bluuebunny/crossref_metadata_2025 huggingface dataset:
Influences on Science Fair Participant Research Design Selection and Success
Authors: Pyle Eric J.
Published: March 2010

The purpose of this investigation is to gain a better understanding of the characteristics of pre‐college researchers by examining the influences on research design selection and success in competition. The 22 participants were finalists at the 44th International Science and Engineering Fair, where they completed a questionnaire describing the influences on their research activities and methodologies. Additional data consisted of artifacts collected from the participants and the Science Service. Data were analyzed using an interpretive methodology. Assertions generated from the analysis indicated that students are largely accurate in self‐reports of design, interacted with mentors on several levels, outside influences reflect shifts in motivational orientation, and success attributions reflect internalization of influences. Recommendations for future research with science fair participants are included.
Integrating the Study of Trigonometry, Vectors, and Force Through Modeling
Authors: Doerr Helen M.
Published: March 2010

In this case study, we have investigated the construction of understanding of the motion of an object down an inclined plane which takes place through the process of model building. This study was conducted in an integrated algebra, trigonometry, and physics class at an alternative public school. The components of the modeling process explored in the study are the action of building representations and relationships from physical phenomena, the use of a simulation environment to explore conjectures, and the iterative process of developing and validating a solution through the use of a multirepresentational analytic tool. Four major results related to student model building emerged from this study. First, students pursued problems with far more diversity in approaches than the problem itself might have initially suggested. Second, this analysis challenges conventional notions of closure and completeness. Third, the integration of the simulation environment provided access to an expert's model that could be used as the students built their own model of the phenomena being investigated. The fourth theme is that of progressive complexity in the student model as a structure that was built over an extended period of time. The implications of these results for both instruction and curriculum are discussed.
What Children Bring to the Classroom: Learning Science From Experience
Authors: Farenga Stephen J. , Joyce Beverly A.
Published: March 2010

Extracurricular science‐related experiences of young students were examined. The sample consisted of 539 elementary school students between the ages of 9 and 13. Students completed the Science Experiences Survey (SES) to identify the number of common scientific materials and activities they experienced outside of the classroom. The factor analysis isolated three underlying factors of extracurricular science‐related experiences: life science‐related experiences, physical science‐related experiences, and general learning attributes related to science. Further analysis identified differences in reported experiences by gender. The data indicate that young girls tend to participate in nurturing life science‐related activities, and young boys favor hands‐on, action‐oriented physical science‐related experiences. The research suggests that the gender disparity in science follows a continuuum that begins with the experiences of elementary school students.
Collaborative Curriculum Investigation as a Vehicle for Teacher Enhancement and Mathematics Curriculum Reform
Authors: Reys Barbara J. , Reys Robert E. , Barnes David , Beem John , Papick Ira
Published: March 2010

The Missouri Middle Mathematics (M3) Project is an NSF‐funded 3‐year professional development project involving teacher/administrator teams from districts statewide. Project activities focus on collaborative investigation of emerging reform‐based middle school mathematics curricula to support individual and systemic reform. Collaborative review and field‐testing of material facilitates awareness and exploration of alternative instructional and assessment strategies and informed decision making. Early indicators of the model's success are reflected in participants’ enthusiasm and professional growth. Project activities stimulate discussions of critical topics including questioning appropriateness of various teaching practices, research about teaching and learning, tracking policies, appropriate assessment models for gauging student learning and the importance of calculators and manipulatives as teaching and learning tools. These discussions transcend curriculum materials being reviewed and serve as a powerful vehicle for professional growth and development for individual teachers and districts.
Changing Teacher Behavior Through Staff Development: Implementing the Teaching and Content Standards in Science
Authors: Gibbons Siobhan , Kimmel Howard , O'Shea Mark
Published: March 2010

For the last five years, the Center for Precollege Programs of the New Jersey Institute of Technology has operated the Urban Elementary Outreach Program, a staff development program intended to bring improved math and science education to the elementary schools of Newark, New Jersey. Teachers in urban settings have been hampered in their efforts to provide enriching, student‐centered and constructivist science and math teaching (Huinker, 1996). The Outreach Program has attempted to provide teachers with sustained support through training and direct classroom assistance in an effort to develop a sense of self‐efficacy (Bandura, 1982) in relation to desired teaching and student behaviors that are part of a standards‐based learning experience. Traditional training approaches for teachers are supplemented by weekly classroom visits by graduate assistants, who both model standards‐based science teaching and assist the teacher in assuming effective instructional methods. The combination of workshops, orientations, newsletters, and weekly classroom visits make up a staff development program of two years in duration for teacher participants. Through this intensive program, we intend to change teaching behaviors in the many complex ways identified in the National Science Education Standards.
The Factors that Contribute to the “Best Cases” of Standards‐Based Reform
Authors: John Mark St. , Pratt Harold
Published: March 2010

