ࡱ> egds PAjbjb kkP=]@@@@@@@ dc """""",OCN@N_@@?___Z@@ TTT@@@@ _r_ V@@@ l<$1A Center for Teaching/Learning of Mathematics Programs & Services At the Center for Teaching / Learning of Mathematics (CT/LM) we look at the nature of childrens mathematics problems, diagnose their causes and then plan remedial instructional activities. Participants in CT/LMs programs study approaches to understanding mathematics learning problems, examine existing remedial and instructional techniques and learn to design diagnostic and assessment instruments for learning problems in mathematics. The programs at CT/LM are especially useful to teachers, curriculum supervisors, parents and diagnosticians who work with children with learning problems in general and mathematics problems in particular. CT/LM has developed programs and materials to assist teachers, parents, therapists and diagnosticians to help children and adults with their learning difficulties in the area of mathematics. At CT/LM, we are conducting research in order to develop materials (monographs, papers and concrete instructional materials) useful for people working with children with learning problems in mathematics. Services: Regular workshops, seminars and lectures on topics such as: How children learn mathematics, why learning problems occur, diagnosis and remediation of learning problems in mathematics. Individual diagnosis and remediation services for children and adults with mathematics learning difficulties and learning problems. Consultation with and training for parents to help their children cope with their anxieties and difficulties in learning mathematics. Consultation services to schools and individual classroom teachers to help them evaluate their mathematics programs and help design new programs or supplement existing ones in order to minimize the incidence of learning problems in mathematics. Assistance for the adult student who is returning to college and has anxiety about his/her mathematics. Retain Your Skills in Mathematics (A summer correspondence program for children) The Center for Teaching / Learning of Mathematics (CT/LM) has been helping children acquire, master and retain mathematical concepts. CT/LM has conducted summer institutes in mathematics since 1978 for children grades k-8. The parents of children who have participated in the summer institutes and those parents who could not enroll their children in these programs due to the time factor or other commitments have asked us whether the program is available in other places. As a response to their requests and needs, we offer a correspondence course for children K-8. The objective of the course is two fold: Help children to retain the mathematical skills they have acquired during the academic year Help children to remain engaged in the academic learning process during the summer months Anyone involved with the education of children can appreciate how positive a child would feel to return to school after summer vacation and find that not only has there been no regression but there have been definite gains in mathematics. In previous summers, parents and childrens teachers have written to us indicating the benefits derived by the children who participated in the program. Program Retain Your Skills in Mathematics (RYSM) is an 8-week correspondence program which helps students maintain mathematics (K-8) skills during summer vacations. It takes a parent and child approximately three hours per week (45 minutes per day) to complete each weekly lesson. Because it is a correspondence program, it accompanies the family on vacation. Lessons are completed and mailed to us. We analyze them and provide feedback to assist parents and teacher to help children. A parent handbook is provided with all the necessary information. Enrollment fee is $50.00 per student. Special fee arrangements may be made when there is more than one participant from the same family. All materials are mailed to the parents directly. At the end of the summer, each child is sent a certificate on completion of the program. For every ten children enrolled from the same school, CT/LM generally provides one scholarship. The principal of the school is free to allocate it to any child. Chapter 1 programs and special education programs may negotiate special fees and arrangements. Math Notebook A publication which is issued 5 times per year by the Center for Teaching/Learning of Mathematics. It addresses mathematics learning problems, diagnosis, remediation and techniques for improving mathematics instruction. It translates research into practical, workable strategies which are especially geared towards the classroom teachers, parents and special needs teachers/tutors. Topics cover the range of materials useful for all levels (K-College) of mathematics instruction. Subscription rates: One year individual $20.00 Institutional $25.00 Two Year individual $30.00 Institutional $35.00 Three Year Individual $40.00 Institutional $45.00 Outside the North American Continent add $5.00 for extra postage. Back issues are available at a