The Mathematics Enthusiast Volume 10 Number 3 Number 3 Article 11 7-2013 TME Volume 10, Number 3 Follow this and additional works at: https://scholarworks.umt.edu/tme Part of the Mathematics Commons Let us know how access to this document benefits ou.y Recommended Citation (2013) "TME Volume 10, Number 3," The Mathematics Enthusiast: Vol. 10 : No. 3 , Article 11. Available at: https://scholarworks.umt.edu/tme/vol10/iss3/11 This Full Volume is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in The Mathematics Enthusiast by an authorized editor of ScholarWorks at University of Montana. For more information, please contact [email protected]. The Mathematics Enthusiast ISSN 1551-3440 (formerly The Montana Mathematics Enthusiast) VOL. 10, No.3, July 2013, pp.507-792 Editor-in-Chief Bharath Sriraman, The University of Montana Associate Editors: Lyn D. English, Queensland University of Technology, Australia Simon Goodchild, University of Agder, Norway Brian Greer, Portland State University, USA Luis Moreno-Armella, Cinvestav-IPN, México International Editorial Advisory Board Mehdi Alaeiyan, Iran University of Science and Technology, Iran Miriam Amit, Ben-Gurion University of the Negev, Israel Ziya Argun, Gazi University, Turkey Ahmet Arikan, Gazi University, Turkey Hyman Bass, University of Michigan Raymond Bjuland, University of Stavanger, Norway Morten Blomhøj, Roskilde University, Denmark Constantinos Christou, University of Cyprus, Cyprus Helen Doerr, Syracuse University, USA Paul Ernest, University of Exeter, UK Viktor Freiman, Université de Moncton, Canada Fulvia Furinghetti, Università di Genova, Italy Anne Birgitte Fyhn, Universitetet i Tromsø, Norway Marja van den Heuvel-Panhuizen, University of Utrecht, The Netherlands Laura Jacobsen, Radford University, USA Kristina Juter, Kristianstad University, Sweden Gabriele Kaiser, University of Hamburg, Germany Yasemin Kýymaz, Ahi Evran Üniversitesi, Turkey Tinne Hoff Kjeldsen, Roskilde University, Denmark Jean-Baptiste Lagrange, IUFM-Reims, France Kyeonghwa Lee, Seoul National University Stephen Lerman, London South Bank University, UK Frank Lester, Indiana University, USA Richard Lesh, Indiana University, USA Claus Michelsen, University of Southern Denmark, Odense Reidar Mosvold, University of Stavanger Nicholas Mousoulides, University of Cyprus, Cyprus Norma Presmeg, Tenessee, USA Gudbjorg Palsdottir,University of Iceland João Pedro da Ponte, University of Lisbon, Portugal Demetra Pitta Pantazi, University of Cyprus, Cyprus Linda Sheffield, Northern Kentucky University, USA Olof Bjorg Steinthorsdottir, University of Northern Iowa Günter Törner, University of Duisburg-Essen, Germany Renuka Vithal, University of KwaZulu-Natal, South Africa Dirk Wessels, UNISA, South Africa Nurit Zehavi, The Weizmann Institute of Science, Rehovot, Israel AIMS AND SCOPE The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal is published on a print-on-demand basis by Information Age Publishing and the electronic version is hosted by the Department of Mathematical Sciences- The University of Montana. The journal supports the professional association PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines: http://www.math.umt.edu/TMME/TME_Publication_Ethics.pdf The journal is published tri-annually. Articles appearing in the journal address issues related to mathematical thinking, teaching and learning at all levels. The focus includes specific mathematics content and advances in that area accessible to readers, as well as political, social and cultural issues related to mathematics education. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers The journal is accessed from 110+ countries and its readers include students of mathematics, future and practicing teachers, mathematicians, cognitive psychologists, critical theorists, mathematics/science educators, historians and philosophers of mathematics and science as well as those who pursue mathematics recreationally. The editorial board reflects this diversity. The journal exists to create a forum for argumentative and critical positions on mathematics education, and especially welcomes articles which challenge commonly held assumptions about the nature and purpose of mathematics and mathematics