bluuebunny/crossref_metadata_2025 huggingface dataset:
Mathematical Problem‐Solving Processes of Elementary Male and Female Students
Authors: McCoy Leah P.
Published: March 2010

This study examined the problem solving behavior of young elementary school students. Ninety second‐and third‐grade students were observed and interviewed as they solved three problems. Conclusions included that the children readily attempted unfamiliar problems and that they used systematic solution processes. No significant gender differences were observed.
Making Connections in Math and Science: Identifying Student Outcomes
Authors: Berlin Donna F. , Hillen Judith A.
Published: March 2010

A three‐phase Collaborative Science Education Research Project (CSERP) has been established between the AIMS Education Foundation and The National Center for Science Teaching and Learning. The goal of Phase I is to identify student outcomes as perceived by classroom teachers to be related to participation in a hands‐on, integrated mathematics science program called AIMS, Activities Integrating Math and Science. The raw data were then summarized and interpreted by the principal investigators. Data collection procedures involved seven Research Team Leaders; 45 teacher‐researchers; and 2,025 students in Grades 4, 5, and 6 located in six states. The teacher‐researchers identified 423 cognitive, 234 affective, and 188 social outcomes that were coded and classified by the principal investigators. An unanticipated teacher outcome also emerged. Teacher involvement in the research project greatly contributed to their own sense of professionalism. These outcomes will be used to develop, pilot (Phase II), and field test (Phase III) prototypic assessment items in the subsequent phases of the CSERP.
Use of Manipulative Devices: Elementary School Cooperating Teachers Self‐Report
Authors: Hatfield Mary M.
Published: March 2010

This study looked at elementary (K‐6) cooperating teachers' self‐reported familiarity with, availability of, and use of 11 common manipulative devices and their perceptions about factors to consider when using manipulative materials to teach mathematics. The study found limited use of manipulatives by this select group of teachers and a pattern of diminishing use through the grades.
Teachers' Beliefs About Mathematical Problem Solving in the Elementary School
Authors: Ford Margaret I.
Published: March 2010

This study focused on 5th‐grade teachers' and students' beliefs about mathematical problem solving; attributions for the causes of performance in problem solving; and beliefs about the teaching and learning of problem solving in mathematics. Ten 5th‐grade teachers from four different schools in a large rural school district volunteered to participate in the study. Each teacher identified two students from her classroom to participate in the study, one student perceived by the teacher as successful and one perceived as unsuccessful in mathematical problem solving. Parallel interviews with teacher and students were conducted. During the interviews, a set of nine word problems was presented, and teachers predicted the likelihood that the participating students would get correct answers on each of the problems. Students were asked to solve each of the problems orally. Verbatim transcripts of the interviews were analyzed and a correlation of teachers' predictions of students' performance and the students' actual performance was considered.

Four general conclusions resulted from the research. First, 5th‐grade teachers believe that problem solving in mathematics in primarily an application of computational skills. Students' beliefs about mathematical problem solving are, for the most part, consistent with the beliefs held by the teachers. Second, 5th‐grade teachers in the study basically attributed success and failure in problem solving to differences in students' ability, while students attributed success and failure to a combination of ability and effort. Third, the activities in problem solving in the 5th‐grade classrooms, if anything, enhance computational ability. The teachers' focus was primarily on right answers, and the use of calculators for problem solving was strongly discouraged. Finally, teachers tend to overestimate the students' ability to do problems involving computation and underestimate students' ability to do reasoning problems.
Integrated Science: The Importance of “How” Versus “What”
Authors: Yager Robert E. , Lutz Martha V.
Published: March 2010

Current problems in science education are identified from research literature. A review and analysis of major reform efforts in science education is provided. A summary of the Constructivist Learning Theory is presented; this theory has been generally accepted as a means for resolving current problems and for implementing the major reforms in science education. It is noted that specific constructivist teaching practices are needed to improve learning: Changes in teaching, not curriculum, are the key to effective reform. Many continue to think of reform in terms of content structure and curriculum frameworks, but to promote real learning, “how” to teach must be emphasized more than “what” to teach.
The Examination Where the Student Asks the Question
Authors: Zoller Uri
Published: March 2010

The Examination where the Student Asks the Questions (ESAQ) is an innovative, system‐oriented teaching/evaluation strategy ideated, developed and successfully implemented by the author, initially within the teaching of freshman chemistry (general and organic) in a four‐year college. It constitutes a reflective, multidimensional response to the urgent need for effective teaching and evaluation strategies which will foster question asking, and higher order cognitive skills (HOCS). Such strategies are, ideally, relevant, challenging, and compatible with the new goals of science teaching and student performance evaluation. The core element of the ESAQ is a prearranged oral examination in which the course professor is examined by students, using home‐prepared, written questions. Our experience suggests that the ESAQ can be creatively adopted and successfully implemented in different contexts of science teaching worldwide and would benefit both educators and students. The increase in the HOCS capacity of students is attainable.
Putting the Fun Into Functions Through the Use of Manipulatives, Computers, and Calculators
Authors: Widmer Connie C. , Sheffield Linda J.
Published: March 2010