This article summarizes a study of the ways in which and the extent to which states and local school districts are pursuing standards‐based reform in mathematics and science education. In particular, it presents a few common features of the “best cases” of states and districts using the national documents to guide their own improvement efforts. In particular, we found that standards‐based reform is a highly personal process and very dependent on the strength of local leadership; we also found that, in the best cases, the standards were not “implemented” per se, but were used as tools for promoting deeper and more reflective approaches to setting state and district standards, creating assessments, selecting curriculum, and designing professional development. Additionally, we learned that the notion of standards‐based reform is not singular but, rather, it has both an educational and political face, often at odds with one another. Finally, we found the degree to which standards‐based reform becomes a reality is very dependent on the overall health and functionality of the systems that are seeking to transform themselves.
National Standards and School Science and Mathematics
Authors: Bybee Rodger W. , Ferrini‐Mundy Joan , Loucks‐Horsley Susan
Published: March 2010

We explore the relationship between national standards as policy recommendations and the transformation of those recommendations into programs for school science and mathematics. We provide a brief introduction to national standards, propose a strategic framework for standards‐based reform, and offer a discussion of specific challenges associated with the improvement of contemporary science and mathematics education. A set of features common to the NCTM and the NRC standards is described. The strategic‐framework focuses on dissemination, interpretation, implementation, evaluation, and revision. Challenges include implementing school programs for all students, understanding inquiry and problem solving; thinking differently about curriculum; increasing instructional effectiveness; and aligning assessment strategies with standards.
An Investigation of the Sequence of Catalan Numbers With Activities for Prospective Teachers
Authors: Koker John , Kuenzi Norbert J. , Oktaç Asuman , Leibowitz Rochelle , Carmony Lowell
Published: March 2010

In The Handbook of Integer Sequence Numbers by N. J. Sloane (1973), the sequences of integers known as the Catalan numbers and the Bell numbers are called sequences 577 and 585, respectively. In this paper, several problems in which these sequences arise are investigated. These problems are appropriate for both pre‐ and in‐service teachers, as well as students studying discrete mathematics.
Clarifying the Place of Essential Topics and Unifying Principles in High School Biology
Authors: Chiappetta Eugene L. , Fittman David A.
Published: March 2010

The content of high school biology courses is overwhelming in quantity. This coverage does not permit students to engage in inquiry whereby they construct knowledge in a meaningful manner. Initially, the study sought to identify a small list of essential topics as the focus of high school biology. With the help of seven science supervisors in a large metropolitan area in the Southwest who have taught high school biology for many years, the problem of course content was examined. After three separate contacts by mail to the supervisors using a Delphi technique, a view emerged: Teach students the big ideas of biology rather than specific topics, but use topics to develop the major themes and unifying principles. These findings need to be discussed with biology teachers to help them focus their teaching on a smaller body of course content that relates directly to the major ideas of biology.
Connecting Mathematics and Science in Undergraduate Teacher Education Programs: Faculty Voices from the Maryland Collaborative for Teacher Preparation
Authors: Watanabe Tad , Huntley Mary Ann
Published: March 2010

The study reported in this paper investigated perceptions concerning connections between mathematics and science held by university/college instructors who participated in the Maryland Collaborative for Teacher Preparation (MCTP), an NSF‐funded program aimed at developing special middle‐level mathematics and science teachers. Specifically, we asked (a) “What are the perceptions of MCTP instructors about the ‘other’ discipline?” (b) “What are the perceptions of MCTP instructors about the connections between mathematics and science?” and (c) “What are some barriers perceived by MCTP instructors in implementing mathematics and science courses that emphasize connections?” The findings suggest that the benefits of emphasizing mathematics and science connections perceived by MCTP instructors were similar to the benefits reported by school teachers. The barriers reported were also similar. The participation in the project appeared to have encouraged MCTP instructors to grapple with some fundamental questions, like “What should be the nature of mathematics and science connections?” and “What is the nature of mathematics/science in relationship to the other discipline?”
A Case Study Analysis of the Development of Knowledge Schema, Ideational Networks, and Higher Cognitive Operations Among High School Students Who Studied Ecology
Authors: Bischoff Paul J. , Anderson O.R.
Published: March 2010

