bluuebunny/crossref_metadata_2025 huggingface dataset:
Relationship Between Professional Development, Teachers' Instructional Practices, and the Achievement of Students in Science and Mathematics
Authors: Huffman Douglas , Thomas Kelli , Lawrenz Frances
Published: March 2010

The purpose of this study was to examine the relationship between different types of professional development, teachers' instructional practices, and the achievement of students in science and mathematics. The types of professional development studied included immersion, examining practice, curriculum implementation, curriculum development, and collaborative work. Data regarding teachers' instructional practices and the amount of professional development were collected using teacher surveys. Ninety‐four middle school science teachers and 104 middle school mathematics teachers participated in the study. Student achievement was measured using eighth grade state science and mathematics achievement test data. Regression analyses suggested that for both science and mathematics teachers, examining practice and curriculum development were significantly related to the use of standards‐based instructional practices. Only curriculum development for mathematics teachers was significantly related to student achievement. Implications of results for the professional development of science and mathematics teachers are discussed.
Exploring the Role of Individual and Socially Constructed Knowledge Mobilization Tasks in Revealing Preservice Elementary Teachers' Understandings of a Triangle Fraction Task
Authors: Bischoff Paul J. , Golden Constance Feldt
Published: March 2010

This study compares the effectiveness of two forms of a knowledge mobilization task on preservice elementary teachers' (n= 65) performance in solving a triangle fraction problem. The study then identifies the source of the successful solutions by linking solutions to earlier activities. One group worked with the triangle fraction task individually; a second worked with the triangle fraction task in a social constructivist setting; a control group had no knowledge mobilization pretask. Although there was no significant difference in the frequency of successful solutions among treatment groups, a chi‐square analysis found that the social‐constructivist pretask group applied fewer ideas from the manipulative lessons as solutions to the posttask than did the comparison groups. The social constructivist group was, however, most successful at generating novel solutions to the triangle problem. The potential benefits of individual and socially constructed knowledge mobilization tasks are discussed.
Reforming Elementary Science Teacher Preparation: What About Extant Teaching Beliefs?
Authors: Thomas Julie A. , Pedersen Jon E.
Published: March 2010

A common maxim in the educational profession is that one teaches the way one is taught. Indications are that preservice teachers' beliefs, attitudes, and practices may be linked to previous experiences. Calderhead & Robson (1991) underscored this concern by asserting that teachers use good teachers as models for developing their own images as teachers. Others have argued that the images held by teachers are used as frames of reference for their own teaching practices. In this article, preservice teachers' perceptions of themselves as science teachers are examined. The assertion is made that a long history of stereotypical science learning experiences — in elementary school, high school, and college — powerfully impacts the way in which elementary preservice teachers understand the nature of science and come to believe science should be taught. In the current study, the images and perceptions preservice teachers bring to science methods courses (as evidenced in drawings of themselves as science teachers at work) are identified and ways these images and perceptions may have been formed and how they can be reinforced or modified during a science methods course are discussed.
Perceptions of Professional Growth: A Mathematics Teacher Educator in Transition
Authors: Timmerman Maria A.
Published: March 2010

To meet the need for reform in mathematics teacher preparation courses, two cycles of changes made in an elementary mathematics methods course are presented. Using action research, teaching approaches were developed, implemented, and evaluated as a meaningful way to continue my professional development. Results suggested that I improved my teaching practices and focused more on teaching tasks that engaged my students to “think like teachers.” Three critical components of teacher preparation courses are identified that are important for teacher educators to acknowledge when implementing change: (a) using reflective verbal and written communication, (b) establishing a collaborative mathematical community, and (c) focusing on a narrower selection of mathematical content.
Planning District‐Wide Professional Development: Insights Gained From Teachers and Students Regarding Mathematics Teaching in a Large Urban District
Authors: D'Ambrosio Beatriz S. , Boone William J. , Harkness Shelly Sheats
Published: March 2010

