptors: Course Content, Course Descriptions, Grade 8, Junior High Schools
O'Sullivan, Christine Y.; Jerry, Laura; Ballator, Nada; Herr, Fiona – 1997
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam,…
Descriptors: Academic Achievement, Academic Standards, Educational Change, Grade 8
New York State Education Dept., Albany. Div. of Occupational Education Programs. – 1987
This syllabus contains 10 modules that satisfy the one-unit requirement for technology education to be completed by the end of Grade 8 in New York. An introduction provides information on its use. Suggested content outlines of the modules follow. Module components include suggested teaching time; overview; enabling vocabulary; major concepts;…
Descriptors: Behavioral Objectives, Classroom Techniques, Course Descriptions, Energy Education
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
New York State Education Dept., Albany. Div. of Occupational Education Programs. – 1986
The broad objectives of this curriculum are to: (1) develop skills that lead to effective decision making, problem solving, and management in the home, school, community, and workplace; (2) develop concepts and skills basic to home and family responsibilities; and (3) develop personal skills that will enhance employment potential. The syllabus…
Descriptors: Career Planning, Consumer Education, Daily Living Skills, Decision Making Skills
National Assessment of Educational Progress, Princeton, NJ. – 1991
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…
Descriptors: Academic Achievement, Calculators, Educational Assessment, Family Environment
National Assessment of Educational Progress, Princeton, NJ. – 1993
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics to shift to standards-based reporting of National…
Descriptors: Algebra, Calculators, Elementary Education, Estimation (Mathematics)