Thirteen randomly selected 9th‐ and 10th‐grade students who studied an ecology unit were interviewed, and the tape‐recorded narrative data were analyzed for changes in knowledge schema, represented by ideational networks and the development of higher cognitive operations. Flow maps and a checklist of cognitive information processing categories were used as analytical tools. Two end‐member respondents (lowest and highest performing students) were selected for an in‐depth analysis, and their performance was compared to the mean of the 13 randomly selected students. The high‐performing individual evidenced greater gains in use of higher order cognitive categories than the lowest end member, and both end members spanned the range of performance of respondents in the subsample. The data support current theory that the amount and quality of prior knowledge substantially influence gains in new knowledge and are closely linked to a capacity to apply higher order cognitive thought processes in constructing abstract knowledge.
Beating the System: Course Structure and Student Strategies in a Traditional Introductory Undergraduate Physics Course for Nonmajors
Authors: Dickinson Valarie L. , Flick Lawrence B.
Published: March 2010

The purpose of this study was to describe relationships among instructor and student goals, course design, and student strategies for learning physics in a traditional introductory undergraduate physics course for nonmajors. The procedures included 16 hours ofnonparticipant observation, during which detailed field notes and photographs were taken and documents were collected. Audiotaped open‐ended interviews were given to instructors and students, and all students participated in a limited survey. The data were analyzed using qualitative methods of the Chicago School. Results indicated that both differing goals of students and instructors and the structure of the course inhibited the understanding of physics and were conducive to students engaging in unexpected behaviors designed to help them successfully pass the course. The consequences of the structure of the course and subsequent student behaviors inhibited their understanding and appreciation of physics and deterred them from enrolling in further science courses. The paper includes implications for teaching introductory college physics.
Learning to Make Sense of Division of Fractions: One K–8 Preservice Teacher's Perspective
Authors: Lubinski Cheryl A. , Fox Thomas , Thomason Rebecca
Published: March 2010

Current reform documents in mathematics education recommend that teachers help students develop both conceptual and procedural understandings. However, teachers often do not possess the in‐depth mathematical reasoning necessary to accomplish this goal. The purpose of this article is to provide one way in which preservice teachers can come to better understand the mathematics they will teach.
International Achievement Comparison: Interesting Debates on Inconclusive Findings
Authors: Wang Jianjun
Published: March 2010

International achievement comparison has drawn dramatic attention from the American public. However, the empirical findings have been quite confusing, due to conflicting interpretations disseminated in the research community. Evolution of the existing debates is reviewed in this article with emphases on some of the TIMSS responses relevant to educational practitioners. Technical issues in developing free‐response items, conducting curriculum analyses, and evaluating videotape findings are also highlighted to penetrate potentially overlooked aspects of TIMSS. The balanced discussion illustrates some of the inconclusive features in comparative education.
Contemplating Criteria for Science Education Reform: The Case of the Olympia School District
Authors: Tippins Deborah , Nichols Sharon E. , Weiseman Katherine
Published: March 2010

Proposals for current reform in science education elaborate national standards and a plethora of state‐level interpretations commonly labeled as curriculum or learning frameworks. The purpose of this case study was to examine the dynamics of the science curriculum reform process in one of the first school districts to use the Georgia Framework for Learning Mathematics and Science as a basis for their reform initiative. The paper describes the ways in which members of the Olympia School District's Science Curriculum Committee participated in the science curriculum reform process, as well as their personal beliefs about the criteria needed for reform to take place. The results highlight the nature of metaphors guiding reform efforts; the influence of social, historical, economic, and political forces on the reform process; the use of local and professional languages as discourses for communicating about reform; and the complex power relations that influence the micropolitics of reform in the Olympia School District. This study has important implications for other teachers and school districts engaged in standards‐based science curriculum reform. It points to the need for reform to include reflection and analysis of the role of teachers in the reform process and consideration of the purpose of science education reform in society.
Diversifying the Curriculum in a Mathematics Classroom Streamed for High‐Ability Learners: A Necessity Unassumed
Authors: Kalchman Mindy , Case Robbie
Published: March 2010

Gifted learners are considerably more diverse than they are generally believed to be (Matthews & Keating, 1995). Consequently, curricula must provide a wide range of learning opportunities, not simply a lock‐step program at an accelerated pace. In the present study, the authors developed an experimental functions curriculum in which everyone learned a core set of concepts, then explored different kinds of functions independently using computer graphing technology. This was tested against a more typical, text‐based program. Two groups of high‐ability eighth‐grade boys participated. Experimental students scored higher on a posttest than control students and showed much more diversity in their answers.
Development and Analysis of a Mathematics Aptitude Test for Gifted Elementary School Students
Authors: Paek Pamela , Holland Paul W. , Suppes Patrick
Published: March 2010