This paper describes the mechanism used to gain insights into the state of the art of mathematics instruction in a large urban district in order to design meaningful professional development for the teachers in the district. Surveys of close to 2,000 elementary, middle school, and high school students were collected in order to assess the instructional practices used in mathematics classes across the district. Students were questioned about the frequency of use of various instructional practices that support the meaningful learning of mathematics. These included practices such as problem solving, use of calculators and computers, group work, homework, discussions, and projects, among others. Responses were analyzed and comparisons were drawn between elementary and middle school students' responses and between middle school and high school responses. Finally, fifth‐grade student responses were compared to those of their teachers. Student responses indicated that they had fewer inquiry‐based experiences, fewer student‐to‐student interactions, and fewer opportunities to defend their answers and justify their thinking as they moved from elementary to middle school to high school. In the elementary grades students reported an overemphasis on the use of memorization of facts and procedures and sparse use of calculators. Results were interpreted and specific directions for professional development, as reported in this paper, were drawn from these data. The paper illustrates how student surveys can inform the design of professional development experiences for the teachers in a district.
The Impact of Enacted Mathematics Curriculum Models on Prospective Elementary Teachers' Course Perceptions and Beliefs
Authors: Spielman Laura Jacobsen , Lloyd Gwendolyn M.
Published: March 2010

This paper communicates the impact of prospective teachers' learning of mathematics using novel curriculum materials in an innovative classroom setting. Two sections of a mathematics content course for prospective elementary teachers used different text materials and instructional approaches. The primary mathematical authorities were the instructor and text in the textbook section and the prospective teachers in the curriculum materials section. After one semester, teachers in the curriculum materials section (n= 34) placed significantly more importance on classroom group work and discussions, less on instructor lecture and explanation, and less on textbooks having practice problems, examples, and explanations. They valued student exploration over practice. In the textbook section (n= 19), there was little change in the teachers' beliefs, in which practice was valued over exploration. These results highlight the positive impact of experiences with innovative curriculum materials on prospective elementary teachers' beliefs about mathematics instruction.
Language Influence on Children's Cognitive Number Representation
Authors: Alsawaie Othman N.
Published: March 2010

This study examined the effect of language on children's cognitive representation of number. The sample for the study consisted of 90 Arabic speaking children with a mean age of 80 months. Children were interviewed individually and asked to represent written two‐digit numbers using base‐10 blocks. A new approach for testing the linguistic relativity hypothesis was used. The results of the study revealed that language played an important role in children's cognitive number representation. On the other hand, the results support the argument that the instructions given with the task alter children's performance on it. This study suggests that language may explain the cross‐cultural differences in mathematics achievement. However, the disadvantage that the language might place on children can be overcome with well‐planned instruction.
Assessing Investigative Skill Development in Inquiry‐Based and Traditional College Science Laboratory Courses
Authors: Suits Jerry P.
Published: March 2010

A laboratory practical examination was used to compare the investigative skills developed in two different types of general‐chemistry laboratory courses. Science and engineering majors (SEM) in the control group used a traditional verification approach (SEM‐Ctrl), whereas those in the treatment group learned from an innovative, inquiry‐based approach (SEM‐Trt). A scoring rubric was developed from their examination sheets to assess six component investigative skills. Results indicated that SEM students in the SEM‐Trt group scored significantly higher than those in SEM‐Ctrl for all six skills. Furthermore, nursing and applied science majors (NonSEM) in the inquiry‐based group (NonSEM‐Trt) wrote significantly better discussions than did SEM students in SEM‐Ctrl group. Overall, competency at the mid‐range level of laboratory skills was attained by most SEM‐Trt students (72.5%) but by only 30.5% of SEM‐Ctrl and 28.6% of NonSEM‐Trt students. Apparently, during the semester students in the SEM‐Trt group were able to use the inquiry‐based method effectively to combine chemical tasks with writing tasks and postlaboratory discussions. One implication of this study for science instructors is that practical examinations can provide useful feedback regarding the quality of the laboratory experience. Another implication is that this study provides evidence for the use of the innovative inquiry‐based laboratory approach to support student learning of high‐level investigative skills. However, students' requisite background knowledge must match the level of these skills.
Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors
Authors: Cavallo Ann M.L. , Potter Wendell H. , Rozman Michelle
Published: March 2010

This study investigated differences and shifts in learning and motivation constructs among male and female students in a nonmajors, yearlong structured inquiry college physics course and examined how these variables were related to physics understanding and course achievement. Tests and questionnaires measured students' learning approaches, motivational goals, self‐efficacy, epistemological beliefs, scientific reasoning abilities, and understanding of central physics concepts at the beginning and end of the course. Course achievement scores were also obtained. The findings showed that male students had significantly higher self‐efficacy, performance goals, and physics understanding compared to females, which persisted throughout the course. Differential shifts were found in students' meaningful learning approaches, with females tending to use less meaningful learning from beginning to end of the course; and males using more meaningful learning over this time period. For both males and females, self‐efficacy significantly predicted physics understanding and course achievement. For females, higher reasoning ability was also a significant predictor of understanding and achievement; whereas for males, learning goals and rote learning were significant predictors, but in a negative direction. The findings reveal that different variables of learning and motivation may be important for females' success in inquiry physics compared to males. Instructors should be cognizant of those needs in order to best help all students learn and achieve in college physics.
Preparing New Science Teachers for Urban Classrooms : Consensus Within an Expert Community
Authors: Settlage John
Published: March 2010

