bluuebunny/crossref_metadata_2025 huggingface dataset:
The Relationships Between Parental Influence and Student Achievement in Seventh Grade Mathematics
Authors: Wang Jianjun , Wildman Louis , Calhoun George
Published: March 2010

Parental influence has been identified as an important factor affecting student achievement, but the variables addressed by various parent‐school partnership programs vary, and lack literature support. This deficiency was ameliorated in this study through an analysis of a national data base from the Longitudinal Study of American Youth (LSAY). AH parental variables investigated in LSAY were considered in this study, and significant variables of students' achievement in seventh grade mathematics were selected through the Backward Elimination Procedure in the Statistical Analysis System (SAS). The results show that those variables significant at α= .05 have accounted for around 22% variability of the student achievement. A further analysis of the empirical results seems to indicate that parent education and encouragement are strongly related to improved student achievement. However, parents should attempt to understand students' feeling, and expect students to take the full responsibility for their successes in the school.
Factors That Support School Change to Enhance the Use of Microcomputers in Rural Schools
Authors: Shroyer M. Gail , Borchers Carol A.
Published: March 2010

This study examines how a national model for integrating microcomputers into science teaching was implemented in rural school districts. The implementation of a national model for rural school districts required several adaptations. The organizational, procedural, community, and personal factors that led to those adaptations and influenced microcomputer usage in rural science teaching are discussed.
Learning About Science, Technology, and Society (STS) Through an Action Research Project: Co‐Constructing an Issues‐Based Model for STS Education
Authors: Pedretti Erminia
Published: March 2010

This article describes the experiences of six science teachers and a facilitator (the author) involved in an action research group in science, technology and society (STS) education. Two strands of research have informed the evolution of this action research project. The first strand comes from an interest in science, technology and society education, while the second strand emerges from the literature on action research as a possible means of accomplishing some of the goals articulated by STS advocates. Therefore, the purposes of this paper are two‐fold. First, the paper explores the genesis of an issues‐based model for STS education and curriculum development created by the teachers and facilitator of the action research group, and briefly highlights applications of this model in a classroom context. Second, action research is examined as a potential tool for professional development in the context of science education.
Implementation of the Standards: Lessons from a Systemic Initiative
Authors: Boone William J. , Kahle Jane Butler
Published: March 2010

Data collected as a part of Ohio's Systemic Initiative suggest that some existing attitudes and practices of principals and teachers may provide a strong foundation for National Science Education Standards implementation. However, some data suggest that reformers have a long way to go before the Standards are fully understood and supported both by teachers and principals.
Achieving the Vision of the National Standards in Nebraska: A Framework as a First Step to Classroom Implementation
Authors: Wilcoxson Catherine
Published: March 2010

If the visions of the national mathematics and science standards are to be achieved, efforts must be taken to develop strategies for implementing standards‐based curriculum and instruction. The Nebraska Mathematics/Science Framework Project used reflection and collaboration to develop a framework document that has been a significant motivator to enhance mathematics and science education in Nebraska. A teachers‐teaching‐teachers inservice model was used to connect the framework document with effective, innovative teaching practice and assessment strategies. The end result is an articulated program of mathematics and science which is guiding other state efforts to improve mathematics and science education.
An Ethnoscience Approach to Curriculum Issues for American Indian Students
Authors: Davison David M. , Miller Kenneth W.
Published: March 2010

This paper describes a course offered to teachers of American Indian students, which focused on the development of culturally relevant activities as part of the science and mathematics curricula. In response to the concern that American Indian students do not find meaning in the curriculum, these activities were embedded in a holistic approach to the curriculum, and the informal science and mathematics of the culture were linked with the traditional school science and mathematics. Informal results suggest that the development of these connections will help American Indian students make sense of what they are learning, both in the context of the culture and in the context of school science and mathematics.
What Constitutes a Nurturing Environment for the Growth of Mathematically Gifted Students?
Authors: Mingus Tabitha T. Y. , Grassl Richard M.
Published: March 2010

This article describes a qualitative study to determine the influential forces in the development of mathematically gifted students. In‐depth interviews were, conducted with four mathematically gifted students, the teacher/coach of these students, and a parent of one of the students. The content of the interviews was supplemented with survey data gathered from a select group of 12 teachers and two parent/gifted student pairs. An attitude survey inventory was given to the four gifted students, and their results were compared with two other groups of students generally looked upon as mathematically gifted. A discussion of the influential sources in the lives of gifted students, along with aspects that contributed to creating a nurturing environment, emerged from the data analysis.
Discovering the Potential of Gifted Girls: The Biological and Physical Science Interests of Gifted Kindergarten Girls
Authors: Johnson Sandra L.
Published: March 2010