This paper describes the development and preliminary analysis of a mathematical test targeted for high mathematical ability elementary school students, the Stanford Education Program for Gifted Youth (EPGY) Mathematical Aptitude Test (SEMAT). A version was administered to 248 students, 9–11 years old, in EPGY. The SEMAT was developed because no other satisfactory test was designed or normed for this population. Most standardized tests assess mathematics proficiency for the general population so that gifted students' scores cluster in the few top percentiles. The SEMAT discriminated among this extreme upper end. Item response theory determined proficiency estimates, which were then used as scores to predict various outcomes in EPGY. The SEMAT proved to be a strong predictor of acceleration in EPGY.
An Introduction to Number Theory With Talented Youth
Authors: Cosgrave John B.
Published: March 2010

This paper details some of the work done in the first 3 of 6 days of teaching with a group of 16 young students in July 1993. Here—and elsewhere in a much more detailed 55‐page document (Cosgrave, 1993)—the work is presented in the form of verbal exchanges. The principal aim of the early exchanges was to present students with some challenging questions—but framed in simple, nontechnical language—outside their normal classroom experience. The early subject matter related to perfect, abundant, and deficient numbers (gently introducing the notion of a formal proof), and then quickly proceeded to material that forms the background for a discussion of irrational numbers.
Memorable Experiences of a Science Field Trip
Authors: Knapp Doug
Published: March 2010

Potential immediate outcomes of a science field trip are the retention of knowledge associated with the program and an improved attitude toward the site visited during the trip. The length of associated memories regarding this experience are less clear. In an attempt to begin learning more about memorable experiences associated with a science field trip, a 1‐month and an 18‐month evaluation was conducted of elementary school students who had participated in an environmental science program at a community park in a midwestern city. Results of the evaluation found that students' memories were nonspecific and disassociated from information given by the field teacher. On the other hand, results from both tests yielded positive responses toward wanting to learn more about the subject matter and an interest in returning to the field trip site. This would indicate that, while not retaining specific objective‐oriented content, students did gain a positive reaction to returning that continued over the long‐term. Research related to memorable experiences is outlined, using a theory of long‐term memory developed by Tulving (1972) as a basic paradigm of correlation for the subsequent investigation.
Effectiveness of Two Generative Learning Strategies in the Science Classroom
Authors: Ritchie Donn , Volkl Chris
Published: March 2010

The purpose of this study was to assess the effectiveness of two generative learning strategies, concept mapping and laboratory experiments involving object manipulation, to determine if either one is more‐effective with individual learners or learning groups in a science classroom. Eighty sixth‐grade science‐students were randomly assigned to group or individual conditions and to one of two experimental treatments. Experimental treatments were changed between a first and second posttest. Long‐term retention was evaluated with a third, delayed posttest. Students starting with concept maps showed higher achievement on the delayed posttest than students beginning with the laboratory experiment. No difference was found between students working as individuals or in groups, but a significant interaction between generative learning strategy and grouping condition was revealed. Implications for sequencing generative learning strategies are discussed.
Developing Student Understanding: Contextualizing Calculus Concepts
Authors: Schwalbach Eileen M. , Dosemagen Debra M.
Published: March 2010

This study looked at the practice of one high school teacher who provided students with concrete examples from their physics class to give them a contextually rich environment in which to explore the abstractions of calculus. Students discovered connections between the physics concepts of position, velocity, and acceleration and the calculus concepts of function, derivative, and antiderivative. The qualitative study sought to describe several critical aspects of understanding: students' ability to explain concepts and procedures, to apply concepts in a physics context, and to explore their own learning. It included 32 seniors at a large, urban, comprehensive, religious school in a midwestern stale. Samples of student work and reflections were collected by the teacher, as well as by students in individual portfolios. The teacher kept a reflective journal. This study suggests that making connections between calculus and physics can yield deep understandings of semantic as well as procedural knowledge.
Using Video‐Based Pedagogy in an Elementary Mathematics Methods Course
Authors: Friel Susan N. , Carboni Lisa W.
Published: March 2010

The study explored the impact of using video‐based pedagogy on preservice teachers' cognitions about teaching mathematics. The use of video‐based pedagogy was integrated into the course, Methods for Teaching Elementary School Mathematics. A variety of written and interview data were collected during the course and, in the following semester, during student teaching. Evidence from case studies of three preservice teachers indicates that they engaged in reflection and reconstruction of their beliefs about how children learn mathematics and moved from a more didactic perspective of teaching mathematics toward a student‐centered perspective. Such movement appears to have been influenced by the use of video‐based pedagogy.
Achieving the Reforms Vision: The Effectiveness of a Specialists‐Led Elementary Science Program
Authors: Schwartz Renée S. , Lederman Norman G. , Abd‐El‐Khalick Fouad
Published: March 2010