Preparing future science teachers for U.S. city classrooms is an important yet poorly understood process. The purpose of this study was to determine the philosophies and practices of university ‐based science educators associated with programs supplying teachers for metropolitan school systems. Through an iterative process of mailed questionnaires, 20 participants rated their views on issues pertinent to science teacher education. The responses to questionnaires were used in the creation of items for each subsequent round. The three rounds of questionnaires contained Likert ‐scale and open‐ended questions. For many issues, there was consistently high consensus among the expert panelists, including the presence of students for whom English is a second or new language, the importance of science education professors remaining connected to urban school issues, and practices often affiliated with reform (e.g., alternative assessment, nature of science). Several issues emerged as having low regard by the participants, including the role of student ethnicity on teaching strategies, providing instruction about reading strategies within science teacher preparation, and the value of professors having themselves taught science in urban settings.
Increasing Student Access to Qualified Science and Mathematics Teachers Through an Urban School‐University Partnership
Authors: Cavallo Ann M. L. , Ferreira Maria M. , Roberts Sally K.
Published: March 2010

Urban schools across the United States face a pervasive problem in their science and mathematics programs — a disproportionate number of the teachers in these classrooms are not certified, thus making them underqualified to teach these subject areas. Furthermore, urban schools deal with teacher shortages and attrition in these critical areas. The situation was found to be particularly severe in the Detroit Public School District. In response, Wayne State University and Detroit Public Schools embarked on a school‐university partnership program to prepare teachers in science and mathematics through an alternative pathway to teacher certification program. This partnership program has proven to be successful in recruiting, preparing, and retaining a significant number of qualified minority science and mathematics teachers to serve the students in Detroit schools.
Practicing Reform‐Based Science Curriculum in an Urban Classroom: A Hispanic Elementary School Teacher's Thinking and Decisions
Authors: Upadhyay Bhaskar Raj
Published: March 2010

This study explores the thinking and decisions of Vera (pseudonym), a Hispanic elementary teacher, while she enacted a reform‐based science curriculum in an urban school in the southern United States. Vera's thinking, decisions, experiences, and practices were documented over a 2‐year period. Using the data collected from semistructured interviews, participant observations and classroom documents, a rich and complex case study of Vera is developed in this paper. This case study describes how Vera makes curricular choices from reform‐based science curricula such as the LiFE curriculum; how she enacts those choices to empower poor urban minority students; how Vera believes that preparing students for the high‐stakes test is empowering because it ensures continued schooling for students; how, for Vera, teaching connected science using students' lived experiences is a risky act; and how she uses negotiation in her science teaching.
Implementing Coteaching and Cogenerative Dialoguing in Urban Science Education
Authors: Tobin Kenneth , Roth Wolff‐Michael
Published: March 2010

Over the past 7 years the authors have been involved in the development of a new model for the education of science teachers that has the potential to address teacher education in challenging urban settings characterized by problems such as teacher turnover and retention, low job satisfaction, and contradictions arising from cultural and ethnic diversity. An intensive research program accompanied the development effort; the research results were used as resources in redesigning the evolving model to make it more appropriate for the situations at hand. The science teacher education program at an urban university was built around a yearlong field experience, during which all prospective teachers learned to teach in an urban high school while coteaching, that is, while teaching at the elbow of a mentor teacher or one or more peers. Over this period, a number of different configurations of coteaching and the associated cogenerative dialoguing were tried, tested, and investigated. The paper describes the historical development of the different configurations of the model and the emergent contradictions that led the researchers to enact changes to their approach. The central idea in the development effort was the creation of an environment that (a) best affords the learning of how to teach in urban high schools, (b) decreases teacher isolation, (c) mitigates turnover and retention, and (d) addresses contradictions arising from the cultural and ethnic diversity of students and teachers. Most importantly, this model of teacher education and enhancement simultaneously multiplies the resources and opportunities to support the learning of students.
Exploring Mathematics in Imaginative Places: Rethinking What Counts as Meaningful Contexts for Learning Mathematics
Authors: Nicol Cynthia , Crespo Sandra
Published: March 2010

