MINNESOTA MATHEMATICS AND SCIENCE
TEACHING PROJECT
History of the Project:
Under the direction of James H. Werntz, Jr., Roger S. Jones, and Wells Hively II at the University of Minnesota, this National Science Foundation supported program was designed to be "the only elementary curriculum development project committed to designing a coordinated mathematics and science curriculum for the elementary schools."
Based on the assumption that thinking about math and science as distinct disciplines was not the best approach to building an elementary curriculum, the project attempted to exploit the relationship between the two disciplines. Breaking the bonds between the two, the authors argued, would probably "harm a child's appreciation and understanding of both subjects as much as it weakens the creative union between the two."
The MINNEMAST Project directors hoped to create a coordinated K-6 curriculum in science and mathematics, but due to a lack of continued funding, the directors decided to devote their efforts toward completing and strengthening the K-3 package. Thousands of students studied science and mathematics using MINNEMAST.
Basic Ideas:
The MINNEMAST materials attempt to teach "tools for life-long learning by emphasizing methods of acquiring knowledge rather than rote memorization of facts." Based on discovery learning principles the activities are designed to lead the students to discover the intrinsic rewards of learning. Students do this by solving problems using both mathematical and scientific techniques that illustrate the larger processes of science and mathematics such as observation, generalization, experimentation, etc.
Students are encouraged to watch and wonder, to classify and make qualitative comparisons such as greater than, less than, before, after. They learn the concept of one-to-one correspondence and pair objects in one set with those in another. As the students progress through the materials they build upon these basic skills to learn basic math and science processes.
From the very first activities, MINNEMAST materials work on the development of the child's natural curiosity, encouraging questions, to explore his or her environment, and to try to find answers to questions. One of the project's goals was to instill in the child a lifelong interest in thinking and learning.
The principal aims stated in the MINNEMAST project literature are:
Materials:
Like all of the curricular projects on the Enhanced Science Helper K-8 CD, MINNEMAST was ahead of its time. Today many educators are working towards exactly the same goals expressed in this project. We have included the booklet "Living Things in Field and Classroom" which helps teachers: (1) collect animals and plants and keep them alive, (2) set up a classroom garden, zoo, and museum, (3) conduct field trips, (4) make best use of animals, plants, rocks, minerals, and fossils that children bring to school, (5) find reference material on plants, animals, fossils, etc., (6) relate the use of plants, rocks, animals, etc. to the MINNEMAST units, and (7) enhance the children's' natural curiosity and attitudes towards math and science. We hope that you find the MINNEMAST materials useful.
The Enhanced Science Helper K-8 CD contains 239 resources from the following
MINNEMAST units:
Watching and Wondering Curves and Shapes
Using Our Senses
Introducing Measurement
Numeration
Observing Properties
Numbers and Counting
Investigating Systems
Living Things in Field and Classroom (Teacher Resource Booklet)
/Sebastian L. Foti, Ph.D.