For six years, the authors have conducted a series of professional development workshops for teachers in Grades K‐8. This article summarizes some of the research from those workshops and gives an overview of the approach taken. The institutes emphasized basic reasoning skills based upon the NCTM Standards and the Kentucky Education Reform Act, integrating manipulative materials and technology. The article demonstrates the integration of manipulatives and technology using patterns, relations and functions as examples.
Discovering Relationships: Logarithmic and Exponential Functions
Authors: Mayes Robert L.
Published: March 2010

A current focus in mathematics education is the use of the computer as a tool in the exploration of mathematics. The purpose of this article is to present an application of the software tool “Derive” in the exploration and visualization of a relationship between logarithmic and exponential functions.
Making Mathematical Connections Across the Curriculum: Activities to Help Teachers Begin
Authors: Monroe Eula Ewing , Mikovch Alice K.
Published: March 2010

Ample evidence is available to support the contention that, for learning to be meaningful, concepts must be connected and integrated within the experiences of the learner. In mathematics, at least three kinds of connections are particularly beneficial: connections within mathematics, across the curriculum, and with real world contexts. The authors' work with preservice and inservice teachers has convinced them that teachers possess both the willingness and the capability to help students make meaningful connections, given encouragement and support. This article focuses on making mathematical connections across the curriculum; activities which help teachers learn how to design their own are shared.
Saturday Science QUEST: A Science Enrichment Program for Elementary Children and Preservice Elementary Teachers
Authors: Worch Eric A. , Gabel Dorothy L. , Odell Michael R.L.
Published: March 2010

Motivated by recent reports decrying the state of elementary science teaching in the United States, a science enrichment program has been instituted to stimulate science interest in elementary‐age children and to provide preservice elementary teachers with additional science teaching experience. After one and a half years, our data indicate that children feel science at school is boring because they usually learn science only from a textbook and/or they don't feel challenged. Most of these children enjoy the more challenging Saturday Science QUEST courses because they are engaged in hands‐on explorations and receive more attention from their instructors. Course descriptions, preservice teacher experiences, program maintenance, and feedback from children and parents are provided.
Teachers Share Their Mathematics Backgrounds: Telling It Like It Was
Authors: Van Voorhis Judith L. , Anglin Jacqueline M.
Published: March 2010

This study focused on the mathematics backgrounds of 45 elementary mathematics teachers. A survey was administered which asked teachers to reflect on their elementary, secondary, and college mathematics experiences, the support they received and the confidence they have with their ability to teach elementary mathematics. Quantitative and qualitative data derived from the survey, revealed that sharing mathematics knowledge in elementary school; committed, enthusiastic teachers in high school; parental support; and practical uses of mathematics were positive influences for these teachers. Rote drill, seatwork, and ability grouping were negative influences. The majority of the teachers felt inservice staff development experiences helped make them confident teachers of elementary mathematics. The implications of the study for mathematics education are discussed.
Calculators in Elementary School Mathematics Instruction
Authors: Usnick Virginia E. , Lamphere Patricia , Bright George W.
Published: March 2010

Due to the increased availability of hand‐held calculators, teachers at all grade levels must now face the prospect of having to change both how they teach mathematics as well as what mathematics they teach. Since most teachers did not learn mathematics with the help of technology, they need time to adjust to both a new learning environment and a new teaching one. Through federal funds, the Texas Education Agency has created mathematics staff development modules which help teachers learn about calculators, mathematics, and the integration of calculators in mathematics instruction. This article presents games based upon those included in the staff development modules. Each game was designed to promote exploration of mathematical relationships via a calculator, specifically, Texas Instrument's Math Explorer.
The Application of a Computer Algebra System as a Tool in College Algebra
Authors: Mayes Robert L.
Published: March 2010

This study compared a traditional lecture‐based college algebra course to an experimental algebra course. The experimental course stressed active student involvement and the use of the computer as a tool to explore mathematics. One hundred thirty‐seven subjects were divided into an experimental group and a control group. Subjects in the experimental group scored significantly higher than the control group on a final measure of inductive reasoning, visualization, and problem solving while maintaining an equivalent level of manipulation and computation skills. However, the attitude of subjects in the experimental group towards the use of the computer in learning mathematics declined significantly.
A Middle School Extension of Pick's Theorem to Areas of Nonsimple Closed Polygonal Regions
Authors: Boykin Wilfred E.
Published: March 2010

