In response to hundreds of requests from CTE educators and school administrators across the United States for more information about its Math-in-CTE curriculum integration and professional development model, the NRCCTE developed a series of videos about the model.

In this video, teacher J. C. Parry (Arlington Career Center, Arlington, VA) leads his students through a lesson about the importance of calculating weight and balance in order to make sure that an airplane is safe to fly.

In this video, Culinary instructor LisaJo Carleton (Breithaupt Career and Technical Center, Detroit, MI) takes her students through a lesson about the correct way to handle guest checks and make change in a restaurant, with a focus on decimals and basic math.

This is the third in a series of three webcasts about the National Research Center's Math and Career and Technical Education (CTE) study [Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE Pilot Study]. This webcast focuses on the professional development aspect of this study. The researchers believe that the professional development aspect of the study was one of the central factors in the success of its outcome.

This webcast on enhancing mathematics instruction in career and technical education is a direct follow-up to one presented by Dr. James Stone about the NRCCTE’s Math-in-CTE study, which tested a model for enhancing the mathematics that naturally occurs in different CTE occupational areas. In this webcast, three of the individuals who were instrumental in that study explain the model that was used and give examples from three different occupational areas.

This webcast addresses math in  career and technical education. The main message of the last two decades of educational reform is that we have to expect higher performance from all of our students, including those in career and technical education. And the academic area in which most students have the most problems is mathematics. For the past two years the National Research Center at the University of Minnesota has been conducting a study that has enhanced the math instruction in traditional career and technical education curricula.