This paper explores what happens when students engage with mathematical tasks that make no attempt to be connected with students' everyday life experiences. The investigation draws on the work of educators who call for a broader view of what might count as real and relevant contexts for studying mathematics. It investigates students' experiences with two imaginative tasks and reports on the students' intellectual and emotional engagement. This engagement is examined and described in terms of the character and quality of the class and group discussions generated. Findings suggest that students can indeed engage productively with mathematics when it is explored in imaginative settings and that such contexts can help students support and sustain their engagement with the mathematics in the task.
Argumentative Discourse in a High School Chemistry Classroom
Authors: Abi‐El‐Mona Issam , Abd‐El‐Khalick Fouad
Published: March 2010

This study aimed to identify the types of arguments promoted in various contexts common to a high school chemistry classroom, including lecture‐discussion and laboratory activities. The study was guided by the following research question: What types of argument structures and schemes, if any, are promoted and engaged by students within various contexts in the participant classroom? Participants were 73 students enrolled in three sections of a grade 10 high school chemistry classroom. The same teacher taught all three sections and covered the same chemical topics. All regular and laboratory sessions were videotaped over the course of 2 months. Researcher fieldnotes were used to generate selective transcripts of argumentation evident during instruction. Additionally, semistructured interviews were conducted to assess participants' argumentative abilities in an inquiry‐oriented context. Student arguments were found to be limited in number and mostly characterized by incomplete structures, especially in terms of warrants within all three target contexts. However, student reasoning schemes varied across the three contexts, with the most developed ones evident in the inquiry‐based interview context. It is argued that “traditional” science instruction contexts can be used to promote argumentation if students are afforded certain support and guiding elements.
Symbolic Drawings Reveal Changes in Preservice Teacher Mathematics Attitudes After a Mathematics Methods Course
Authors: Rule Audrey C. , Harrell Mary H.
Published: March 2010

A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian‐oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences drawn by prospective teachers were 63.2% negative in tone, and listed associated emotions were 60.4% negative; on the posttest these changed significantly to 72.1% positive images, with 70.5% positive associated emotions. The qualitative analysis of images and preservice teacher interpretations of them indicate that mathematics anxiety decreased and motivation changed from extrinsic to intrinsic as a result of the course. Pretest images and interpretations focused primarily on grades, unhappiness, time and pressure, struggle, and lack of success. Posttest images and interpretations revealed (a) greater understanding of mathematical concepts through use of concrete materials; (b) greater engagement in mathematics through interesting activities and discourse with peers; and (c) a sense of accomplishment from teaching practicum lessons. Because the drawing exercise helped students connect with their previously unconscious images of mathematics, thereby helping to shift the mathematics anxiety complex toward a more positive affective state, it is recommended that these activities be part of mathematics methods courses.
Comparing Science Teaching Styles to Students' Perceptions of Scientists
Authors: Finson Kevin D. , Pedersen Jon , Thomas Julie
Published: March 2010

Many educational researchers seem to concur with the idea that, among other factors, the teacher's teaching style has some impact on student learning and the perceptions students develop about science learning and the work of scientists. In this study, nine middle grades teachers' teaching styles were assessed using the Draw‐a‐Science‐Teacher‐Teaching Test Checklist (DASTT‐C) and categorized along a continuum from didactic to inquiry/constructivist in orientation. Students' (n = 339) perceptions of scientists were determined using the Draw‐a‐Scientist‐Test Checklist (DAST‐C). Teachers' teaching styles and their students' perceptions of scientists were then compared using nonparametric correlational methods. Results showed that no significant correlation existed between the two measures for the population studied. Although the study provides no understanding about when or how relationships developed between teachers' teaching styles and students' perceptions of scientists, trends in the results give rise to some concerns regarding the preparation of future science teachers and the in‐service development of practicing teachers.
The Effects of Non‐CAS Graphing Calculators on Student Achievement and Attitude Levels in Mathematics: A Meta‐Analysis
Authors: Ellington Aimee J.
Published: March 2010

