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Descriptors:
Annual Reports; Cooperative Programs; Coordination; Educational Programs; Elementary Secondary Education; Expenditures; Federal Programs; Grants; Instructional Improvement; Instructional Materials; Library Materials; Media Selection; Program Descriptions; Program Evaluation; School Libraries; Standards; State Programs; Tables (Data); Textbooks

Abstract:
Two federal educational programs are covered in this annual report for FY 1969: Title II of the Elementary and Secondary Education Act and Title III of the National Defense Education Act. The first report describes how the 50 states, the District of Columbia, Guam, Puerto Rico, the Trust Territory of the Pacific Islands, the Virgin Islands, and the Department of the Interior (operating schools for Indian children) utilized Title II funds for the improvement of educational quality and opportunity through increased school library resources, textbooks, and other instructional materials. Also covered are staffing patterns for the first three years of the program, special purpose grants, participation of private school children and teachers, program coordination, accessibility of loaned materials, management activity, school media personnel, staff development, selection of materials, standards for instructional materials, and program evaluation. The second report describes the use of Title III funds to strengthen instruction in science, mathematics, foreign languages, and the humanities and arts through the purchase of equipment and materials, minor remodeling, and through state supervisory and related services. Major topics include priorities, program coordination, adequacy of equipment and reimbursement, improved instructional patterns and teaching techniques, curriculum improvement, student achievement, and program evaluation. (JD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Aptitude; Comparative Analysis; Grade 7; Individualized Instruction; Modern Mathematics; Nontraditional Education; Pretesting; Pretests Posttests; Rural Areas; Small Schools

Abstract:
Seventh grade students (N=9) from a small rural school in Ridgway, Colorado were exposed to a teacher-developed individualized program in modern math during the 1962-63 school year and again the following year. The students were divided into an average and above group and a below average group; group assignments were determined by IQ scores, the California Arithmetic Test for Junior High (grade placement and percentile standing), and consultations with the student's former math teacher. Classroom procedures involved: use of two texts (one for each group); a self-paced format wherein students had access to problem answers and were required to test themselves only when they felt ready (a score of 80 or above was generally required for all but the poorest students); and no assigned homework. Each student was evaluated by September and May comparisons of SCAT, STEP, arithmetic, aptitude, and grade placement scores. Results indicated: the poorest student made an improvement of nearly one whole grade placement; the poorest improvement was .4% of a grade placement (slightly higher than average); and the two best students improved 2.4 and 3.4 grade placements. Changes affected during the 1963-64 school year involved: student goal setting; required homework (20 minutes); special projects; and different forms of the California test (results indicated gains, though not as large as those of the previous year). (JC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Assignments; Educational Research; Higher Education; Mathematics Instruction; Secondary Education; Teaching Methods; Technical Writing; Writing Skills

Abstract:
This paper initially presents the results of several studies concerning what kind of writing mathematics teachers assign and what kind of writing mathematics textbooks assign. By far, report-research was the most popular type of writing assigned in the surveyed textbooks. The types of reports students were asked to write include biography, history, exposition, analysis, and cause and effect. Several exemplary paragraphs are given and analyzed to demonstrate the different organization and structure required by the different writing modes. Several teaching strategies are delineated for encouraging students to create quality writing: make the students aware of the type of reading, thinking, and writing the topic demands; give the students diagramed model paragraphs to show how ideas relate; and encourage students to compose and not copy by basing the assignment on more than one source, controlling the source, and conducting paraphrasing exercises in class. (TS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum; Doctoral Dissertations; Elementary School Mathematics; Mathematics Education; Research; Sex Discrimination; Textbook Research; Textbooks

Abstract:
The purpose of this study was to analyze the sex stereotyping in selected mathematics textbooks for grades two, four, and six. Twelve textbooks which appear on Hawaii's Approved Instructional Material List were chosen. As units of measure, the following four categories were delineated: (1) selected items of interest for classification according to gender; (2) famous males and females; (3) male and female occupations; and (4) unusual non-stereotyped ways textbooks handle traditional roles. The first category was analyzed by 81 students and 30 parents. Both groups classified 113 items as "neutral," 23 items as "masculine," and 9 items as "feminine"; there was disagreement on 15 items. Application of a probability test to the number of items classified as masculine and feminine resulted in (p less than .02). Two adult coders unrelated to the school were used to analyze the other categories. Their data supports the thesis that elementary mathematics textbooks contain sex bias. Probability tests for the number of famous males (46) vs. famous females (3) revealed (p less than .02). Probability for the number of male occupations (86) vs. female occupations (18) was (p less than .01). The fourth category contained very few entries. (Author/JP) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Assignments; Elementary School Mathematics; Instructional Materials; Skills; Supplementary Reading Materials; Teacher Effectiveness; Teaching Guides; Textbook Content; Textbooks

Abstract:
This booklet was prepared to assist teachers of elementary school mathematics in the effective use of the basic and supplementary state-adopted textbooks. Within each grade level, four categories of basic skills and understandings were developed. These were (1) number systems and numeration systems, (2) fundamental operations, (3) measurement, and (4) geometry. In some grade levels, geometry was omitted due to lack of textbook materials. Prerequisites to the skills and understandings are listed, as well as the pages where those topics would be introduced, reviewed, and/or extended. The topics listed represent only a minimum program in elementary school mathematics. (RR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Comparative Analysis; Curriculum Development; Doctoral Dissertations; Elementary School Mathematics; Instructional Materials; Mathematics; Textbooks

Abstract:
Analyzed was the influence exerted by the School Mathematics Study Group (SMSG) and the Greater Cleveland Mathematics Program (GCMP) on commercially published textbook series. Data were obtained through page-by-page analysis of 94 textbooks. Criterion lists were selected or devised for each of the following areas: readability, vocabulary, scope and sequence, and teaching strategies. Among the conclusions were (1) the experimental series have had little impact on the readability level of commercially published textbooks, (2) the reading levels of the textbooks of the SMSG and GCMP series tend to be above assigned grade level, whereas those of commercially published textbooks are generally at or below the assigned grade level, (3) the SMSG series extended more influence on the scope and sequence of commercially published series than did the GCMP series, (4) the SMSG series had a slightly greater impact on the teaching strategies employed in the commercially published textbooks than did the GCMP series, and (5) teaching strategies included in experimental and post 1960 series provide the teacher with a means of individualizing instruction. (RP) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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