The author has extended Pick's theorem for simple closed polygonal regions to unions of simple closed polygonal regions–a topic that is manageable for middle grade students. From sets of data including numbers of boundary points and numbers of interior points, students are guided to discover Pick's theorem. Additionally, with the author's creation of crossing points, Pick's theorem is extended to include areas of other polygonal regions. The article is developed along lines of the 1989 Standards of the NCTM in the use of data tables which lead to the discovery of a formula.
Reasons for the Perceived Images of Scientists by Race and Gender of Students in Grades 1–7
Authors: Sumrall William J.
Published: March 2010

The study described focused on the gender and race of subjects and their perceptions about scientists. Of particular interest were the factors behind a particular subject drawing a scientist of a particular race and/or gender. Subjects were asked to describe their scientist and provide a reason for drawing it of a particular race and gender. Grade level, gender, and race of subjects were recorded with their responses. Interviewers were 25 junior/senior level preservice elementary teachers. Three‐hundred fifty‐eight subjects were administered the DAST and subsequently interviewed. Data were collected from subjects in Grades 1 to 7 in 24 elementary and middle schools (Grades K‐9). Subjects' reasons for drawing a scientist a particular race and gender were determined by evaluators to fall into 12 categories.
The Recursive Paradigm: Suppose We Already Knew
Authors: Maurer Stephen B.
Published: March 2010

The recursive paradigm is a central theme in discrete mathematics. Through examples, this paper explains the paradigm and provides some ideas for approaching the material with students. Repeated use of the phrase “Suppose We Already Knew” and the acronym SWAK help drive the paradigm home.
Distributed Versus Massed Practice in High School Physics
Authors: Grote Michael G.
Published: March 2010

An analysis of the effects of distributed practice in physics was undertaken. The subjects were 41 students, nearly equal numbers of males and females, in two suburban high school physics classes. All students were exposed to both massed and distributed practice on two different physics topics. The interaction of practice type with time and previous physics achievement were evaluated using a repeated measures MANOVA. A significant difference in achievement at the 0.01 level was found between the group which used distributed practice and the group which used massed practice in favor of distributed practice; the effect was stable with time, and the treatment was of benefit to both high and low achievers. The results suggest that using distributed practice in high school physics classrooms can lead to higher student achievement in physics.
A Comparison Between Mathematics Textbook Content and a Statewide Mathematics Proficiency Test
Authors: Chandler Donald G. , Brosnan Patricia A.
Published: March 2010

Seven mathematics textbook series used for Grades 1 through 8 were examined. Textbook pages were counted as arithmetic, measurement, geometry, data analysis, or algebra. Percentages of mathematics textbook content were compared with percentages of mathematics content on the Ohio Ninth Grade Proficiency Test. Areas of greatest mismatch were arithmetic, measurement, and algebra. The overall percentage of arithmetic in the textbook series was about twice that on the test; the percentage of measurement was less than half that on the test; and the percentage of algebra was a third or less than that on the test. Results are also presented by grade level, and implications for teaching are discussed.
Interpreting Negative Results in an Angle Maximization Problem
Authors: Duncan David R. , Litwiller Bonnie H.
Published: March 2010

The correct interpretation of positive and negative results in a situation involving mathematical modeling poses problems for some students. This article presents a situation in which differential calculus is used with inverse trigonometric tangentfunctions to maximize an angle measure. A negative distance measure ultimately results, thus requiring a reconsideration of assumptions inherent in the initial figure.
The Number 71.428571 in Hindu Cosmology
Authors: Haga Enoch
Published: March 2010

Zimmer, in his 1962 book, Myths and Symbols in Indian Art and Civilization, speculates that the number 14, used to divide a kalpa into manvantaras, was chosen in an attempt to reconcile a mahayuga chronology with a tradition of flood heroes. Each manvantara was divided by 71 and an unspecified fraction to produce the mahayuga. The purpose of this research was to find this fraction and discover the reason for its use. The repeating cyclic fraction, 1/7, provides a plausible explanation for use of the number 71.428571 (71 and 3/7) in cosmology; for 22/7 as a value forπ and for concepts of time and circle division related to breaths per minute. The discovery of cyclic decimal fractions by Vedic scholars likely contributed to cyclic theories of cosmology and specifically to the concept of infinity in mathematics.
Changing Assessment Practices in Science and Mathematics
Authors: Berenson Sarah B. , Carter Glenda S.
Published: March 2010

One recommendation of the national reform movements in mathematics and science is to change the way students are assessed. In this article five formats of alternative assessment forms are described, and suggestions are given on how these methods can be implemented within science and mathematics classrooms. Benefits of each type of assessment are discussed and potential pitfalls are elucidated. Samples of the five formats, journal writing, open‐ended problems, portfolios, interviews and performance assessments, are included.
Development and Field Test of a Checklist for the Draw‐A‐Scientist Test
Authors: Finson Kevin D. , Beaver John B. , Cramond Bonnie L.
Published: March 2010