Forty‐two studies comparing students with access to graphing calculators during instruction to students who did not have access to graphing calculators during instruction are the subject of this meta‐analysis. The results on the achievement and attitude levels of students are presented. The studies evaluated cover middle and high school mathematics courses, as well as college courses through first semester calculus. When calculators were part of instruction but not testing, students' benefited from using calculators while developing the skills necessary to understand mathematics concepts. When calculators were included in testing and instruction, the procedural, conceptual, and overall achievement skills of students improved.
Researcher, Teacher, Education Researcher: The Evolution of a University Geoscience Instructor
Authors: Owens Katharine D. , Steer David , McConnell David
Published: March 2010

This case study describes a professor's evolution from geoscience researcher to effective teacher to education researcher. The article details his initial beliefs about teaching, looks at the factors that prompted him to seek a different teaching approach, and enumerates the supports and challenges that he had on his journey. Factors essential to this evolution are early career success in discipline research, an institutional climate to reward teaching, mentoring support by colleagues, access to professional development opportunities, and involvement in action research activities. The case study is linked to education literature about teaching and education research and makes recommendations based on the findings of the study.
Investigating High School Students' Science Experiences and Mechanics Understanding
Authors: Phillips Katherine A. , Barrow Lloyd H.
Published: March 2010

This research study was designed to provide an introductory examination of how high school students' out‐of‐school science experiences, particularly those relevant to the physical sciences, relate to their learning of Newtonian mechanics. A factor analysis of the modified Science Experiences Survey (SES; Mason & Kahle, 1988) was performed, leading to three factors: Learning Attributes Related to Science, Physical Science Experiences, Nature Experiences. The students' learning of Newtonian mechanics was measured by their gain score from a pre‐instruction/post‐instruction administration of the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992). An analysis of variance showed that females and males in honors physics courses demonstrated similar gain scores, while males in non‐honors courses demonstrated larger gains (p < 0.05) than the females. When the students' total SES and SES factor scores were correlated with their FCI pretest and gain scores, the SES Physical Science Experience score was found to be significantly related to the FCI pretest score (p = 0.01). No other correlations were significant.
Teaching Algebraic Expressions to Young Students: The Three‐day Journey of “a+ 2”
Authors: Lee Ji‐Eun
Published: March 2010

This classroom scholarship report is based on the teaching experience using Davydov's mathematics curriculum, which was developed in the former Soviet Union. While “from arithmetic to algebra” is the normally accepted instructional sequence in school mathematics, Davydov's curriculum is laid out “from algebra to arithmetic,” focusing on algebraic thinking from the very beginning of the elementary grades. The purpose of this report is not to provide a definitive conclusion about which curriculum or sequence is better nor to address which instructional strategy is right in all circumstances. Rather, it is to explore how primary grade students develop their own conceptual understanding while confronting difficulties met within a specific context. This report provides actual classroom episodes from working with a group of first graders and describes dynamic interactions between the teacher and children while they discuss the use of algebraic expressions and understand the meaning behind them.
Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform
Authors: Johnson Carla C.
Published: March 2010

This study focused on two middle schools in the central US who participated in collaborative, sustained, whole‐school professional development in implementing inquiry as part of National Science Education Standards, or standards‐based instructional practices. Participants were involved in their second year of the professional development experience. The research question explored was, “What barriers do science teachers encounter when implementing standards‐based instruction while participating in effective professional development experiences?” Qualitative data collected in the form of teacher interviews and classroom observations were utilized and were analyzed using a barrier to reform rubric. Findings indicate that even with effective professional development, science teachers still encounter technical, political, and cultural barriers to implementation. More support is required for professional development efforts to be successful, such as resources and time, as well as administrative buy‐in and support. Findings also revealed that even the best intended professional development efforts do not reveal and address existing beliefs for all teachers. Implications for future science education reform stakeholders are discussed.
Mental Models of Elementary and Middle School Students in Analyzing Simple Battery and Bulb Circuts
Authors: Jabot Michael , Henry David
Published: March 2010

Written assessment items were developed to probe students’ understanding of a variety of direct current (DC) resistive electric circuit concepts. The items were used to explore the mental models that grade 3–8 students use in explaining the direction of electric current and how electric current is affected by different configurations of simple battery and bulb circuits. Consistency of applying mental models in different, but equivalent, circuits was also analyzed. Students analyses of current flow direction was categorized into one of two mental models: (1) bidirectional and (2) unidirectional. We found an increase in the consistency of current flow direction mental model use coinciding with grade 4 instruction of batteries and bulbs, however, the proportion of students using a bidirectional flow model was similar in grades 3–8.
A Longitudinal Analysis of an Out‐of‐School Science Experience
Authors: Knapp Doug
Published: March 2010