The purpose of this investigation was to observe and describe the biological and physical science interests of 14 gifted kindergarten girls. Each girl was videotaped taking part in five science sessions. Open‐ended activities allowed girls to interact with biological and physical science materials in unstructured ways. Videotapes were, analyzed for time spent on task, science process skills used, and cognitive levels exhibited. Findings suggest that these gifted kindergarten girls exhibited equal interest in biological and physical science activities. Parents were interviewed to ascertain science interests exhibited at home. Interviews revealed that parents provided nearly three times as many opportunities for girls to take part in biological science as physical science activities. Recommendations include conducting more research on early childhood science and gifted girls, providing more science experiences for gifted young girls and more parental support for science interests, and educating parents about gender bias.
Using Talent Searches to Identify and Meet the Educational Needs of Mathematically Talented Youngsters
Authors: Rotigel Jennifer V. , Lupkowski‐Shoplik Ann
Published: March 2010

Regional talent searches have been available since Julian Stanley developed the Talent Search model in the early 1970s, and over 200,000 students per year nationwide take advantage of the opportunities these university‐based programs offer. The above‐level testing offered by regional talent searches is useful in (a) identifying mathematically talented students, (b) tailoring educational recommendations to the abilities of the students, and (c) providing challenging educational opportunities for the students. Important considerations and concerns, as well as a discussion of the benefits, are explored in this article.
What Sense Do Children Make of Three‐Dimensional, Life‐Sized “Representations” of Animals?
Authors: Tunnicliffe Sue Dale , Reiss Michael J.
Published: March 2010

One way of investigating what children learn about animals is to examine, the menial models they reveal through their talk when they come face to face with animal representations. In this study, representations were provided by (a) robotic models in a museum, (b) preserved animals in a museum, and (c) preserved animals borrowed from a museum and presented in a school setting. By recording pupil talk in these three settings and then analyzing the content of the talk for comments about the anatomy of animals, their behaviour, habitat features, and so on, both similarities and significant differences are revealed by this study, depending on the setting. Based on these findings, recommendations are made for science education in both classroom and museum settings.
A Comparison of Calculator Use in Eighth‐Grade Mathematics Classrooms in the United States, Japan, and Portugal: Results From the Third International Mathematics and Science Study
Authors: Tarr James E. , Uekawa Kazuaki , Mittag Kathleen Cage , Lennex Lesia
Published: March 2010

The study used data from the Third International Mathematics and Science Study to determine trends in calculator use among Population 2 (13‐year‐olds) students in Japan, the United States, and Portugal. While relatively high levels of calculator use were observed for the US and Portugal, virtually no calculator use was found for the Japanese sample. Hierarchical Linear Model analysis determined a statistically significant negative relationship between students' frequency of calculator use and student performance in Japan; no statistically significant relationship was detected for the US and Portuguese samples. US student achievement was positively associated with each of the five reported ways in which calculators are used; however, a statistically significant negative relationship was found between student performance and Japanese students' use of calculators on tests. Plausible explanations are explored.
A Brief History of Algebraic Notation
Authors: Stallings Lynn
Published: March 2010

This paper traces three major stages in the development of algebraic notation: rhetorical or prose, syncopated, and symbolic. The. development of algebra began in Babylonia and Egypt around 1700 BC. Examples of rhetorical algebra by al‐Khowârizmî are used to illustrate potential difficulties that arise when algebraic problems are worked using words without symbols. Greek mathematician Diophantus was one of the pioneers of syncopated algebra. In this stage of notation, some shorthand was used along with prose. Indian mathematicians developed a syncopated algebraic notation independently of Diophantus. Around 1500 BC, symbolic algebra began to develop. The process of the development of a standardized, efficient symbol system is illustrated by tracing the evolution of some common symbols, including the symbols for equals, addition, subtraction, multiplication, and division.
Special Issue Article: A Look at Technology's Role in Professional Development of Mathematics Teachers at the Middle School Level
Authors: Charischak Ihor
Published: March 2010