This report describes an evaluation project that aimed to assess the potential of two elementary science specialists, as compared to elementary classroom teachers, to realize the reforms vision for science instruction in elementary classrooms. Participant science specialist background, views of elementary science teaching, and planning and assessment practices were compared to those of regular elementary classroom teachers in the specialist district, as well as in a comparable district not employing specialists. Specialists' views and practices were better aligned with those envisioned by current national reform documents in science education. Despite the constraints imposed by the nature of a program evaluation, the present report provides evidence to suggest that students taught by the science specialists (a) were engaged in open‐ended, inquiry‐oriented, science‐based activities of the kind often advocated, but mostly absent, in elementary school, and (b) demonstrated problem solving and higher order and critical thinking skills. This report is the first to provide empirical support for the advocated “effectiveness” of elementary science specialists in achieving the visions espoused by current reform efforts.
Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument
Authors: Enochs Larry G. , Smith Phillip L. , Huinker DeAnn
Published: March 2010

The Mathematics Teaching Efficacy Belief Instrument (MTEBI) for preservice teachers resulted from the modification of the Science Teaching Efficacy Belief Instrument STEBI‐B. The MTEBI consists of 21 items, 13 items on the Personal Mathematics Teaching Efficacy (PMTE) subscale and eight items on the Mathematics Teaching Outcome Expectancy (MTOE) subscale. Possible scores on the PMTE scale range from 13 to 65; MTOE scores may range from 8 to 40. The first version of the MTEBI had 23 items like the STEBI‐B; however, subsequent analysis in this validation required two items be dropped. Reliability analysis produced an alpha coefficient of 0.88 for the PMTE scale and an alpha coefficient of 0. 75 for the MTOE scale (n = 324). Confirmatory factor analysis indicates that the two scales (PMTE and MTOE) are independent, adding to the construct validity of the MTEBI.
The Effectiveness of Schoolyards as Sites for Elementary Science Instruction
Authors: Cronin‐Jones Linda L.
Published: March 2010

This study compared the impacts of traditional classroom and outdoor schoolyard instruction on the environmental science content knowledge and attitudes of 285 third‐ and fourth‐grade students. A modified Solomon Four Group design, including control, classroom treatment, and schoolyard treatment groups, was used. Both the indoor classroom and outdoor schoolyard treatments consisted of corresponding 10‐day units focusing on plant and animal ecology. Valid and reliable content knowledge and attitude assessments were administered before and after instruction. Analyses of variance and post hoc analyses of posttest scores and gain scores indicated that elementary students learned significantly more about selected environmental science topics through outdoor schoolyard experiences than through traditional indoor classroom experiences. Both classroom and schoolyard treatment groups developed more positive environmental attitudes as a result of instruction, but the attitude posttest and gain scores of these two groups were not significantly different from each other.
Effects of a Science Intervention Program on Middle‐Grade Student Achievement and Attitudes
Authors: Parker Verilette , Gerber Brian
Published: March 2010

Science curriculum reform, the act of restructuring science curriculum, is advocated by major educational stakeholders in the nation for improving student science achievement and attitudes toward science. An approach for restructuring science curricula is to include science intervention programs in established curricula. For this study, the effectiveness of a science intervention program on science achievement and attitudes of middle‐grade students attending a 5‐week academic enrichment program was determined. Effective curricular components, as identified by relevant research studies, were incorporated in the intervention program. Those components included appropriate content, as designated by national standards and state‐mandated instructional objectives for Georgia, and the learning cycle teaching procedure. A mixed‐methodology research design was used. For the quantitative data, a criterion‐referenced test and a survey measuring attitudes toward science were administered to the students at the beginning and end of the program. Correlational t‐tests were conducted using pretest and posttest scores from the criterion‐referenced test and pretest and posttest attitude survey scores. Students' science achievement (p < .001) and attitudes toward science (p < .05) were higher following participation in the science intervention program. Qualitative data, which included narrative descriptions of students' behaviors as recorded in a teacher‐researcher daily log, supported the findings of the quantitative research. Results from the study provide implications for science curriculum reform.
Autobiographical Stories from Preservice Elementary Mathematics and Science Students: Implications for K‐16 Teaching
Authors: Ellsworth Judith Z. , Buss Alan
Published: March 2010

