

TEACHER RESOURCES: Modeling for Understanding in Science Education 
Center researchers have collaborated with schools and teachers to create and study instructional approaches that support and improve student understanding of mathematics and science. The instructional resources listed below are informed by our research on how students learn with understanding. See also publications. (CD)Powerful
Practices in Mathematics and Science Teaching
Culturally Diverse Students Mathematics & Science UNIQUE POSTER about student understanding in mathematics and science. Click here to view the poster and get ordering information. Transforming Teaching in Math and Science: How Schools and Districts can Support Change. Adam Gamoran, Charles W. Anderson, Pamela Anne Quiroz, Walter G. Secada, Tona Williams, Scott Ashman. Publisher:Teachers College Press, 2003. Elementary School Resources (articles available in fulltext PDF) Changing
the Teaching and Learning of Mathematics, Thomas Romberg. The
Australian Mathematics Teacher, 56(4), 2000, pp. 69.
The resources available here were developed through professional development work with elementary school teachers in Massachusetts. The focus of this project is to build teachers’ understanding of how to extend elementary arithmetic tasks (such as computations) to tasks that require algebraic reasoning. Algebraic reasoning refers to a habit of mind by which students regularly and naturally look for patterns and relationships in data, describe their findings through generalizations, and express their generalizations in ways that progress from everyday language to more formal mathematical language. For more background
on this project and research findings, see 
Sample
“algebrafied” problems For more information about these resources, contact: Jim
Kaput Maria
Lynn Blanton
Cognitively Guided Instruction (CGI) CGI is an approach to elementary mathematics
instruction that capitalizes on young children’s intuitive thinking and
computational skills. Current research indicates that CGI appears to lay
a strong foundation for elementary students' learning of early algebra
concepts. CGI also forms a base for transformational teacher professional
development. Teachers from around the world are integrating CGI into their
classroom instruction. The CGI approach also has become a building block
for elementary mathematics instruction in the Phoenix Systemic Initiative
and is also a component of teacher professional development supported
by the Midwest Comprehensive Regional Assistance Center. To learn more
about CGI, see the CGIfocused web site
(http://www.wcer.wisc.edu/ccvi/CGISpider/index.html)
available through the Comprehensive Center  Region VI (CCVI).
CGI videotapes and summative log book complement the above publication. To order, contact Cheryle Wampole at the Wisconsin Center for Education Research, 1025 W. Johnson Street, Room 242, Madison, WI 53706, TEL: (608) 2659698 FAX: (608)2636448. CGI Logs & Videotapes — Elizabeth Fennema, Thomas Carpenter, Linda Levi, Megan Loef Franke, Susan Empson. $100.00 single set. Middle School Resources Improving Data Analysis Through Discourse, Kay McClain, Maggie McGatha, and Lynn Hodge. Mathematics Teaching in the Middle School, Vol. 5, No. 8, April 2000, pp. 548553.
Supporting
Students' Ways of Reasoning about Data, Kay McClain, Paul Cobb
and Keono Gravemeijer. Learning Mathematics for a New Century, 2000 NCTM
Yearbook. Modeling
for Understanding in Science Education. The Modeling for Understanding
in Science Education (MUSE) web site features science curricula consistent
with the goals set forth in the National Science Education Standards and
the Benchmarks for Scientific Literacy. The curricula and teacher's guides
focus on astronomy (earthmoonsun dynamics), evolutionary biology (natural
selection) and classical genetics, with each unit unfolding over nine
weeks. The product of a teacherstudentresearcher collaboration and longterm
research, the indepth curricula provide teachers access to scientific
modeling strategies that can enable students to engage in inquiry and
learn key concepts and ideas with understanding. Modeling
Middle School Mathematics.
Modeling Middle School Mathematics (MMM) teacher professional development
program, funded by the National Science Foundation, features online video
clips, interviews, and teacher reflections focusing on teachers' efforts
to improve mathematics instruction in grades 58. Teachers and students
use the Mathematics
in Context curricula to develop indepth understanding of geometry
and algebra. The MMM project, affiliated with the ShowMe
Project at the University of Missouri, provides glimpses into students'
learning, classrooms, and collaborating teachers' practices. MMM also
shows ways that teachers have sought to implement state and NCTM
standards. (Special note: The featured classrooms and teachers have
been a focus of the national center research program.) Classroom
Assessment as a Basis of Teacher Change (CATCH) a project of
NCISLA, with a subcontract to the Freudenthal Institute (Fi) at the University
of Utrecht in The Netherlands. CATCH is a project based on the belief
that teachers are the key to reform in the teaching and learning of mathematics,
and changing assessment practices is a means of helping teachers make
such changes. A resource for teachers involved in the CATCH research and
professional development project, the CATCH website is based at  and
maintained by staff of  the Freudenthal Institute in the Netherlands.
The Great Assessment Picture Book, one of CATCH's products,
is available online at: http://www.fi.uu.nl/catch/products/GAP_book/intro.html High School Resources High School Students "Do" and Learn Through Scientific Modeling, In Brief, Vol. 1, No. 1, Winter 2000. Modeling for Understanding in Science Education. The Modeling for Understanding in Science Education (MUSE) web site features science curricula consistent with the goals set forth in the National Science Education Standards and the Benchmarks for Scientific Literacy. The curricula and teacher's guides focus on astronomy (earthmoonsun dynamics), evolutionary biology (natural selection) and classical genetics, with each unit unfolding over nine weeks. The product of a teacherstudentresearcher collaboration and longterm research, the indepth curricula provide teachers access to scientific modeling strategies that can enable students to engage in inquiry and learn key concepts and ideas with understanding. 