UpDate - Vol. 11, No. 37, Page 3
July 23, 1992
Top teacher; Accenting math's positives, minimizing negatives

     Nancy Edwards, a professional staff master teacher in the
University Laboratory Preschool, has been selected as a state finalist
in the elementary mathematics category for the 1992 Presidential
Awards for Excellence Program in Science and Mathematics.
     Her proposal focuses on making mathematics a more useful,
everyday experience and  minimizing the many negative connotations
often associated with the subject.
     The national recognition program, which was established in 1983,
is administered for the White House by the National Science Foundation
(NSF) and is designed to identify outstanding teachers of science and
mathematics, in grades kindergarten through 12.
     The award winners serve as role models for their colleagues and
form a leadership core to help advance the major reform movements in
these two critical discipline areas.
     Teachers who have been nominated are evaluated in the following
areas: subject matter competence; evidence of sustained professional
growth; understanding of how children learn mathematics or science;
ability to encourage students in direct hands-on science or
mathematics investigation; ability to foster curiosity and generate
excitement; professional involvement and leadership; experimental and
innovative attitude toward teaching; and a conviction that all
children can learn mathematics and science.
     Edwards said her proposal stresses the importance of students,
parents and teachers recognizing the everyday, ongoing use of
mathematics in almost everything we do.
     She explained that learning math should be a concrete, hands-on
process incorporating the use of such objects as blocks, beans,
buttons, toothpicks and any other items that motivate young children
to play, predict, measure, construct, sort, count and explore.
     Her proposal argues for an open-ended math curriculum, allowing
individual children to function at different levels of understanding.
     This will enable each of them to participate with the highest
level of success.
     Edwards already has made specific plans for the grant money if
she wins the award.
     "I would set up family math at the University's lab school," she
said, explaining that the family math concept originated on the
Berkeley campus of the University of California about seven years ago.

     Family math actively involves parents in the learning process.
"We have to involve parents with children to play math games, to see
that it involves more than 1 plus 1 is 2; that it goes beyond
addition, subtraction, multiplication and division; that it's problem
solving, puzzles and a challenge to think mathematically. We have to
label as math much more than we currently do."
     Family math would provide a way for parents to support childrens'
mathematical thinking in much the same way parents support childrens'
literacy development.
     "There is a sense that math is dull." Edwards said.
     "We have to promote the idea that it is good to be involved in
problem solving, that it can be fun. I hope to get teachers and
University students involved in making up games and activities to
promote math skills."
     Edwards said that it seems to have become socially acceptable for
young girls, minorities and women to be poor in math. This results in
the family turning over mathematical problem solving to the father or
male of the household. But, she added, this false perception does not
have to be perpetuated.
     She also would promote training and careers in mathematics for
women and minorities. But, she added, this must begin when students
are in the earliest years in school.
     Edwards has had 15 years of teaching experience. Before coming
to Delaware in 1985, she worked at the University New School in
Philadelphia.
     She described it as "a parent-cooperative, alternative school"
that helped train student teachers from the University of Pennsylvania
and Temple University.
     To her, teaching is a satisfying and enjoyable profession. "I
like all of it," she said. "I like the idea of teaching children and
working with other teachers."
     She said her job gives her an opportunity to be proficient in
teaching two totally different segments of the educational population.
     "I train teachers well because I teach children, and I teach well
because I train teachers," she said. "I teach every day. I have
University students, teachers from the community, parents and young
children. I'm exposed to them all and that's a real benefit."
     Edwards said she does not know when the final award winners will
be selected. It may be by the end of this year or next spring.
     There will be four Presidential Award recipients (one each in
elementary math, secondary math, elementary science and secondary
science) in each state and in four U.S. jurisdictions.
     The winners will receive a $7,500 NSF grant that is to be spent
over a three-year period in the awardee's school to improve
mathematics and science programs. Edwards explained that the funds are
to be used under the winner's direction since that person is
considered the grant's principal investigator.
     She said she considered the entire selection experience
beneficial and that it is exciting to know there is a very real
possibility that a federal grant will be available to implement her
proposal.
     Edwards said everyone associated with the Presidential Awards
program will end up being a winner.
     She and the other finalists are considered leaders in their
respective areas and are expected to share their concepts and programs
with their fellow teachers. They, in turn, will incorporate some of
the new methods in their classrooms and evaluate the results.
                                        -Ed Okonowicz