Autobiographies are an effective tool for assessing students' predispositions toward science and mathematics content and identifying any changes in attitude over time. The purpose of this study was to analyze autobiographies of students enrolled in elementary education methods classes to determine the kinds of K‐12 and college content course experiences affecting their perceptions of mathematics or science. Special attention was given to recollections of events that had positive or negative effects on students' interest in and attitudes toward science or mathematics, their confidence in these areas, and transitions in attitude throughout their experiences. Ninety‐eight autobiographies were collected and analyzed, revealing attitudes that were generally more positive than expected, five major emergent themes, and important information about when and why transitions in attitudes occurred.
Promoting Percent as a Proportion in Eighth‐Grade Mathematics
Authors: Dole Shelley
Published: March 2010

The literature provides many and varied suggestions for promoting conceptual understanding of percent and performing percent calculations. The diversity of ideas provides a wide selection but offers little clarity on the true nature of percent. From the premise that percent is fundamentally a proportion, this study incorporated a proportional approach for percent problem solving within an instructional program on percent. Classroom research with eighth‐grade students indicated that the method was readily adopted by students and helped them experience success in percent problem solving, with percent problem solving proficiency maintained over a delayed period. It is hypothesized that the method has the potential to promote students' conceptual knowledge of percent as a proportion and the multiplicative structure of percent, as well as to build proportional knowledge.
Implementing and Using Mathematics Standards in North Carolina
Authors: Joyner Jeane M. , Bright George W.
Published: March 2010

North Carolina has a history of supporting and using national standards in structuring the state‐adopted mathematics curriculum framework. This focus is associated with increased achievement of North Carolina students. The connection of the 1989 revision of the framework to the 1989 National Council of Teachers of Mathematics standards seemed to increase acceptance of the framework by teachers, school boards, and the public; revisions since then have been explicitly responsive to evolving national standards. Plans for the next revision include attending to the Principles and Standards for School Mathematics. To inform leaders in North Carolina about the Principles and Standards, a symposium was held in September 2000. This symposium provided a model for making the Principles and Standards visible to different constituencies. It is also important to involve teacher education institutions in sharing the Principles and Standards with new teachers so that they enter teaching with a deep understanding of and appreciation for standards.
Illuminating NCTM's Principles and Standards for School Mathematics
Authors: Keller Brian A. , Hart Eric W. , Martin W. Gary
Published: March 2010

The National Council of Teachers of Mathematics' Illuminations Project provides electronic resources to illuminate the Principles and Standards for School Mathematics and to improve the teaching and learning of mathematics for all students. This paper describes the types of resources that are available and discusses how the Principles and Standards document has guided work on the project. Organized around the six principles, this paper provides a vehicle for further discussion of the vision put forth in the Principles and Standards.
Two Mathematicians' Perspectives on Standards: Interviews With Judith Roitman and Alfred Manaster
Authors: Olson Mark , Berk Dawn
Published: March 2010

This article summarizes an interview in the spring of 2001 with professional mathematicians Judy Roitman, University of Kansas, and Alfred Manaster, University of California, San Diego. Both mathematicians were members of the Writing Group for the National Council of Teachers of Mathematics Principles and Standards for School Mathematics.
The Cyclical Relationship Between Research and Standards: The Case of Principles and Standards for School Mathematics
Authors: Martin W. Gary , Berk Dawn
Published: March 2010

The link between standards and research may not be clearcut. However, in this article the authors argue that there is a notable relationship between standards and research, one that is cyclical in nature. Using the standards for school mathematics developed by the National Council of Teachers of Mathematics (NCTM) as a case in point, the authors examine how NCTM's standards have influenced the agenda for mathematics education research and stimulated research on the impact of those standards. In turn, this and other research played a significant role in the development of NCTM's new Principles and Standards for School Mathematics. The authors conclude with a discussion of ways in which the Principles and Standards may continue this cyclical relationship in coming years, potentially promoting investigation of new research areas and systematic research on the impact of standards.
How Grades 1–7 Teachers Assess Mathematics and How They Use the Assessment Data
Authors: Warren Elizabeth , Nisbet Steven
Published: March 2010

The purpose of this study was to explore mathematics assessment methods employed by teachers and ways teachers used assessment data. The sample for the study consisted of 398 mathematics teachers in Grades 1 to 7 in a state in Australia. The teachers completed a Likert‐scale survey. Using Scheffe pair‐wise comparisons and correlation coefficients to examine the relationships between grade level, use of assessment data, and use of assessment techniques, the researchers found several significant differences in teaching and assessment cultures across Grades 1 to 7.
Task Dynamics in a College Biology Course for Prospective Elementary Teachers
Authors: Moscovici Hedy
Published: March 2010