In last month's issue of School Science and Mathematics, Glenda Lappan addressed the dilemma of supporting teachers in continuing to grow professionally in four domains: Learning more mathematics content; improving their pedagogical skills; improving assessment skills; and addapting the curriculum to the needs of their students. Though it is clear that this kind of learning is best done in the context of what is going on in the classroom, teachers' schedules and other problems make it difficult to implement a coherent classroom based, professional development program. In this article, two more knowledge domains are added to this mix: the ability to (a) use technology and (b) teach with technology effectively. Since the process of learning and teaching is a dynamic one, the author describes his vision of the classroom as a laboratory where teachers get to practice and improve in these six areas and get feedback from an audience of their peers. Reflections are based on a current project in Paterson, New Jersey where the author helps middle school teachers use computer software to improve their mathematics teaching and learning.
Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program
Authors: Duncan Hollis , Dick Thomas
Published: March 2010

High failure rates in introductory college mathematics courses, particularly among underrepresented groups of students, have been of concern for many years. One approach to the problem experiencing some success has been Treisman's Emerging Scholars workshop model. The model involves supplemental workshops in which students solve problems in collaborative learning groups. This study reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses (college algebra, precalculus, differential calculus, and integral calculus) at Oregon State University over five academic terms. Regression analyses revealed a significant effect on achievement (.671 grade points on a 4‐point scale) favoring Math Excel students. Even after adjusting for prior mathematics achievement using linear regression with SAT‐M as predictor, Math Excel groups' grade averages were over half a grade point better than predicted (significant at the .001 level). This study provides supporting evidence that programs like Math Excel can help students in making a successful transition to college mathematics study.
Student Outcomes in a Local Systemic Change Project
Authors: Raghavan Kalyani , Cohen‐Regev Shira , Strobel Shelley A.
Published: March 2010

The Local Systemic Change initiative of the National Science Foundation supports projects focusing primarily on teacher enhancement through extensive professional development and the use of standards‐based curriculum materials. The underlying rationale is that the effective use of such materials will ultimately result in enhanced student learning. However, the research base regarding the impact of these efforts on student learning is rather lean. This paper describes the results of a curriculum‐aligned assessment comprising selected items from the Third International Mathematics and Science Study. The assessment was administered to fifth graders involved in a Local Systemic Change project to address the following questions: How does the performance of students involved in the project compare nationally and internationally? and Does length of involvement in the project make a difference in student performance? Additional evidence to relate student outcomes to the project's systemic change efforts are provided.
NAEP, TIMSS, and PSSM: Entangled Influences
Authors: Lindquist Mary M.
Published: March 2010

This article examines the interaction of large‐scale mathematics assessments and standards efforts in the United States. In particular, it considers the (Principles and Standards for School Mathematics (2000) and the (Curriculum and Evaluation Standards for School Mathematics (1989) developed by the National Council of Teachers of Mathematics, the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS). It traces possible influences the NAEP and TIMSS had on the development of standards, as well as the influence of the standards on the frameworks for these assessments, and speculates about the influence of the Principles and Standards for School Mathematics on future frameworks of the NAEP and the TIMSS.
Principles and Standards for School Mathematics and Teacher Education: Preparing and Empowering Teachers
Authors: Graham Karen J. , Fennell Francis (Skip)
Published: March 2010

Teachers and teacher educators play a critical role in the improvement of mathematics education. Recommendations for appropriate teacher support can be gained from examining the Teaching Principle in the document, Principles and Standards for School Mathematics (NCTM, 2000), as well as earlier recommendations from the Professional Standards for Teaching Mathematics (NCTM, 1991). This paper discusses implications of the recommendations for preservice teacher preparation, the continuing professional development of teachers, and mathematics teacher certification policy.
Teaching and Learning Mathematics With Interactive Spreadsheets
Authors: Drier Hollylynne Stohl
Published: March 2010

Learning to teach mathematics at the middle and secondary levels should include many opportunities for teachers to learn how to use technology to better understand mathematics themselves and promote students' learning of mathematical concepts with technology‐enabled pedagogy. This article highlights work done in a variety of preservice and in‐service mathematics teacher education courses to help teachers use commonly available spreadsheets as an interactive exploratory learning tool. Several examples of teachers' subsequent use of spreadsheets in their own teaching are also discussed.
Prospective Elementary Teachers' Use of Mathematical Reasoning in Solving a Lever Mechanics Problem
Authors: Briscoe Carol , Stout David
Published: March 2010