A phenomenological approach was used to investigate the longitudinal recollections of participants of an out‐of‐school science program. The experience was a field trip to the Shenandoah National Park (USA) conducted in the fall of 2004. The science topic was geologic history and features related to the Shenandoah Valley. Two major themes relating to the participants' long term recollection of the out‐of‐school science field trip were identified after the interview data was analyzed. First, recollections were highly influenced by actions taken by the students, and, second, program content / subject matter were retained by all of the students to varying degrees. The interactive experiences that aided in memory retrieval from this study closely relates to the interactive experiences associated with memory and learning theory associated with the psychological domain. This linkage and its impact on how students learn in out‐of‐school science experiences are discussed.
Incorporating Mathematics into the Science Program of Students Labeled “At‐Risk”
Authors: Seki Judith M. , Menon Ramakrishnan
Published: March 2010

Twenty three at‐risk high school female students who had failed mathematics and science in a traditional school setting were the subjects of this study that integrated mathematics and science lessons over a period of four weeks. Using a combination of direct instruction, calculations, graphing, hands‐on projects, and discussion, the topic of mechanical advantage was studied, to find out how well students understood the topic. The study found that these students who initially knew very little about mechanical advantage, and who did not see any need to use mathematics in the study of science, indicated an increased understanding of mechanical advantage, and also seemed to realize that integrating mathematics and science enhanced learning.
Using Inquiry to Improve Pedagogy through K‐12/University Partnerships
Authors: Huziak‐Clark Tracy , Van Hook Stephen J. , Nurnberger‐Haag Julie , Ballone‐Duran Lena
Published: March 2010

This article focuses on the impact a collaborative project between university graduate fellows and K‐12 classroom teachers had on improved pedagogy in the classroom and in the future at the university. Nine teams participated in a yearlong professional development project to improve pedagogy and communication skills of the participants. This study shows that the participants, the fellows and the K‐12 teacher partners, made changes in planning, implementation, and even motivation for using inquiry‐based methods in their classroom.

External observations of the teams further support the individuals' claims of improved pedagogy using inquiry and impact on student conceptual understanding. The Horizon Classroom Observation instrument was used for these observations. The teams showed an overall increase in scores, as well as overall effective and exemplarily implementation of their planning. The program design, the implementation, and the results of this three‐year study will be elaborated in this article.
Secondary Options and Post‐secondary Expectations: Standards‐based Mathematics Programs and Student Achievement on College Mathematics Placement Exams
Authors: Davis Jon D. , Shih Jeffrey C.
Published: March 2010

Research on student achievement within the University of Chicago School Mathematics Project (UCSMP) and Core‐Plus Mathematics Project (CPMP) at the secondary level is beginning to accumulate, however, much less is known about how prepared these students are for post‐secondary education. Therefore this study involving students within one tracked school district used multiple linear regression to examine the role of differential experience within two secondary Standards‐based mathematics programs, gender, and prior mathematics achievement on college algebra and calculus readiness placement test scores. Results show that there are no significant differences between students who had completed three and four years of the CPMP curriculum. UCSMP students with four or five years of experience significantly outperformed CPMP students on both assessments. Prior achievement was a significant predictor of student achievement on both examinations. Male students outperformed female students on the algebra placement exam. Students who had studied from both CPMP and UCSMP significantly outperformed students who had studied from CPMP for four years on the calculus readiness examination.
Measuring K‐8 Teachers' Perceptions of Discourse Use in Their Mathematics Classes
Authors: Truxaw Mary P. , Gorgievski Nicholas , DeFranco Thomas C.
Published: March 2010

This article documents the development and use of a survey instrument designed to measure K‐8 mathematics teachers ‘perceptions about discourse in mathematics classes. In particular, the 5‐point Likert‐type survey sought to address teachers ‘perceptions of their use of dialogic (dialogue to construct new meaning), univocal (conveying information), and general discourse in their mathematics classes. Factor analysis revealed three reliable factors that were compatible with the original constructs, these include: dialogic discourse (α3= .67), univocal discourse (α1= .83), and general discourse (α2= .68). These results suggest a framework that could be used to uncover K‐8 teachers' perceptions of their use of discourse in mathematics instruction, especially if there is interest in tendencies toward univocal or dialogic discourse. In addition to research implications, the survey could be used to inform the design and implementation of teacher professional development that focuses on discourse in mathematics instruction.
Teaching and Coherent Science: An Investigation of Teachers’ Beliefs About and Practice of Teaching Science Coherently
Authors: Eberle Francis
Published: March 2010