cost of $2.00 for a single issue, $3.00 for a double issue, and $5.00 for special issues. Back Issues: Reading in the Content Area: Mathematics (single issue) The Problem of Missing Addend (single) Childrens Understanding of the Concept of Proportion Part 1 (single) Childrens Understanding of the Concept of Proportion Part 2 (single) The Deceptively Simple Process Counting (single) A Topical Disease in Mathematics: Mathophobia (single) A Capsule on Curriculum Planning Part 1 (single) A Capsule on Curriculum Planning Part 2 (single) Multiplication Part 1 (single) Multiplication Part 2 (single) Prerequisite and Support Skills for Mathematics Learning (single) Are Basic Skills Learned Outside the Classroom? (single) Estimation: An Important Basic Skill (double) Fractions: A Difficult Concept to Teach and Learn (double) Pattern Recognition and Its Application to Math (double) Visual Clustering and Number Conceptualization (single) Computers in Schools (double) Mathematics Problems of the Junior High and Senior High School Students (double) Mathematically Gifted and Talented Students (double) Types of Math Anxiety (double) Mathematics as a Second Language (double) Mathematics as a Second Language (double) Developing Visual Thinking in Children (double) Memory and Mathematics Learning (double) Problems in Algebra - Part 1 (double) Problems in Algebra Part 2 (double) Games and Their Uses in Mathematics Learning (double) Reversal Problems in Mathematics and Their Remediation (double) How to Take a Child From Concrete to Abstract (double) Levels of Knowing Mathematics (double) Division: How to Teach It (double) Japanese Soroban: A Tool That Enhances Instruction Through Concrete Learning (double) Ontongeny Takes Over Phylogeny: How Do We Learn Arithmetic (double) Mathematics Culture (double) Mathematics Learning Personality (double) Common Causes of Math Anxiety and Some Instructional Strategies (double) How to Teach Basic Facts and Basic Skills in Arithmetic (double) On Training Teachers and Teaching Math (double) Will the Newest New Math Get Joihnnys Scores Up? (double) Concept of Number (double) Basic Skills: Development of Number Concepts II (double) Mathematics and Writing (double) Dyslexia, Dyscalculia and Some Remedial Perspectives For Mathematics Learning Problems (special) Saxon Textbooks: An Opinion (double) Place Value Concept: How Children Learn It and How To Teach It (special) Cuisenaire Rods and Mathematics Teaching (special) Assessment in Mathematics (special) Back Issues of Math Notebook Single issue $2.00 Double issue $3.00 Special issue $5.00 Back Issue of FOCUS Single issue $9.00 Double issue $12.00 Math Education At Its Best: Potsdam Model Videos How Children Learn (1 hour video interviewing Prof. Mahesh Sharmas ideas about how children learn mathematics) Teaching Place Value (Applying Prof. Sharmas approach to teaching place value) These videos present the description of factors that affect mathematics learning and why problems in mathematics occur. FOCUS on Learning Problems in Mathematics FOCUS on learning Problems in Mathematics is an interdisciplinary journal, edited jointly by the Center for Teaching/Learning of Mathematics (CT/LM) and the Research Council for Diagnostic and Prescriptive Mathematics (RCDPM). The objective of FOCUS is to make available the current research, methods of identification, diagnosis and remediation of learning problems in mathematics. Contributions from fields of education, psychology, mathematics and medicine having the potential for impact on classroom or clinical practice are valued. Specifically, the types of manuscripts sought for FOCUS include reports of research on processes, techniques, tools and procedures useful for addressing problems in mathematics teaching and learning: descriptions of methodologies for conducting, and reporting and interpreting the results of various types of research, researched-based discussions of promising techniques or novel programs; and scholarly works such as literature-reviews, philosophical statement or critiques. Published four times a year: Winter, Spring, Summer, Fall. For editorial, advertising, publications and subscriptions information write to: Center for Teaching / Learning of Mathematics Subscription rates: individual subscription 1 year $35.00 $50.00 2 years $50.00 $65.00 3 years $60.00 $80.00 Back issues are available at $9.00 per issue. Double issues $12.00. Outside the North American Continent, add $10.00 extra for mailing a subscription. Checks or international money orders in U.S. funds drawn on U.S. Banks only. Others will assessed an extra conversion and handling charge. Manuscripts for publication should follow the guidelines in the Publication Manual of the American Psychological Association (Third Edition) and be submitted in triplicate to the editor. Editor, FOCUS ON LEARNING PROBLEMS IN MATHEMATICS, P.O. Box 3149, Framingham, MA 01705-3149. Manuscripts determined to be appropriate will be sent, with author identification removed, to at least two appropriate reviewers. Manuscripts will be