This study explored how prospective elementary teachers (n= 106, 29 groups) enrolled concurrently in elementary science and elementary mathematics methods courses used algebraic reasoning to construct and describe relationships among and between variables in the context of solving a problem involving the action of Class 1 levers. Group members collected data and tried to develop a mathematical formula that would allow them to predict where a weight of given size could be placed on one side of the lever to balance a specified weight at a specified distance from the fulcrum on the opposite side. Data sources for the study included journal entries, transcripts, and documents produced by students. Four categories encompassing the most general groupings of students' representations based on both the rule and formula were constructed. Eighteen out of the 29 groups were able to solve the problem. Specific weaknesses characterized by the solutions presented were (a) a confusion in the meaning of mathematical concepts connected with ratio and proportion; (b) a lack of mathematical language skills and/or understanding of how to symbolically represent relationships among variables in formulae; and (c) a lack of understanding of the generalizability characteristic of variables in mathematics and science.
Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol
Authors: Sawada Daiyo , Piburn Michael D. , Judson Eugene , Turley Jeff , Falconer Kathleen , Benford Russell , Bloom Irene
Published: March 2010

The National Science Foundation has funded 22 Collaboratives for Excellence in Teacher Preparation. Despite the remarkable allocation of resources to this effort, it has proven exceptionally difficult to demonstrate the effectiveness of collaborative reform. In large part, this has resulted because of the difficulty of defining and measuring reform. The Reformed Teaching Observation Protocol (RTOP) was designed by the Evaluation Facilitation Group of the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT). It is a 25‐item classroom observation protocol that is (a) standards based, (b) inquiry oriented, and (c) student centered. This instrument has provided the definition for reform and the basis for evaluation of the ACEPT collaborative. The data upon which this report is based were collected over a period of more than 2 years from 153 public school, college, and university mathematics and science classrooms. A trained team of observers consisting of two faculty members and seven graduate students was able to achieve exceptionally high levels of interrater reliability. Internal consistency, as estimated by Cronbach's alpha, was also remarkably high. Correlation coefficients ranging from 0.88 to 0.97 between RTOP scores for classrooms, and mean normalized gain scores for students in those classrooms on achievement measures demonstrate that reform, as defined by ACEPT and measured by the RTOP, has been effective.
Preservice Teachers' Beliefs and Practice After Participating in an Integrated Content/Methods Course
Authors: Hart Lynn C.
Published: March 2010

There is substantial evidence that teachers' beliefs about mathematics impact their teaching of mathematics. Given this evidence, it is appropriate that teacher education programs assess their effectiveness, at least in part, on how well they nurture beliefs that are consistent with their philosophy of learning and teaching. To explore this perspective a study was conducted with preservice elementary teachers participating in an alternative certification program for teaching in an urban setting. Students were required to take 6 hours of mathematics and 6 hours of mathematics education taught as a seamless course over three semesters. Before and after the program students completed a Mathematics Belief Instrument. Descriptive statistics were used to study trends across the group (n=14). Higher mean scores were found in all three parts of the post survey. Qualitative data were collected over the year in the form of weekly teaching logs. Results suggest that the program was successful in changing preservice teacher beliefs.
Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings
Authors: Finson Kevin D.
Published: March 2010

Since 1957, there has been a growing body of research dealing with the perceptions students have of scientists. Typically, the research studies in this area have utilized students' drawings in efforts to discern what those perceptions are. Emergent from this research has been what one would call a stereotypical perception of scientists, and strong evidence exists that such a stereotypical perception is persistent and pervasive across grade levels, gender, racial groups, and national borders. This manuscript provides a review of the more salient studies done on students' drawings of scientists and the perceptions therein revealed since Mead and Metraux's seminal study in 1957. In addition, the manuscript summarizes what this body of research has and has not revealed thus far, and what seems to lie ahead, including implications for science education.
Integrated Science and Mathematics Professional Development Programs
Authors: Basista Beth , Mathews Susann
Published: March 2010

Over the past 5 years, integrated science and mathematics professional development programs for grades 4‐10 science and mathematics teachers have been designed and implemented at Wright State University. The primary goals of the programs were to enhance the science and mathematics content understanding and pedagogical knowledge of the participant teachers in order to increase teacher confidence and promote the implementation of standards‐based teaching practices in precollege classrooms. In this article, the general program structure developed and implemented over the years is discussed. Focusing on the 1999 program, evidence is presented of enhanced participant content understanding and pedagogical preparation, and specific examples of modified teacher practices are discussed.
Community Partnership Grant Generates Preservice Teacher and Middle School Student Motivation for Authentic Science and Mathematics
Authors: Selover Nancy J. , Dorn Denise , Dorn Ronald I. , Brazel Anthony J.
Published: March 2010