This article is about an investigation of six middle school science teachers’ beliefs and instructional practice about the coherence of the science they teach as articulated by National Science Education Standards (NRC, 1996). Many well intentioned reform efforts focus on improving content knowledge of teachers, but many classroom teachers regularly miss opportunities to provide conceptual connections within the science ideas building the sense of coherence in science. This investigation involved a quasi experimental study to examine the efficacy of a method for collecting data about middle school science teachers’ thinking about science and to determine if they teach science coherently. The teachers were surveyed, interviewed, provided concept maps about their thinking of the science they taught, and observed to investigate whether their practice reflects their beliefs. An examination of the teachers’ beliefs, stated and unstated curriculum, the connections among topics and the nature of science revealed that one, the observation tool may have merit for identifying the content and connections among science topics, and two, that teachers ‘stated beliefs consistent with the National Science Education Standards’ vision for coherent science, did not match their demonstrated practice. The content taught could be characterized in three ways; coherent content and few connections, coherent content and connections, and not coherent content. This indicates for this group of middle school science teachers that knowing how they think about science and how those beliefs are reflected in their teaching is complex. This study can inform teacher education and professional development efforts about the need to move beyond just content enhancement to examine prior beliefs about the connections of concepts within science.
Gender Differences Regarding Mathematics Achievement: The Case of Turkish Middle School Students
Authors: Isiksal Mine , Cakiroghi Erdinc
Published: March 2010

The purpose of this study was to explore gender differences in mathematics achievement as demonstrated by performance on the mathematics subsection of a nationwide high school entrance examination in Turkey. In this study, the cities in Turkey were separated into five groups according to their level of economic development. The analysis was based on 2647 students that were randomly selected from these five different groups of cities. Although results indicated a statistically significant difference in mathematics achievement in favor of cities with the highest economic status, the effect size was quite small, which indicates the difference was not practically significant. Results also showed the effect sizes for gender differences in mathematics achievement were very small in all groups of cities. It was concluded that socio‐economic development of the regions was not a critical factor for gender differences in mathematics achievement.
How Students “Unpack” the Structure of a Word Problem: Graphic Representations and Problem Solving
Authors: Edens Kellah , Potter Ellen
Published: March 2010

This research investigated how fourth and fifth grade students spontaneously ‘unpacked’ a word problem when generating a graphic representation to aid in problem solution. Relationships among the type of graphic representation produced, spatial visualization, drawing ability, gender, and problem solving also were examined and described. Instrumentation developed for the study included several math challenge tasks, a spatial visualization task, and a drawing task. For one of the math challenge tasks, students were instructed to draw a picture to assist them with problem solution. These graphic representations generated by students were rated as pictorial or as displaying some level of schematic representation. Schematic representations included germane information from the problem supportive of problem solution. Pictorial representations included expressive and extraneous elements not necessary for problem solution, with no schematic elements. Findings indicated that the majority of students rendered schematic representations, with girls more likely than boys to use schematic representations at a statistically significant level. Students who used schematic visual representations were more successful problem solvers than those pictorially representing problem elements. The more “schematic‐like” the visual representation, the more successful students were at problem solution. Drawing a pictorial representation in the math challenge task also was negatively correlated to drawing skill.
Identifying Fourth Graders' Understanding of Rational Number Representations: A Mixed Methods Approach
Authors: Moseley Bryan , Okamoto Yukari
Published: March 2010

This study examined average‐, high‐ and top‐performing US fourth graders' rational number problem solving and their understanding of rational number representations. In phase one, all students completed a written test designed to tap their skills for multiplication, division and rational number word‐problem solving. In phase two, a subset of students sorted cards that showed part‐whole, ratio, quotient, measure, and operator perspectives of rational number representations. Each perspective was shown in numerical notational, word‐problem, and visual formats. The results indicated that top‐performing students scored significantly higher in problem solving and showed more effectively linked rational number representations than the other groups. The results imply that successful rational number problem solving is intertwined with representational knowledge for a wide range of rational numbers and that the bulk of US students do not possess effective skills for working with rational number representations.
Teacher Learning and Mathematics Manipulatives: A Collective Case Study About Teacher Use of Manipulatives in Elementary and Middle School Mathematics Lessons
Authors: Puchner Laurel , Taylor Ann , O'Donnell Barbara , Fick Kathleen
Published: March 2010