Several instruments have been developed to assess student images of scientists, but most require children to respond in writing. Since not all children can respond appropriately to written instruments. Chambers (1983) developed the Draw‐A‐Scientist Test (DAST) in which children's drawings are rated according to particular characteristics present or absent in the drawings, allowing researchers to determine the images of scientists children hold. In order to improve the objectivity and interrater reliability of this means of assessment, the authors built upon Chambers' study to develop a checklist useful in assessing DAST drawings. This checklist provides drawing raters with stereotypic components identified in previous research as well as some additional ones, making the identification and recording of such components more efficient and more readily quantifiable for data analysis. The purpose of this paper is to describe the development and field test of this checklist.
The Five Point Conic Section: Exploration with Computer Software
Authors: Mathews John H.
Published: March 2010

This article investigates computer graphing of conic sections. It is shown how five points determine the formula of a conic section, and the determinant is used as a computational device to find the coefficients in the formula. The article is written in the “rule‐of‐threeform” using symbolic, numerical and graphical techniques. It is suitable for classroom enrichment where a computer is available.
Science Vocabulary Load of Selected Secondary Science Textbooks
Authors: Groves Fred H.
Published: March 2010

It has been argued that many students view science as a collection of facts and terms to be memorized. Robert Yager (1983) analyzed secondary level science textbooks to determine vocabulary load and found that the amount of new vocabulary terms presented in such textbooks is higher than that recommended for junior high and high school foreign language courses. Three textbooks analyzed in that study were re‐evaluated, taking into account limitations expressed in the earlier study. The new study also included analysis of an earth science textbook; the first study did not. The re‐analysis produced a noticeable reduction in vocabulary load estimates with only one book, Modern Chemistry, still measuring above the recommended level for foreign language courses. It is argued that the amount of vocabulary load presented is still too high and may contribute to the problem of science avoidance by secondary students.
Developing Number Sense and Basic Computational Skills in Students with Special Needs
Authors: Funkhouser Charles
Published: March 2010

This article presents an investigation of the effectiveness of procedures undertaken to develop number sense and basic computational skills in learning disabled students. Twelve students in a K‐1 classroom who had been identified as learning disabled (LD) were presented tasks which required them to subitize (i.e., recognize the number of objects in a set without actually counting them). Consistent with other such studies in special education, a qualitative research methodology was employed, involving a case study of an intact group of LD students. Also consistent with many such studies in special education, observational rather than quantitative data were collected. At the end of a four‐week period, all students were consistently successful in recognizing and matching the numbers 0 through 5 and adding sums to five as determined on a teacher‐administered test. Increased time‐on‐task and pupil independence also are reported. Suggestions for further instructional research related to other arithmetic skills are presented.
High School Students' Views about the Nature of Science: Results from Three Countries
Authors: Griffiths Alan K. , Barman Charles R.
Published: March 2010

During the last two decades, massive efforts have been directed at uncovering different science concepts held by school age students. This particular study focused on identifying high school students' views regarding the nature of science. Thirty‐two students were chosen from each of the following three countries: Canada, the United States, and Australia. Interviews were conducted with each student. The interview protocol contained the same core questions with an opportunity built in to allow both the student and the interviewer to seek clarification and extension as necessary. All of the interviews were audiotape recorded and transcribed. Some major differences and many commonalities were observed among the three groups of students. These results should be potentially useful to a wide range of science educators and curriculum developers in that one's ability to become scientifically literate is greatly impair ed when the nature of science is not completely understood.
BOOK REVIEWS
Authors: Abdi S. Wali
Published: March 2010

Book reviewed in this article:

Look Inside Cross‐Sections: Planes Michael Johnstone

The World Record Paper Airplane Book: Ken Blackburn and Jeff Lammers

Reviewers: Lucille A. Slinger

The Practice of Constructivism in Science Education: Kenneth Tobin John Eichinger

Measuring Earthquakes: Real‐World Mathematics Through Science: Nancy Cook Charles G. Oviatt
Preservice Elementary Teachers' Conceptions of What Causes Night and Day
Authors: Atwood Virginia A. , Atwood Ronald K.
Published: March 2010

Two different procedures were utilized to study 50 preservice elementary teachers' conceptions of what causes night and day on earth. The numbers of responses representing alternative conceptions for the models with written and verbal explanation procedures were 27 and 14, respectively. The alternative conception most frequently expressed for both procedures was that night and day are caused by the earth revolving around the sun. The frequency with which alternative conceptions were expressed by future teachers is a problem which should be addressed with instruction using models.
Middle School Mathematics Teachers Learning to Teach With Calculators and Computers
Authors: Bright George W. , Prokosch Neil E.
Published: March 2010