reviewed for their uniqueness, significance, accuracy and potential for impact. Back Issues of FOCUS are available The following represents a partial list of special issues. Index is available upon request. Volume 3 #s 2&3 1981 Educational Psychology and Mathematical Knowledge: An Analysis of Two Student Protocols Volume 4 #s 3&4 1982 Fingermath: Pedagogical Implications For Classroom Use Volume 5 # 2 1983 Remedial and Instructional Prescriptions For the Learning Disabled Student in Mathematics Volume 5 #s 3&4 1983 Mathematics Learning Problems and Difficulties of the Post Secondary Students Volume 6 # 3 1984 Education of Mathematically Gifted and Talented Children Volume 6 # 4 1984 Brain, Mathematics and Learning Disability Volume 7 # 1 1985 Learning Achievement: Implications For Mathematics and Learning Disability Volume 7 #s 3&4 1985 Using Errors as Springboards for the Learning of Mathematics Volume 8 #s 3&4 1986 Dyscalculia Volume 9 # 1 1987 Computers, Diagnosis and Teaching (Part One) Volume 9 # 2 1987 Computers, Diagnosis and Teaching (Part Two) Volume 11 #s 1&2 1989 Visualization and Mathematics Education Volume 11 # 3 1989 Research on Childrens Conceptions of Fractions Volume 12 #s 3&4 What Can Mathematics Educators Learn From Second Language Instruction? The Beginning of a Conversion Between Two Fields Volume 13 # 1 1991 Students Understanding of the Relationship Between Fractions and Decimals Volume 14 #1 1992 The Psychological Analysis of Multiple Procedures Volume 15 #s 2&3 1993 Vygotskian Psychology and Mathematics Education Volume 17 # 2 1995 Perspective on Mathematics for Students with Disabilities Volume 18 #s 1-3 1996 Gender and Mathematics: Multiple Voices Volume 18 # 4 1996 The Challenge of Russian Mathematics Education: Does It Still Exist? Volume 19 # 1 1997 Components of Imagery and Mathematical Understanding Volume 19 # 2 1997 Problem-Solution Relationship Instruction: A Method for Enhancing Students Comprehension of Word Problems Volume 19 # 3 1997 Clinical Assessment in Mathematics: Learning the Craft THE CENTER FOR TEACHING / LEARNING OF MATHEMATICS, Framingham, MA announces the publication of: MATH EDUCATION AT ITS BEST: The Potsdam Model Dilip K. Datta For nearly two decades mathematics has dominated this regional public college of 4000 students, both in terms of quality and quantity of students. In 1985 the college graduated 184 mathematics majors, a total exceeded only by two campuses of the University of California. Approximately 24 percent of the bachelors degrees at SUNY Potsdam are in mathematics and over percent of the colleges honor students are mathematics majors. National Research Councils report to the nation, Moving Beyond Myths, Revitalizing Undergraduate Mathematics Math Education at Its Best: The Potsdam Model gives a fascinating account of how a dedicated band of math teachers at Potsdam has shaped into reality the vision of a creating a humanistic environment for learning and teaching mathematics. This has evolved into a method of teaching that prepares an excellent cadre of mathematics students. Many of them have become accomplished mathematicians, scientists, and teachers of mathematics. The method provides an approach to meet the crucial challenge of supplying mathematicians, scientists and mathematically educated workers. This book, first in our series, understands the major challenge, the undersupply of mathematicians poses for the countrys needs and is an answer to this critical condition. This work is a blueprint for rebuilding the mathematics education at all levels. It contains the interesting account of how Potsdam College achieved the goal of educating a large number of men and women in mathematics, and many interesting anecdotes about the education, family background and life of the man who inspired it all. Reviewing the experiments and the experiences of teaching math the Potsdam in establishing a successful mathematics program. I learned from this book more about the teaching strategies of the SUNY Potsdam Mathematics faculty tat I had learned during my 18 years as Chair of Mathematics Department. This should be significant contribution to mathematics education. (Clarence Stephens, Former Chairman of the Department of Mathematics, SUNY at Potsdam.) A thorough account by a true professional that fairly represents the reality at Potsdam. (Vasily C. Cateforis, Chairman of the Department of Mathematics, SUNY at Potsdam.) 256 pp., paperbound, 1993 List: $9.95 Prepaid orders sent postage and handling free. Send checks or money orders to: DO YOU WANT TO IMPROVE MATHEMATICS INSTRUCTION FOR ALL STUDENTS K-12? DO YOU WANT TO KNOW HOW TO DEAL WITH LEARNING PROBLEMS IN MATHEMATICS? DO YOU WANT TO KNOW WHAT THE LATEST RESEARCH SAYS ABOUT MATHEMATICS LEARNING, TEACHING AND ASSESSMENT? DO YOU WANT TO HELP YOUR CHILD LEARN MATHEMATICS BETTER AND EASIER? DO YOU WANT TO KNOW WHAT THE REASONS ARE FOR YOUR CHILDS DIFFICULTIES IN MATHEMATICS? DO YOU WANT TO KNOW WHY THERE ARE UNDERACHIEVING GIFTED CHILDREN? 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