Search Results

You are looking at 1 - 10 of 39 items for

  • Author or Editor: Francis (Skip) Fennell x
Clear All Modify Search
Restricted access

Francis (Skip) Fennell

On April 24, 2006, the National Council of Teachers of Mathematics (NCTM) Board of Directors approved “Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence.” The Curriculum Focal Points are specifically designed to provide leadership in the discussion about important mathematical topics at the pre- K–8 level. This introduction will define, identify the need for, and place in perspective the use of the focal points.

Restricted access

Francis (Skip) Fennell

A colleague of mine, a reading educator, of all things, loves to tell a story about her glimpse of mathematics teaching.

Restricted access

Francis (Skip) Fennell

What's the rush? Why are we pushing kids to mathematical abstraction so quickly? Do we really need to accelerate the mathematic curriculum so that some topic are introduced far too early while others are barely mentioned? Is it any wonder that many first and second graders impulsively complete mathematics activitie as rapidly as possible, for the mere satisfaction of being “done first”?

Restricted access

Francis (Skip) Fennell

Did you see it? What? Why, the new subtitle, of course. Beginning with this volume, 36, the Arithrnetic Teacher will be subtitled “Mathematics Education through the Middle Grades.” Our subtitle accurately represents the content and intended audience of those articles published in the journal. The subtitle also attempts to publicize to our readership that a contemporary mathematics curriculum include attention to a variety of topic other than arithmetic.

Restricted access

Francis (Skip) Fennell

On April 24, 2006, the National Council of Teachers of Mathematics (NCTM) Board of Directors approved “Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence.” The Curriculum Focal Points are specifically designed to provide leadership in the discussion about important mathematical topics at the pre-K-8 level. This introduction will define, identify the need for, and place in perspective the use of the focal points.

Restricted access

Francis (Skip) Fennell

The newspaper has long been recognized as a useful instructional aid, primarily in reading, language arts, and social studies. The newspaper can also offer valuable applications of mathematics in a number of topical areas to supplement day-to-day mathematics instruction. The intent here is to present a sampling of mathematics applications that use the newspaper and involve pupils in practical activities. The easy availability and popularity of the newspaper further enhance its uses in the classroom. The activities presented have been grouped by the applications suggested for classroom use.

Restricted access

Francis (Skip) Fennell

Restricted access

Francis (Skip) Fennell

Federal legislation known as Public Law 94-142, the Education for All Handicapped Children Act, was passed in November 1975. This legislation determines regulations and requires actions by school districts and teachers relative to exceptional children. Many have interpreted state legislat ion and PL 94-142 as legislative remedies for some of the schools' past failures to provide an appropriate education for handicapped students. The law's programmatic and budgetary requirements became enforceable in October 1977. Public Law 94-142 mandates that free public education for handicapped students between the age of three and twenty-one begin no later than September 1980. Some exceptions to the mandate do occur, but the implication is that public schools may no longer refuse to admit handicapped students into educational programs.

Restricted access

Francis (Skip) Fennell

Probability and statistic are part of our daily lives in an ever increasing number of ways. State lotteries, casino gambling, and sports at all levels continue to fascinate millions of people.

Restricted access

Francis (Skip) Fennell

This synopsis of selected assessment issues presents historical and current considerations and concerns regarding summative and formative assessment and their influence and impact for teachers of PK-12 mathematics.