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Success Stories from the

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Success Stories from the CME Project Classroom Arnell Crayton, Bellaire, Texas The students who participated in the CME Algebra I Pilot did well enough on both the ... – PowerPoint PPT presentation

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Title: Success Stories from the


1
Success Stories from the CME Project Classroom
Arnell Crayton, Bellaire, Texas The students who
participated in the CME Algebra I Pilot did well
enough on both the Stanford 9 and state TAKS
exams to earn me a the highest bonus in the
mathematics department for the 2005-2006 school
year. Geometry teachers often comment that my
students who went through the pilot perform
noticeable better than most of the students from
the regular and block courses. Several of my
special education students actually performed
better than ever on the state's resource test.
  I learned more about Algebra and mathematics
concepts than ever before by using the CME
materials to do my lesson studies and
presentations.  Thank you for allowing me the
privileges of participation in this great
project.
Kent Werst, Arlington, MA One of the strengths of
the CME Project curricula is the rich
mathematical contexts in which students learn
important concepts and
practice important skills. The investigation on
Lagrange Interpolation is a perfect example. One
of the things Lagrange interpolation requires
students to do is demonstrate that many questions
given on standardized tests are flawed in that
any of the answer choices given to extend a
number pattern could be correct. Completing this
investigation laid the groundwork for a
conceptual understanding of the factor and
remainder theorems, and my students enjoyed it!
Being able to outsmart the standardized test
authors was an added bonus.
2
Success Stories from the CME Project Classroom
Jayne Abbas, Hooksett, New Hampshire The
expansion tables were a great organizational tool
for the students. It helped many of them see
things much more clearly than before.
Real-life examples (like positioning the ladder
in chapter 4) piqued the students interest and
answered the age old question of When am I ever
going to use this? I had one student tell me
that, thanks to me, he would never fall off a
ladder!
James Stallwort, Cincinnati, Ohio I teach in an
inclusion classroom, with both regular education
and special education materials, in an inner city
public high school. I had placed the students in
small groups so that I could listen to the
conversations they were having about the
mathematics when I heard one of my special
education students enthusiastically explaining
the pattern that he had found on a particular
task. This student had not had a positive
experience in mathematics class in a long while.
These materials had him excited to come to math
class, excited about the mathematics we were
doing, and excited to share with the class.
Needless to say, I was excited to teach with
these materials.
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