education. Reactions or commentaries on previously published articles are welcomed. Manuscripts are to be submitted in electronic format to the editor in APA style. The typical time period from submission to publication is 8-12 months. Please visit the journal website at http://www.math.umt.edu/TMME/. Indexing Information Australian Education Index ; EBSCO Products (Academic Search Complete); EDNA; Directory of Open Access Journals (DOAJ); PsycINFO (the APA Index); MathDI/MathEDUC (FiZ Karlsruhe); Journals in Higher Education (JIHE); SCOPUS; Ulrich's Periodicals Directory; Yüklü- Çankırı © 2013 Bharath Sriraman THE MATHEMATICS ENTHUSIAST (formerly The Montana Mathematics Enthusiast) ISSN 1551-3440 Vol.10, No.3, 2013, pp.507-792 "It is the misanthrope alone who has clarity" - Manu Joseph Special Issue: The National Science Foundation’s Math and Science Partnership Grants Guest Edited by Ruth M. Heaton & Wendy Smith 1. Editorial: NSF's Math-Science Partnership Projects- Measuring the trickle-down effect of American tax dollars. Bharath Sriraman…………………………………………...…….………..…....pp.507-508 2. Developing Effective Mathematics Teachers through National Science Foundation Funder Math and Science Partnership Grants Ruth M. Heaton & Wendy Smith…………………………………………...……pp.509-518 3. Integrating Disciplinary Perspectives: The Poincaré Institute for Mathematics Education Montserrat Teixidor-i-Bigas, Analúcia D. Schliemann & David W. Carraher ……………………………..……..….pp.519-562 4. Feedback to Support Learning in the Leadership Institute for Teachers Cathy Kinzer, Janice Bradley & Patrick Morandi………………………….….…….pp.563-582 5. Teacher Learning in Lesson Study Jennifer M. Lewis, Davida Fischman, Iris Riggs & Kelli Wasserman……………….....pp.583-620 6. Developing Effective Mathematics Teaching: Assessing Content and Pedagogical Knowledge, Student-Centered Teaching, and Student Engagement Serigne M. Gningue, Roger Peach, & Barbara Schroder ……………………………..pp.621-646 7. Supporting Middle School Mathematics Specialists’ Work: A Case for Learning and Changing Teachers’ Perspectives Joy W. Whitenack & Aimee J. Ellington………………………………..…………pp.647-678 8. A Partnership's Effort to Improve the Teaching of K-12 Mathematics in Rapid City, South Dakota Ben Sayler, June Apaza, Vicki Kapust, Susan Roth , Becky Carroll, Pam Tambe & Mark St. John……………………………………………………………………………pp.679-734 9. Mathematical Habits of Mind for Teaching: Using Language in Algebra Classrooms Ryota Matsuura, Sarah Sword, Mary Beth Piecham, Glenn Stevens, Al Cuoco ………………………………...…pp.735-776 10. Making Explicit the Commonalities of MSP Projects: Learning from Doing Marilyn Strutchens & W. Gary Martin………………………………………..…..pp.777-792 TME, vol10, no.3, p 507 Editorial: NSF's Math-Science Partnership Projects- Measuring the trickle-down effect of American tax dollars Bharath Sriraman The University of Montana STEM (Science Technology Engineering and Mathematics) is viewed as one of the cornerstones of maintaining competitiveness in an increasingly globalized work force. In the United States, the National Science Foundation (NSF) is one of the many federal agencies that allocate funding of STEM initiatives ranging from school projects onto to the training of graduate students in specialized fields. In 2011, the White House released a report compiled by its Committee on STEM Education that revealed its complete STEM portfolio1. The portfolio consisted of over 250 STEM related investments totaling over 3 billion dollars across all the federal agencies receiving such funding. How does one compare this figure to the total allocation received by the NSF alone which is over 7 billion dollars as of 2012? The NSF budget is subject to the vicissitudes of the Congress and can vary considerably from year to year. In general the trend has been an increasing allocation from Congress. The NSF STEM budget is between one-sixth or one-seventh of the total allocation and further split into the categories of Education and Training, and Research and Development. The former receives an even smaller allocation from NSF than the latter- approximately one-fourth of the one- sixth (or one-seventh), in other words an apportionment that is between one-twenty fourth and one-twenty eighth of the total congressional