This collective case study analyzes the use of manipulatives in math lessons developed and taught by 4 groups of elementary teachers (K‐8) involved in lesson study as part of a professional development program. The study found that in three of four lessons studied manipulative use was turned into an end in and of itself, rather than a tool, and that in the fourth lesson manipulative use hindered rather than helped student learning. These problems with manipulative use by teachers in the lessons provide helpful guidance for planning of future professional development for math teaching. Our conclusion contains recommendations for successful implementation of manipulatives for both teachers and professional developers. Most importantly, we stress the need to emphasize the link between pedagogy and content, not the specific use of manipulatives.
Promoting Preservice Elementary Teachers' Awareness of Learning and Teaching Mathematics Conceptually Through KTEM
Authors: Soto‐Johnson Hortensia , Iiams Michele , Oberg Todd , Boschmans Barbara , Hoffmeister April
Published: March 2010

In this article, we describe preservice elementary teachers' reactions to Liping Ma's (1999) book, Knowing and Teaching Elementary Mathematics (KTEM), from five universities. Ma's discussion of solely teaching elementary mathematics procedurally and its consequences awakens the preservice teachers' memories of learning elementary mathematics. Ma's analysis of and solution to the problem ignites strong emotions in the preservice elementary teachers and promotes a desire to teach elementary mathematics conceptually. Through the analysis of writing assignments, we summarize how reading and reflecting on KTEM gives preservice teachers an opportunity to examine their beliefs about teaching and learning elementary mathematics conceptually.
The Effects of a Teacher In‐Service on Low‐Achieving Grade 7 and 8 Mathematics Students
Authors: Ross John A. , Xu YunMei , Ford John
Published: March 2010

Previous research (e.g., Woodward & Baxter, 1997) found that Standards‐based mathematics teaching provides marginal or no benefits for low achievers, in contrast with positive effects for middle and high ability students. A randomized quasi‐experiment in 52 Canadian schools found that low achieving grade 7 and 8 students who received support consisting of placement on a learning continuum, instruction focused on their specific learning needs, and concrete materials to represent mathematical constructs, benefited from teaching that emphasized construction over transmission of knowledge. Treatment students showed small but statistically significant improvements over controls in student achievement, and controversially, in mathematical beliefs, and attitudes. The latter finding raised issues of the appropriate balance between Type I and Type II error in educational research.
Connecting Science and Mathematics: Using Inquiry Investigations to Learn About Data Collection, Analysis, and Display
Authors: Morrison Judith , McDuffie Amy Roth
Published: March 2010

The purpose of this study was to explore the effect of providing preservice teachers the opportunity to collect real data in a science methods inquiry investigation and using the data, design data displays in their mathematics methods course. The research questions focused on how preservice teachers' understandings of data displays, research design, and the specific content addressed improved when they used these displays to attempt to communicate the data they had collected themselves in their inquiry investigations. The 46 preservice teachers were given questionnaires at the beginning and end of the courses, twelve were interviewed both pre and post, all written work pertaining to data displays and the inquiry investigations was collected, methods class sessions were audio and videotaped, and the final data display and science investigation projects were photocopied. The findings show that by creating and scrutinizing their data displays, the preservice teachers were able to recognize the limitations of their inquiry investigation design. Through working with data in the context of inquiry projects of their own design, the preservice teachers realized meaningful connections and commonalities that exist in mathematics and science while strengthening their knowledge and skills in both disciplines.
Exploring Middle School Girls’ Science Identities: Examining Attitudes and Perceptions of Scientists when Working “Side‐by‐Side” with Scientists
Authors: Farland‐Smith Donna
Published: March 2010

This article is the culmination of an extensive inquiry‐focused interactive experience involving female middle school students and five university scientists, which demonstrated that middle school girls ‘perception of science and scientists can be successfully improved. The study exposed students to adult professional scientists over a period of a few days in laboratory and field exercises. Based on student journal entries and pictorial illustrations, as well as attitude surveys, the experience resulted in a keen appreciation of the sciences among the majority of participants and both a heightened and broadened awareness of Science as a Human Endeavor. The students’ resulting perceptions reinforce the importance for science educators to expose their students to adult professional scientists in order for students, especially female students, to develop a better understanding of science and the role of scientists. Engaging scientists in helping promote science as a positive, exciting and satisfying career goal will help debunk common myths in the minds of young students about science and drive students, especially female students, to consider science careers.