This paper explores the dynamic profile of a task as interpreted by a group of six prospective elementary teachers enrolled in a college biology course. Because of various constraints, such as lack of planning time, provision of materials and equipment, and lack of previous knowledge, the assigned task shifted from the planned or intended task (as defined by the instructor before implementation and presented to the students during the field trip) to a transitional or technical task (influenced by the list of materials available and on‐site conditions) and, finally, to an enacted task (tasks actually performed by the different students).
Developing Interdisciplinary Units: A Strategy Based on Problem Solving
Authors: McGehee Jean J.
Published: March 2010

While the benefits of the interdisciplinary unit are well documented, it presents a complex challenge to teachers in the natural and social sciences, mathematics, and humanities. Teachers must become active curriculum designers who shape and edit the curriculum according to students' needs. This paper describes knowledge for teachers as curriculum designers and a framework for interdisciplinary unit development. The framework addresses a metacurricular process (problem solving) that will be the unit centerpiece, the development of this central process related to the learner, and the tasks that teach explicit learning and thinking skills attached to the central process. An example of the framework in action is also described. As the faculty and curriculum coordinators for an innovative summer academy for minority students in northern Arizona have used this framework, they have evolved from a group that created a good idea to interest students with parallel subject development in separate classrooms to humanities/mathematics/science teams united in one team/classroom, in which content is integrated through the actions of the problem solving process.
A Partial List of the Empirical Theoretical Literature on Subject‐Specific Pedagogy
Authors: Lederman Norman G.
Published: March 2010

Campus debates about the relative virtues of generic and subject‐specific approaches to teacher education are not uncommon. In such cases, as was recently the case at Oregon State University, faculty favoring subject‐specific approaches framed their arguments in terms of logical and intuitive appeals, as opposed to appealing to the research literature. In the midst of these debates, it became clear that a bibliography of research and theory related to subject‐specific pedagogy (e.g, pedagogical content knowledge) did not exist in any central location—hence, the purpose of this bibliography. In an effort to be as humble as possible, the bibliography is entitled “A Partial List” of the literature. Nevertheless, what is presented is assumed to be a fairly comprehensive listing of what has been published. Please feel free to communicate any additional references, as well as the results of the debates in which you may be currently involved.
High School Precalculus Students' Understanding of Slope as Measure
Authors: Stump Sheryl L.
Published: March 2010

Twenty‐two high school precalculus students were interviewed to examine their understanding of slope as measure. The students examined and discussed real‐world situations involving slope: physical situations involving slope as a measure of steepness and functional situations involving slope as a measure of rate of change. For the various physical situations, students measured steepness with angles instead of ratios. Overall, they demonstrated a better understanding of slope in functional situations, but many students had trouble interpreting slope as a measure of rate of change. Instruction should focus on helping students form connections and providing opportunities for students to communicate their understanding.
The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Students' Understanding of the Human Circulatory System
Authors: Sungur Semra , Tekkaya Ceren , Geban Ömer
Published: March 2010

The present study was conducted to investigate the contribution of conceptual change texts accompanied by concept mapping instruction to 10th— grade students' understanding of the human circulatory system. To determine misconceptions concerning the human circulatory system, 10 eleventh‐grade students were interviewed. In the light of the findings obtained from student interviews and related literature, the Human Circulatory System Concepts Test was developed. The data were obtained from 26 students in the experimental group taught with the conceptual change texts accompanied by concept mapping, and 23 students in the control group taught with the traditional instruction. Besides treatment, previous learning in biology and science process skills were other independent variables involved in this study. Multiple Regression Correlation analysis revealed that science process skill, the treatment, and previous learning in biology each made a statistically significant contribution to the variation in students' understanding of the human circulatory system. It was found that the conceptual change texts accompanied by concept mapping instruction produced a positive effect on students' understanding of concepts. The mean scores of experimental and control groups showed that students in the experimental group performed better with respect to the human circulatory system. Item analysis was carried out to determine and compare the proportion of correct responses and misconceptions of students in both groups. The average percent of correct responses of the experimental group was 59.8%, and that of the control group was 51.6% after treatment.
A Model for Integrating Technology in Preservice Science and Mathematics Content‐Specific Teacher Preparation
Authors: Niess Margaret L.
Published: March 2010

A model of a 1‐year, graduate level content‐specific teacher preparation program is described that integrates learning about and teaching with electronic technologies as an integral component in teaching and learning science and mathematics, grades 3–12. The development of an integrated knowledge structure of science/math, technology, and teaching science/math with technology requires experiences focused on an integration of three important components: planning during the preactive stage, monitoring and regulating during the interactive stage, and assessing and revising in the postactive stage of teaching. The program model features an integration of experiences in incorporating technology in teaching science and math that specifically relate or interconnect their thinking in these three stages of instruction.
The Measurement of Time: Children's Construction of Transitivity, Unit Iteration, and Conservation of Speed
Authors: Long Kathy , Kamii Constance
Published: March 2010

