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The Mathematics Assessment Process (MAP) for the Middle Grades gives teachers and school reform leaders new tools to examine and systematically realign mathematics programs. MAP engages an interdisciplinary coalition within a school in an exploration of mathematics instructional excellence. Through an extensive self-study, a school answers the question, "How well is our mathematics program meeting the needs of the students in our school?" MAP integrates three central ideas: consensus on the need for major revisions in middle-grades mathematics, need to implement effective mathematics instructional practices targeted for adolescents, and existence of practical, tested strategies for planning change that can guide the restructuring of middle-grades mathematics programs. At the core of MAP is a set of "Criteria for Excellence" developed by a national advisory panel of middle-grades practitioners summarizing the principles underlying outstanding middle-grades mathematics education. This document, "Staff Development Guidelines," the third in a set of three volumes, presents a series of seven staff development workshops enabling a school's team leaders to direct its own site-based preparation for using MAP. In addition to detailed instructions on how to conduct each workshop, a comprehensive appendix offers practical suggestions to team leaders about leading workshops for professional colleagues and other adult learners. It also outlines hints for coordinating the logistics of the assessment process. (MDH)

The Mathematics Assessment Process (MAP) for the Middle Grades gives teachers and school reform leaders new tools to examine and systematically realign mathematics programs. MAP engages an interdisciplinary coalition within a school in an exploration of mathematics instructional excellence. Through an extensive self-study, a school answers the question, "How well is our mathematics program meeting the needs of the students in our school?" MAP integrates three central ideas: consensus on the need for major revisions in middle-grades mathematics, need to implement effective mathematics instructional practices targeted for adolescents, and existence of practical, tested strategies for planning change that can guide the restructuring of middle-grades mathematics programs. At the core of MAP is a set of "Criteria for Excellence" developed by a national advisory panel of middle-grades practitioners summarizing the principles underlying outstanding middle-grades mathematics education. This document, "MAP Instruments," the second in a three volume set, contains 10 assessment instruments that are the core of the data-gathering process in four sections. Introductory sections provide a MAP instrument summary and a listing of MAP "Criteria for Excellence" and accompanying ideals. Sections 1, 2, and 3 provide the instruments for interviews, observations, and surveys and statistical profiles. Section 4 has two data analysis guides, a criteria and ideals cross-reference list and a criteria and ideals cross-reference worksheet. (MDH)

The Mathematics Assessment Process (MAP) for the Middle Grades gives teachers and school reform leaders new tools to examine and systematically realign mathematics programs. MAP engages an interdisciplinary coalition within a school in an exploration of mathematics instructional excellence. Through an extensive self-study, a school answers the question, "How well is our mathematics program meeting the needs of the students in our school?" MAP integrates three central ideas: consensus on the need for major revisions in middle-grades mathematics, need to implement effective mathematics instructional practices targeted for adolescents, and existence of practical, tested strategies for planning change that can guide the restructuring of middle-grades mathematics programs. At the core of MAP is a set of "Criteria for Excellence" developed by a national advisory panel of middle-grades practitioners summarizing the principles underlying outstanding middle-grades mathematics education. This document, the "User's Manual," the first of a three volume set, contains six sections and appendices. Section 1 describes the trends in middle-grades mathematics and introduces the MAP "Criteria for Excellence". Section 2 explores the philosophic core of MAP, arguing that mathematics is a communication and problem-solving process. Sections 3 and 4 take team members through the approach to conducting MAP: collecting, analyzing and summarizing the data, and writing an action plan for implementing changes. Section 5 provides a staff development exercise to develop understanding of adolescents' mathematics needs. Section 6 provides annotated resource lists with over 250 references. The appendices include decision-making guidelines. (MDH)

This module is divided into five sections, each of which emphasizes a different aspect of planning for using drill activities. These are "what we know about learning through drill,""drill: how and when to use it,""commercial materials for use in drill,""activities and games for use in drill," and "using new drill activities." There is a programed guide for using these materials, and tests over two sections are provided. (Author/KM)

The five chapter headings of the Proceedings are titled (1) Triangulation and Classification Problems, (2) Three-Dimensional Manifolds and Knot Theory, (3) Group Actions on Manifolds, (4) Embedding and Unknotting Problems, and (5) Applications of Algebraic and Surgery Manifolds. (Author), Proceedings of the University of Georgia Topology of Manifolds Inst., held at Athens on 11-22 Aug 69. Library of Congress catalog no. 79-111983. Standard Book no. 8410-1018-8.