Motorola Inc., research climatologists, preservice teachers taking a science requirement, and students in a Title I middle school explored whether a new major urban lake increases local humidity and decreases quality of life in a community dependent on “dry heat” during summers. Analysis of automated climate data reveals that the urban lake is too small to increase humidity, a conclusion roughly consistent with student‐gathered data—keeping in mind the difficulty of students in making reliable scientific measurements. Qualitative survey questions and interviews about the process revealed that elementary education majors learned they could generate excitement for authentic science and mathematics within themselves and within students through research experiences. Furthermore, the interaction introduced low income, minority middle schoolers to the idea that attending college is an option in their future. Thus, synergistic involvement of education majors and children in scientific research to generate excitement in science and mathematics is strongly encouraged.
Examining Instructional Practices of Elementary Science Teachers for Mathematics and Literacy Integration
Authors: Douville Patricia , Pugalee David K. , Wallace Josephine D.
Published: March 2010

Integration of content in core disciplines is viewed as an important curricular component in promoting scientific literacy. This study characterized the current practices of a group of elementary teachers relative to their development of interdisciplinary links between science, mathematics, and literacy. A qualitative analysis of survey data showed that there were substantial differences in the use of a well‐developed process for integrating instruction. Teachers also lacked a conceptual connection to integration, showed contradictions in the importance placed on hands‐on experiences, used measurement as the primary interdisciplinary connection between mathematics and science, and did not use instructional strategies designed specifically for nonfiction/expository text. The findings underscore the need for professional development that assists teachers in changing their conceptual perspectives to integration while also building pedagogical knowledge related to integration of science, mathematics, and literacy.
Encouraging Young Women to Stay in the Mathematics Pipeline: Mathematics Camps for Young Women
Authors: Chacon Paul , Soto‐Johnson Hortensia
Published: March 2010

For two summers, week‐long residential mathematics programs were held for high school women, with the primary goal of encouraging them to continue their study of mathematics. The activities were designed to rekindle their excitement about mathematics and to support the idea that women should learn advanced mathematics. This paper reports the findings of the data collected to assess the programs. Statistically significant changes were found in student attitudes, confidence level, willingness to continue working on a problem, and perception of the value of group work. Journal entries confirmed the statistical analysis. Follow‐up surveys also indicated that the summer programs changed the way the participants perceived mathematics and mathematics courses.
An Analysis of Incident/Accident Reports from the Texas Secondary School Science Safety Survey, 2001
Authors: Stephenson Amanda L. , West Sandra S. , Westerlund Julie F. , Nelson Nancy C.
Published: March 2010

This study investigated safety in Texas secondary school science laboratory, classroom, and field settings. The Texas Education Agency (TEA) drew a random representative sample consisting of 199 secondary public schools in Texas. Eighty‐one teachers completed Incident/Accident Reports. The reports were optional, anonymous, and open‐ended; thus, they are unique in capturing the strengths and weaknesses of safety practices in school science settings as perceived by the teachers. Pertinent findings include: a) incidents and accidents (mishaps) increased from 8% to 62% as the class enrollment increased from <14 students to >24 students (p < 0.05), b) mishaps increased from 11% to 66% as classroom space per student decreased from >60 ft2 per student to <45 ft2 per student (p < 0.05), c) mishaps increased from 11% to 47% as room size decreased from >1200 ft2 to <800 ft2 (p < 0.05) d) 35% of teachers did not have adequate safety training within the last year, and e) 69% of teachers had a written safety policy. The findings of this study can be used to develop science classroom, lab, and field safety guidelines on a classroom, school, district, state, and a national level.
An Extended Examination of Preservice Elementary Teachers' Science Teaching Self‐Efficacy
Authors: Morrell Patricia D. , Carroll James B.
Published: March 2010

