A Meta-Analysis by Mathematics Teachers of the GIFT Program Using Success Case Methodology

Abstract

The ICMI-ICIAM Discussion Document (2009), Educational Interfaces between Mathematics and Industry, talks about “… the intimate connections between mathematics and industry” and, for example, then says that”… mathematics is said to be used almost everywhere. However, these uses are not generally visible except to specialists.” The GIFT program is one whose goal is to bridge this gap through substantive projects, which bring practicing middle and high school mathematics teachers into industrial projects and then have them integrate their new experiences back into their classroom. Because of time constraints, teachers without firsthand knowledge cannot provide mathematical situations, which involve “real life problems.” The last sentence of 1.1 in the Discussion Document is especially in agreement with our approach; to wit, “In other words, learners should be equipped for flexibility in an ever-changing work and life environment, globally and locally.” From the GIFT experience, the flexibility should change the teachers’ outlook and, ultimately, the outlook of their students. The last four of the bullets of the “What are the aims of the Study?” and the last two of “Why is there a need for this Study?” fit well with the goals of the GIFT program. The issues of section 8 (Curriculum and Syllabus issues) and 9 (teacher training) of the discussion document fits well with regard to the goals of the GIFT project. The present work lays the groundwork for future projects motivated by the discussion document. The results of the present meta-analysis will ultimately be used as a basis for further analysis in a long-term project using a variety of methods for both math and science teachers.