This paper reports the results of a project in which experienced middle grades mathematics teachers immersed themselves in calculator and computer use for both doing and teaching mathematics and prepared themselves as leaders for communicating their knowledge to colleagues. Project evaluation included formal observation of students while they used technology in learning mathematics. Classroom observation data suggested that computers hold somewhat more attraction for students than calculators. Overall, students in all 13 classes, independent of the type of technology used, were observed to be off‐task 3% of the time. These data suggested a classroom environment in which the teacher worked hard to engage students in mathematical activity. The fact that students were observed off‐task so little is encouraging. The difference in off‐task behaviors for calculators versus computers suggests that different technologies will indeed have different effects on students. It appears that the introduction of technologies in classrooms altered the ways teachers taught.
Supervisor and Teacher Educator Perceived Relevance of Recommendations in the NCTM Curriculum Standards
Authors: Vacc Nancy Nesbitt
Published: March 2010

Based on judgments of mathematics supervisors and teacher educators, the findings of this empirical study confirm that the Curriculum and Evaluation Standards (National Council of Teachers of Mathematics [NCTM], 1989) reflect content that is relevant to mathematics instruction. However, some concern did exist about the relevancy of teaching statistics and probability at the elementary level. Despite the general consensus about the Standards, total agreement was not evident. Respondents with asecondary‐school focus rated many of the standards and criteria across grade levels significantly lower in importance than did other respondents; elementary‐ and middle‐school respondents judged several K‐8 standards and criteria to be more important than did some higher‐education and secondary respondents, while secondary‐and middle‐school respondents judged the 9–12 standards and critera to be more important than did elementary and some higher education respondents. Respondents with 30 or more years of experience or who were less familiar with the standards rated the K‐8 standards and criteria to be lower in importance than did other respondents.
Dialogue in Mathematical Correspondence by School Students
Authors: Lazarov Borislav , Tabov Jordan
Published: March 2010

Can school students use correspondence about solutions of mathematics problems for educational purposes? The answer is yes. In this article we shall present a correspondence approach used in work with mathematically gifted students in Bulgaria, an approach in which the dialogue and the discussion plan are carefully organized.
BOOK REVIEWS
Authors: Abdi S. Wali
Published: March 2010

Book reviewed in this article:

Experimenting with Air and Water: S. Wali Abdi, Editor Charles L. Price

Young Children Continue to Reinvent Arithmetic—3rd Grade: Implications of Piaget's Theory: Constance Kamii Sally Jones Livingston Bill Blubaugh
Conflicting Beliefs: A Story of a Chemistry Teacher's Struggle with Change
Authors: Davis Nancy T. , Helly Maggie
Published: March 2010

One teacher's struggle to develop and implement a curriculum focused on student understanding of chemistry is explored in this case study of a high school chemistry teacher. Conflicting beliefs about her roles as a teacher in the classroom and her professional responsibilities are addressed. Three primary conflicts that emerged from data collected over a two year period include, (a) conflicts between state curriculum mandates and individual student understanding; (b) conflicts between theoretical and applicable chemistry content knowledge, and (c) conflicts between the students' goals and the teachers' goals for the course. The impact of the research process on the teacher's change process included reconceptualization of constraints and development of confidence in her professional judgment. The case study provides insights into contextual problems teachers face as they attempt to change practices.
Putting People Back Into Science: Using Historical Vignettes
Authors: Roach Linda E. , Wandersee James H.
Published: March 2010

Current science education research reports that students do not embrace an understanding of the nature of science. Furthermore, few curriculum materials emphasize the nature of science. This paper suggests an effective technique for including the nature of science in existing courses. Using Wandersee's story form model, historical vignettes describe brief episodes from the lives of scientists. They are designed to take only about ten minutes of class time, provide content information, and promote examination of the nature of the scientific enterprise by generating discussion. They help students connect the present and past, show the evolution of the ideas they are learning, and make the information more interesting.
What Do Students Think Scientists Look Like?
Authors: Huber Richard A. , Burton Grace M.
Published: March 2010

The purpose of this study was to determine if there was a gender difference in the way nine to 12‐year‐old students drew scientists before and after their teachers implemented intervention strategies. Rubrics were used to analyze for stereotypic characteristics such as sex of the scientist and the presence of eye glasses, a lab coat, funny hair, a weird smile, wild eyes, facial hair, robotic features, and facial scars. Results indicated that boys held more stereotypic views on pretest drawings than did girls and also demonstrated the most improvement to less stereotypic views as a result of intervention.
BOOK REVIEWS
Authors: Abdi S. Wali
Published: March 2010

Book reviewed in this article:

Eyewitness Science: Astronomy: Kristen Lippincott and Jeffrey Jay

Science Projects ‐ A Modular Approach: Mike Farmer and John Eichinger
Use of Technology for Science and Mathematics Collaborative Learning
Authors: Miller Leslie M. , Castellanos Joel
Published: March 2010

This article presents an example of how computer software can be used to facilitate collaborative learning and the integration of mathematics and science. “Snap shots” from a pilot project, with thirty high school juniors who were involved in a university summer program, reveal how student‐centered learning is facilitated by technology. This exploratory trial provides a glimpse of what the “classroom after next” might look like utilizing groupware in instructional settings.
The Assessment of a Complex Problem: The Bungee Jump Project
Authors: Jones Graham A. , Rich Beverly S. , Day Roger
Published: March 2010

This article describes a course project used to assess students' capacity to make mathematical connections. Students created simulations of a bungee jump and applied graphic differentiation to investigate connections among the displacement, velocity, and acceleration of the bungee jumper. The responses of three groups of students are described and analyzed to portray their graphical models and characterize their ability to connect essential elements of the model. The key factor distinguishing the three student groups was the degree of completeness and consistency in their connections among the physical elements of the model—displacement, velocity, and acceleration—and its mathematical elements—algebra, geometry, and calculus. A scoring rubric generated from the thinking of the three groups illustrates a means of assessing complex problems like the bungee‐jump project.
A Problem‐Solving Based Mathematics Course and Elementary Teachers' Beliefs
Authors: Emenaker Charles
Published: March 2010

This study examined the impact a problem‐solving based mathematics content course for preservice elementary education teachers (PSTs) had on challenging the beliefs they held with respect to mathematics and themselves as doers of mathematics. Nine PSTs were interviewed to gain insight into changes that occurred to their belief systems and what aspect(s) of the course were instrumental in producing those changes. Surveys to measure how strongly PSTs subscribed to five mathematical beliefs were administered to 137 PSTs who were enrolled in the course. Significant positive changes (p < .01) were observed for four of the five beliefs. When changes were studied by achievement level, students with final grades of A or B showed statistically significant changes (p < .005) in three of the five beliefs. Students who were interviewed consistently reported increased confidence in their mathematical abilities as a result of the course.
Formal Reasoning and Science Teaching
Authors: Valanides Nicolaos C.
Published: March 2010

Performance of 195 seventh‐, eighth‐, and ninth‐grade students on the Test of Logical Thinking (TOLT) was used to identify differences related to five reasoning modes among the three classes and between male and female students. TOLT scores revealed substantial deficiencies in the development of student reasoning abilities, and only ninth‐grade students had significantly better (p < .05) performance than seventh‐grade students which was related to proportional reasoning problems. There were no significant differences between male and female students. Data were also analyzed using multiple regression and factor analysis. The results do not corroborate basic premises of Piagetian theory and indicate the need for neo‐Piagetian views to explain cognitive development.
BOOK REVIEWS
Authors: Abdi S. Wali
Published: March 2010

Book reviewed in this article:

Investigating Mathematics with Young Children. Author, Rosemary Althouse.

Implementing the Mathematics Standards in Grades K‐4, Monographs 1, 2, and 3. Editor and Purchase Contact, Robert Underbill.
A Procedure for Integrating Math and Science Units
Authors: Francis Raymond , Underbill Robert G.
Published: March 2010

During our work with pairs of elementary and middle school lead teachers, one mathematics and one science, we struggled to get beyond activities developed by AIMS and others. This article presents a procedure whereby two teachers engage in a semi‐structured professional dialogue to create curriculum experiences which highlight mathematics and science connections.
The Status of Science Education in K‐6 Illinois Schools
Authors: Finson Kevin D. , Lisowski Marilyn , Fitch Tom , Foster Gerald
Published: March 2010

Over the past decade, Illinois science education has experienced major reform efforts mandated by the state legislature. The end results of many of these mandates are not yet determined, although questions have arisen which bring some focus to the impact of these mandates on teachers within the state. During the 1992–93 school year, in an effort to address some of these questions, a statewide survey was developed and administered to 1,200 randomly selected K‐6 teachers. Survey items were designed to examine science instructional processes; teacher (preservice and in service) preparation in science; school science leadership; teachers' perceived needs; implementation of the Illinois State Goals of Learning in Science; support of science by administrators, parents, and the community; obstacles to delivering quality science instruction; and student assessment in science instruction. Survey validation included cross‐comparisons of data collected from site visitors, representing ten universities across the state, who used an observation checklist correlated with written survey items. Six percent of surveyed schools were visited. This paper presents the results of the survey and discusses the present state of the health and vigor of current and past funding support for scientific literacy.
Parent Beliefs about Technology and Innovative Mathematics Instruction
Authors: Wentworth Nancy M. , Monroe Eula Ewing
Published: March 2010