The purpose of this study was to examine programmatic factors that positively impact changes in elementary preservice teachers' teaching self‐efficacy beliefs. Specifically, it examined the impact of science methods courses, student teaching, and science content courses on elementary preservice teachers' science teaching self‐efficacy. The Science Teaching Efficacy Belief Instrument Form B was administered, using a pre/post design, to undergraduate elementary education majors in specific education and science content courses. A total of 399 responses were collected, of which 172 had matching pre/post surveys suitable for analysis. Students in the science content courses and student teaching seminar showed no significant change in either the Personal Science Teaching Efficacy (PSTE) or the Science Teaching Outcome Expectancy scales during the time they were enrolled in the classes. Significant gains in PSTE were found for students enrolled in the science methods course. The specific design of the education program and methods course may be responsible for these changes.
Whodunit? Exploring Proportional Reasoning Through the Footprint Problem
Authors: Koellner‐Clark Karen , Lesh Richard
Published: March 2010

This paper describes a proportional reasoning problem set within a real‐life context and a complete analysis of one small group discussion of this problem over the course of a 90‐minute block. The seventh‐grade students' discourse is described to provide insights into typical mathematical interpretations of this problem, as well as some generalizations for other problems of this type. The interpretations provided reveal the gradual development of proportional reasoning in a local context from additive to multiplicative understandings.
Controlling Choice: Teachers, Students, and Manipulatives in Mathematics Classrooms
Authors: Moyer Patricia S. , Jones M. Gail
Published: March 2010

This research study examines the instructional practices of 10 middle grades teachers related to their use of manipulatives in teaching mathematics and their control of mathematics tools during instruction. Through 40 observations of teaching, 30 interviews, and an examination of 67 written documents (including teachers' plans and records), profiles were developed that describe how teachers used and controlled manipulatives during instruction. Results showed that teachers used a variety of manipulatives and other mathematics tools over the course of the year‐long study. Teachers reported using a mathematics tool (manipulative, calculator, or measuring device) in 70% of their lessons, and this self‐report was verified by observations in which teachers used mathematics tools in 68% of their lessons. During a 3‐ to 4‐month period of “free access,” in which students had some measure of control in their selection and use of the mathematics tools, the students used manipulatives spontaneously and selectively. During free access, teachers exhibited various behaviors, including posting lists of items on containers, assigning group leaders to manage tools, and negotiating the control of the mathematics tools during instruction.
Assessing Prospective Elementary School Teachers' Beliefs About Mathematics and Mathematics Learning: Rationale and Development of a Constructed‐Response‐Format Beliefs Survey
Authors: Ambrose Rebecca , Clement Lisa , Philipp Randolph , Chauvot Jennifer
Published: March 2010

Because of the role beliefs play in the teaching and learning of mathematics, mathematics educators need to consider ways to assess beliefs and belief change. Beliefs, because they must be inferred, can be difficult to measure, particularly with a common metric that enables a comparison of individuals. Because of the limitations of Likert scales, a computer‐based survey was developed to assess beliefs. In this survey, prospective teachers interpret scenarios in a free‐response format. The survey, used with more than 150 participants, captures qualitative data that are later quantified for purposes of comparison. A systematic method for creating research rubrics was developed in an effort to quantify the qualitative data. Results from a pre/post administration of the survey demonstrated that it is an effective tool for assessing belief change. In this article the theory behind the development of the survey is discussed, as well as some specific information about the survey and the way responses are coded and a description of the process used for developing rubrics. Recommendations are included for researchers interested in developing similar surveys.
The Effects of a Study‐Group Process on the Implementation of Reform in Mathematics Education
Authors: Brahier Daniel J. , Schäffner Monika
Published: March 2010

In each of three consecutive years, 16 teachers were admitted to a program in which they participated in a study group to reform their teaching practices in mathematics. The 48 (total) elementary school teachers in this program were selected to ensure diversity of setting— urban and suburban, as well as public and parochial. Teachers routinely met with the study group for 1 year, engaging in follow‐up activities after that year. Surveys, interviews, and site visits showed that teachers underwent significant changes in their knowledge, beliefs, and teaching practices and were attempting to implement reform consistent with current standards. Teachers with 11 to 25 years of experience demonstrated the greatest changes. Long‐term effects of the program and its impact on colleagues within the building and district have yet to be studied.
Factors Associated With Mathematics Achievement and Participation in Advanced Mathematics Courses: An Examination of Gender Differences From an International Perspective
Authors: Ercikan Kadriye , McCreith Tanya , Lapointe Vanessa
Published: March 2010

