Welcome! This is a website that everyone can build together. It's easy!

Bridges Math Science Partnership HomeThis is a featured page

The BRIDGES Program is a Department of Public Instruction Math and Science Partnership Research Grant.

The objectives of the grant are to:
· Establish Professional Learning Communities for improvement of Math Instruction
· Bridge prior math professional development with current resources
· Prepare to deliver new NC Essential Math Standards
· Enhance student achievement
· Increase content knowledge
· Increase comfort in teaching mathematics
· Build networks of math teachers

K-5 Teachers in Onslow and Carteret Counties are eligible to participate.
Participating teacher will receive:
· Access to coaches and classroom assistance
· Week long summer professional development in math content with $375.00 stipend
· Membership in the National Council of Teachers of Mathematics (NCTM) including subscription to their monthly journal Teaching Children Mathematics. · Membership to the North Carolina Council of Teachers of Mathematics.
· Access to math instructional materials and equipment loan program
· Networking with fellow math teachers and institutions of higher learning.

Participating Teachers must agree to:
· Participate for the 3 year period from Oct 2009 to June 2012
· Attend a monthly Educator Inquiry Group (EIG) meeting with teachers from their area to participate in professional development, and to design and discuss innovative instructional activities and techniques.
· Agree to allow observation of classroom instruction as part of the research (individual observation data will be kept confidential and will not be shared with school administrators)
· Agree to share annual EOG teacher performance results (teacher identity will be kept confidential)

Onslow County: to register on the NCMSP Site:
CLICK HERE

Carteret County: to apply for participation in Bridges CLICK HERE


Bridges Logo












PatCurley
PatCurley 		Latest page update: made by PatCurley , Jul 20 2010, 3:24 PM EDT (about this update About This Update PatCurley Edited by PatCurley


view changes
- complete history)
Keyword tags: None
More Info: links to this page

Threads for this page

Started By Thread Subject Replies Last Post
marthalevey352 Algebraic Thinking and Pictorial Growth Patterns 11 Mar 28 2010, 7:50 PM EDT by jhooley352
Thread started: Jan 4 2010, 7:02 PM EST  Watch
Thought the article was interesting. Most of the patterns I have students create/extend are somewhat "fixed" - like AB, or AAB, etc. Plan on trying an "open" pattern that grows. I like asking open-ended questions to my students. I'm always amazed how at such a young age they are reluctant to answer because they want to make sure they have the right answer. They don't seem to be used to having to explain how they got their answer. Just my thoughts......
Do you find this valuable?    
Keyword tags: None
Show Last Reply
AlexWilliamson Fun Functions 1 Feb 1 2010, 10:42 PM EST by khughes352
Thread started: Jan 12 2010, 11:48 PM EST  Watch
I enjoyed reading this article, especially since one of the examples was from a first grade teacher. My class has already dabbled a little with functions in one of our daily math word problems. I drew the typical box with the funnel input and output and gave the students a function. After offering a few examples, we came up with a horizontal input/output chart and plugged in any numbers the students suggested, which yielded interesting results. I definitely want to do this again, but I would love to try making a physical machine. I am positive my students would enjoy this and be truly engaged. They were to a certain degree since they were able to come to the board and plug in numbers using the mimio (technology is usually an attention-getter), but special devices are even better!
Do you find this valuable?    
Keyword tags: None
Show Last Reply
sparis352 Mathematical Background 0 Jan 28 2010, 7:22 AM EST by sparis352
Thread started: Jan 28 2010, 7:22 AM EST  Watch
I enjoyed the overview of algrebraic concepts in this article. I really like the part where the author says "It's valuable to look for connections among ideas in mathematics." I know that this week in our first grade classrooms, we are studying bears and have previously done bear research. The students are able to construct a line plot showing the number of different color gummy bears that they have. Then they take their line plot with their data to the computer lab and transfer the data to a bar graph using Graph Club. I believe these connections are important for students' interests and understanding. I also believe that it gives time for deeper understanding and contemplation about a certain subject or skill.
Do you find this valuable?    
Keyword tags: None
Showing 3 of 10 threads for this page - view all