Parent beliefs about roles of education, teachers, computers, and innovative mathematics instruction were examined through factor analysis. Strong relationships between parent beliefs regarding teacher and computer roles were found. The beliefs of parents about the similar roles of teachers and computers in education may impact the implementation of innovations in mathematics education and the uses of computers in education. Reciprocally, the ways computers are implemented in education may impact the beliefs parents have about the purposes of education.
Student Difficulties with Accessing and Using Mathematical Knowledge
Authors: Chinnappan Mohan , Lawson Michael
Published: March 2010

This article examines the issue of why students fail to activate and use mathematical knowledge during problem solving when it is known that they possess the required knowledge. This issue is explored by analyzing problem‐solving attempts of a high‐achieving student and a low‐achieving student in the domain of plane geometry. On the basis of these data and other literature, three major sources of mathematical knowledge‐access difficulties are identified that might be considered by classroom teachers, including a student's (1) dispositional state, (2) management of the problem‐solving process, and (3) state of organization of his or her mathematical knowledge. It is argued that teaching practices that place emphasis on careful management of problem‐solving activity could help students activate and extend the use of mathematical knowledge acquired in lesson activities.
Science‐Related Attitudes of High‐ability Students
Authors: Eichinger John
Published: March 2010

This study compared college‐age student attitudes toward junior high/middle school science classes, teachers, and the value of science content. Subjects represented two groups: academically talented college students majoring in the sciences, and equally talented nonscience college students. The data were compared with responses from noncollegiate young adults, reported in an earlier investigation (Yager & Penick, 1986). Results indicated that science students expressed the most favorable impressions of school science instruction, followed by nonscience students, and then by noncollegiate adults. Although science student attitudes were positive overall, many high‐ability students indicated that their secondary science classes were neither exciting nor relevant to daily living. Curricular implications for enhancing students' attitudes are discussed.
Problem Formulation: Insights from Student Generated Questions
Authors: Gonzales Nancy A.
Published: March 2010

This article describes an exploration of one facet of problem formulation. Prospective elementary and secondary teachers were presented with a mathematical situation consisting of data and conditions, but no questions were presented. They were asked to create questions that could be answered using the given information. In the spirit of exploration, this paper analyzes the student‐formulated questions from two perspectives—the nature of the information contained within the questions posed and the responses which those questions elicited. A careful analysis of questions posed by students will enable education professionals to understand and promote better problem posing in mathematics classrooms.
The “Qualitative” Differences in Problem‐Solving Procedures and Thinking Structures Between Science and Nonscience Majors
Authors: Tsai Chin‐Chung
Published: March 2010

This study was conducted to explore the differences of problem‐solving procedures and thinking structures between science majors and nonscience majors. A total of eleven Chinese graduate students, consisting of 5 science majors and 6 nonscience majors, participated in this study and completed the same task. The interview data showed us that: (1) Nonscience majors began with personal experience questions whereas science majors promptly designed an experiment; (2) Nonscience majors tended to confirm expected answers whereas science majors tended to explore some questions with unknown answers; (3) Nonscience majors preferred to process the procedures by creating the plan mentally in advance, whereas science majors preferred to proceed by doing, adjusting the plan as the procedures progressed; (4) Science majors would consider the assumption and the validity of the test whereas nonscience majors rarely did; and (5) Nonscience majors were curious about how they would fare if given the same testing situation whereas science majors completed only the required task. Further discussion revealed that the reasoner's epistemology or academic experiences might strongly influence these problem‐solving processes, thinking and actions. The implications of this study for improving current curriculum design were discussed.
The Standards Observation Form: Feedback to Teachers on Classroom Implementation of the Standards
Authors: Stonewater Jerry K.
Published: March 2010

This article describes the Standards Observation Form, a new instrument developed to assess the degree to which teaching performance is consistent with the criteria of the NCTM Standards. The instrument is described, two variations of the instrument are presented, and portions of actual teacher assessments are illustrated as examples of the kinds of data that can be obtained when the Standards Observation Form is used.
Scientific World Building on the Edge of Chaos: High School Students' Beliefs About Mathematics and Science
Authors: Fleener M. Jayne
Published: March 2010

This study investigated high school students' beliefs about mathematics and science during a four week summer residential mathematics and science program. Beliefs about mathematical and scientific truths, the value and importance of mathematics and science inquiry, gender equity and ability with respect to pursuit of mathematics and science careers, the relationship between mathematics and technology, and the role of science in society were examined. Habermasian ways of knowing were used to categorize student beliefs and determine student world views. Implications of this study include suggested changes in the organizational dynamics of schooling to better prepare our students for surviving in the complexity of the 21st century and reducing dissonance between the “classical” educational viewpoints and the “chaotic” world.
Teaching Mathematics and Science in Urban Elementary Schools
Authors: Huinker DeAnn
Published: March 2010