One hundred twenty children in kindergarten and grades 2, 4, and 6 were individually interviewed with five Piagetian tasks to determine the grade level at which most have constructed transitive reasoning, unit iteration, and the conservation of speed. The responses were categorized as “successful,”“unsuccessful,” or “transitional.” By combining the “successful” and “transitional” categories, it was found that the children reasoned transitively by second grade (70.0%) and demonstrated unit iteration and conservation of speed by sixth grade (70.0% and 83.3%, respectively). It was concluded that the construction of the logic necessary to make sense of the measurement of time is generally not complete before sixth grade.
The Role of Teacher Stance When Infusing Inquiry Questioning Into Middle School Science Classrooms
Authors: MacKenzie Ann Haley
Published: March 2010

The purpose of this study was to describe how a teacher's stance of wonder, curiosity, and exploration during the use of hypothetical inquiry situations served as a way for the teacher to address her goals for students to be more vocal members of the learning community; to encourage critical and creative thinking in the students; to provide them with meaningful, context‐rich opportunities for synthesizing personal past experience with ongoing classroom instruction; to enhance socialization skills in the middle school environment; and to provide an improvisational atmosphere for both learning and teaching.
Multiple Intelligences Theory: A Framework for Personalizing Science Curricula
Authors: Goodnough Karen
Published: March 2010

This case study reports on the experiences of a high school science teacher, Dave, as he explored multiple intelligences (MI) theory within the context of an action research group. The theory was used as a framework to make decisions about how he would structure learning experiences for his grade nine students in a science unit on space and astronomy. Through participation in the project, Dave believed he was able to offer his students a more student‐centered, engaging science curriculum that catered to individual learning needs. Thus, the case provides insight into the nature of MI theory and how the framework of MI theory can be used to make science accessible to students and to assist them in achieving high levels of scientific literacy.
Content and Organization of Teacher's Manuals: An Analysis of Japanese Elementary Mathematics Teacher's Manuals
Authors: Watanabe Tad
Published: March 2010

In this paper, results from a study that analyzed the content and organization of teacher's manuals for elementary school mathematics from Japan and the United States are presented. Studies have shown that the nature of mathematics instruction in Japan is different from instruction commonly observed in the United States. Moreover, other scholars have noted that elementary school teachers, both in the United States and Japan, rely heavily on textbooks to teach mathematics. Thus, teacher's manuals accompanying textbook series may be a contributing factor to this difference. The results of the analysis showed that there are some significant differences in the way Japanese teachers' manuals are prepared from those of the US series. The findings suggest that curriculum developers should critically reflect on how to prepare teacher's manuals so that they become useful resources for teachers.
Writing, Mathematics, and Metacognition: Looking for Connections Through Students' Work in Mathematical Problem Solving
Authors: Pugalee David K.
Published: March 2010

This study investigated whether students' writing about their mathematical problem solving processes showed evidence of a metacognitive framework. Twenty ninth‐grade algebra students provided written descriptions of their problem solving processes as they worked mathematics problems. A qualitative analysis of the data indicated the presence of a metacognitive framework. Students' written descriptions demonstrated engagement of various metacognitive behaviors during orientation, organization, execution, and verification phases of mathematical problem solving. This article provides a description of the more predominant metacognitive behaviors identified through the data analysis. The findings of this study underscore the importance of implementing writing as an integral part of the mathematics curriculum and emphasize the need for additional research on writing in mathematics.
Teaching Science in Higher Education: Faculty Professional Development and Barriers to Change
Authors: Sunal Dennis W. , Hodges Jeanelle , Sunal Cynthia S. , Whitaker Kevin W. , Freeman L. Michael , Edwards Leo , Johnston Ronald A. , Odell Michael
Published: March 2010

The focus of this research was to better understand the change processes necessary for university science teaching reform to be successful. The professional development processes involved faculty cognitive perceptions of learning, teaching skills, and pedagogical knowledge, as well as faculty culture in teaching science courses. A series of faculty development programs were conducted at nine U.S. locations to explore, develop strategies, and implement changes in science classrooms. A review of research and these professional development experiences provided a base to carry out research activities related to understanding change in science faculty. Faculty participants in the program from 30 institutions were selected to be involved in the study. Ethnographic and case study approaches were used to collect and analyze data. Many faculty members encountered in this study had conceptions of the change process that inhibited successful action. These research efforts provide a predictive model for assisting faculty change and help determine which faculty professional development efforts may be successful in overcoming barriers to change in undergraduate science classrooms.