This paper reports results of an exploratory study examining factors that might be associated with achievement in mathematics and participation in advanced mathematics courses in Canada, Norway, and the United States of America (USA). These factors, which were not directly related to schooling accounted for large degrees of variability, 24% to 39%, in mathematics achievement scores. Confidence in mathematics was the strongest predictor of achievement for students from Canada and Norway, whereas for the students from the USA, parents' highest education level was the highest predictor of achievement. Student home environment related variables were stronger predictors of achievement for females than for males in all three countries. The participation in advanced mathematics courses could be predicted with 72% to 76% accuracy by the same variables. In all of the three countries, the strongest predictors of participation in advanced mathematics courses were students' attitudes toward mathematics. Parents' education level, a socioeconomic related variable, was one of the strongest predictors of participation for Canadian female students and all students from the USA.
Mathematics and Science Teachers' Preparation for National Board of Professional Teaching Standards Certification
Authors: Pyke Curtis L. , Lynch Sharon
Published: March 2010

This paper reports on the results of a survey of mathematics and science candidates for National Board for Professional Teaching Standards (NBPTS) certification. The goal of the survey was to investigate the efficacy of collaboration and group support in preparation for NBPTS. The results of the survey describe the nature of supported preparation, and the data of the survey are combined with final NBPTS scores to investigate relationships between preparation practices and outcomes. The results show that the subsamples in the areas of Early Adolescent Mathematics, Adolescent and Young Adult Mathematics, Early Adolescent Science, and Adolescent and Young Adult Science were similar in composition, and the respondents in each subsample produced very similar responses concerning their collaborative preparation experiences. Although this study shows that collaborative preparation resulted in higher scores and higher passing rates for most respondents, the nature of the effects across subsamples varied. The data clearly indicate that collaborative preparation is highly valued for motivational and instrumental support; however, less value is placed on practices that are reflective and content focused. The homogeneous nature of preparation revealed in the data and the likelihood that candidates are at different levels of readiness for the rigorous NBPTS assessment process are discussed, as is the need for more attention to candidates who prepare without the support of an organized group.
The Role of Afterschool and Community Science Programs in the Lives of Urban Youth
Authors: Rahm Jrène , Martel‐Reny Marie‐Paule , Moore John C.
Published: March 2010

Afterschool and community science programs have become widely recognized as important sanctuaries for science learning for low‐income urban youth and as offering them with “missing opportunities.” Yet, more needs to be known about how youth, themselves, perceive such opportunities. What motivates youth to seek out such opportunities in the nonschool hours? How do youth describe the doing and talking of science in such programs? Given such descriptions, how do youth perceive the role of these programs in their lives? This paper relies on stories from three youth drawn from a multisited ethnographic study, one site being an afterschool girls‐only science program at the elementary level in Canada and the other an Upward Bound Math and Science program in the USA. The paper concludes with a discussion about the ways these programs offered youth a meaningful way to relate to science in concordance with their own lived experiences, resulting in “I will” and “I can” attitudes and a sense of hope for the future within which science becomes a tool for action.
Students' Retention of Mathematical Knowledge and Skills in Differential Equations
Authors: Kwon Oh Nam , Rasmussen Chris , Allen Karen
Published: March 2010

This study investigates students' retention of mathematical knowledge and skills in two differential equations classes. Posttests and delayed posttests after 1 year were administered to students in inquiry‐oriented and traditional classes. The results show that students in the inquiry‐oriented class retained conceptual knowledge, as seen by their performance on modeling problems, and retained equal proficiency in procedural problems, when compared with students in the traditionally taught classes. The results of this study add additional support to the claim that teaching for conceptual understanding can lead to longer retention of mathematical knowledge.
Assessing the Impact of Bridging Analogies in Mechanics
Authors: Yilmaz Serkan , Eryilmaz Ali , Geban Omer
Published: March 2010

The effects of bridging analogies teaching strategy and gender on Turkish high school students' misconceptions in mechanics were investigated. After a pilot study with 67 students in a nearby high school, the researchers administered the revised Mechanics Misconception Test to 119 high school students as a pretest. Students in the experimental group were instructed by using bridging analogies teaching strategy. At the end of a 3‐week treatment period, the same test was administered to all students as a posttest. The data were analyzed by using analysis of covariance (ANCOVA). The statistical results showed that bridging analogies teaching strategy was an effective means of reducing the number of misconceptions students held about normal forces, frictional forces, tension, gravity, inertia, and Newton's third law.
Perceived Helpfulness and Amount of Use of Technology in Science and Mathematics Classes at Different Grade Levels
Authors: Lawrenz Frances , Gravely Amy , Ooms Ann
Published: March 2010