Elementary teachers from a large urban school district with a 74 percent minority student population were surveyed to assess their capacity to provide quality mathematics and science instruction. Forty‐nine percent of the surveys distributed to a random sample of teachers were returned. Both strengths and barriers to capacity building were identified. Strengths included use of collaborative student work, manipulatives, informal learning environments, and alternative assessment practices; availability of calculators and computers; and high expectations for student learning. Barriers included lack of professional development, infrequent science instruction, limited calculator use, lack of planning time, inadequate resources, and the perception that science was not valued as highly as mathematics.
From Curve Stitching to Epicycloids
Authors: Robold Alice I. , Yff Peter
Published: March 2010

The exploration of curves that seem to appear in drawings made of straight lines is fascinating and interesting to learners from the very young to the quite mature. Consistent with the Curriculum and Evaluation Standards for School Mathematics, problem solving, reasoning, communication, and connections are integrated into mathematics learning activities that permit students to know mathematics by doing mathematics. Examples in this article show how students may create drawings of sets of lines whose envelopes are parabolas, cardioids, epicycloids, or hypocycloids.
Predictors of Science Fair Participation Using the Theory of Planned Behavior
Authors: Czerniak Charlene M. , Lumpe Andrew T.
Published: March 2010

The purpose of this study was to use The Theory of Planned Behavior (TPB) to examine factors that predict junior high and secondary students' attitude toward participating in a district science fair competition (attitude toward behavior), beliefs about who would approve or disapprove of participation in a science fair (subjective norm), and perceptions of control about participating in the science fair (perceived behavioral control). Factors used to predict these included gender, type of school (public or private), grade level, GPA, participation in a gifted class, participation in a research course, requirement to complete a science fair project, and level of anxiety about completing a science fair project. Three hundred three participants completed a standard TPB questionnaire and the State‐Trait Anxiety Indicator. Multiple regression models revealed that subjective norm and participation in a gifted class were predictors of attitude toward the behavior. Attitude toward the behavior, the science fair project counting toward a grade in science class, the parent's level of education, and the science fair entry being required predicted subjective norm. A discriminant function analysis found that type of school (public or private), parents' level of education, participation in a research program at school, grade level, and trait anxiety were the strongest predictors of perceived behavioral control. It was concluded that science fair entry appears to be involuntary, in conflict with NSTA's Position Statement on Science Fairs. Typically junior high students (whose parents have a higher level of education) attending private schools are required to enter science fairs, and the entry counts toward a grade in science class.
The Gender Differential Effects of a Procedural Plan For Solving Mathematical Word Problems
Authors: Zambo Ron , Hess Robert K.
Published: March 2010

This research investigated potential gender‐related effects of an explicitly stated problem solving plan for sixth graders. Females and males did equally well on both forms of the test. Students scored significantly higher (P = .023) on the second occasion of testing that included the problem solving plan. A mixed, two factor repeated measures Analysis of Variance found a significant effect for occasion of testing (P = .001) and a significant interaction effect of occasion of testing, test sequence, and gender (P = .006). It was concluded that females benefited from free exploration of problem situations followed by an organized exploration, while males appeared to function equally well regardless of the problem solving plan.
Preservice Elementary Teachers' Attitudes Toward Their Past Experience With Science Fairs
Authors: Bunderson Eileen D. , Anderson Tamigene
Published: March 2010

The purpose of this research was to explore the experiences preservice elementary teachers have had with science fairs, to examine the attitudes resulting from their participation in science fairs as students, and to assess the importance of these past histories for their future students. Preservice teachers were asked what they liked, disliked, and what they considered to be the benefits of science fairs. While most felt that science fairs are beneficial activities for students, those who rated science fairs as most worthwhile had never participated in a science fair as either an elementary or a secondary student. Based on the results of the study, several recommendation were made to improve science fair experiences both for teachers and for students.
BOOK REVIEWS
Authors: Abdi S. Wali
Published: March 2010

Book reviewed in this article:

Talking Points in Mathematics: Author. Anita Straker and Sheryl A. Maxwell

Eyewitness Science: Time & Space: Author. John and Mary Gribbin and Donna M. Plummer

Look Inside Cross‐sections Space See Inside 12 Fascinating Spacecraft: Author. Moira Butterfield and Donna M. Plummer

The Big Book of Things That Go: Project Editor. Caroline Bingham and Donna M. Plummer

Proceedings of the 7th International Congress on Mathematical Education: Editors. Claude Gaulin, Bernard R. Hodgson, David H. Wheeler, and John C. Egsgard

Selected Lectures from the 7th International Congress on Mathematical Education: Editors. David F. Robitaille, David H. Wheeler, and Carolyn Kieran