Use of technology in science and mathematics classes has been increasing, but there are differences in the amount of use of and students' perceptions of its helpfulness across grade levels and subject areas. Technology was reported as used only occasionally. Technology was used most often to understand or explore in more depth concepts taught in class. The second most frequent use was as a tool of investigation or assessment. The lowest reported use of technology was as tool of communication. Students in middle school classes perceived technology as less helpful than did students in elementary or high school classes. Students in mathematics classes perceived technology as more helpful than did students in science classes. Girls perceived technology as more helpful than did boys. Additionally, teacher and student perceptions of amount of use varied with teachers reporting more use than students.
Assessing Elementary Understanding of Multiplication Concepts
Authors: Smith Stephanie Z. , Smith Marvin E.
Published: March 2010

This article summarizes the basic concepts of multiplication and provides some evidence that the traditional third‐grade curriculum and instruction emphasizing memorization of multiplication facts produces much less understanding of the basic concepts of multiplication than a standards‐based curriculum and instruction emphasizing construction of number sense and meaning for operations. This study also describes a collection of assessment tasks that provided meaningful evidence of children's understandings of basic multiplication concepts, including understandings of the relationships between multiplication and addition.
Knowing and Teaching Middle School Mathematics: A Professional Development Course for In‐Service Teachers
Authors: Anderson Celia Rousseau , Hoffmeister April M.
Published: March 2010

This article describes a professional development course intended to improve the content understanding of middle school mathematics teachers. The design of the course included three professional learning strategies: problem solving, examination of student thinking, and discussion of research. The concepts studied in the course included multi‐digit subtraction, multi‐digit multiplication, operations with fractions, and concepts of area and perimeter. Results from pre‐ and post‐tests administered to the nineteen participants indicate a significant increase in the mean score for each concept and document growth in the teachers' content understanding. In particular, their solutions moved from primarily procedural to more conceptual. Responses to an open‐ended survey indicate other important aspects of the professional development. Examples of teachers' work and comments are included.
What are We Developing? A Case Study of a College Mathematics Program
Authors: Johnson Pete
Published: March 2010

Over one‐third of all college mathematics enrollments are in courses considered to be developmental. While such courses have been the subject of a large body of research, one question that seems not to have been studied empirically is the alignment of the content of developmental and college level mathematics courses. This paper gives the results of such a study, conducted at a medium sized public liberal arts university. While the content of the developmental mathematics courses was used subsequently in the Precalculus course, most of the content of the Intermediate Algebra course was not used in other college level mathematics courses. It is hoped that the results of this paper will serve as a catalyst for other institutions to examine carefully and define the mission of both their developmental and college level mathematics courses.
Investigating the Strategies Used by Pre‐Service Teachers in Taiwan When Responding to Number Sense Questions
Authors: Yang Der‐Ching
Published: March 2010

This study examined the strategies used by pre‐service teachers when responding to number sense related questions. 15 pre‐service teachers from one University in Southern Taiwan were interviewed. Results indicated that about one‐third of these pre‐service teachers were able to use number sense strategies (such as recognizing the number size, using benchmarks, etc.) and the other two‐thirds relied heavily on written algorithms to solve problems. This is consistent with the findings of the earlier studies (Reys & Yang, 1998; Yang & Reys, 2002; Yang, 2003), which state that fifth, sixth and eighth graders in Taiwan rely heavily on the written method when responding to number sense related questions. This implies that the performance of pre‐service elementary teachers on number sense is low. If we want to improve elementary students' knowledge and use of number sense, then we should try to improve the ability of their future teachers' number sense. This supports the statement of Ma (1999) which stated that “to empower students with mathematical thinking, teachers should first be empowered (p. 105).”
Is There Something to be Gained from Guessing? Middle School Students' Use of Systematic Guess and Check
Authors: Johanning Debra I.
Published: March 2010

This article will share results from research that investigated how sixth‐, seventh‐, and eighth‐grade students who had not been exposed to formal algebraic methods approached word problems of an algebraic nature. Student use of systematic guess and check, the predominate approach taken by these students, is the focus. The goal is to consider the students' use of systematic guess and check reasoning in terms of the broadening perspective of algebra and algebraic thinking by highlighting ways in which this reasoning can provide a basis for developing some of the thinking patterns and discourse of formal algebra. Two perspectives will be highlighted: relationships among quantities and function‐based reasoning.
Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging
Authors: MacBride Robyn , Lynn Luehmann April
Published: March 2010

The challenge many teachers face is how to incorporate new technology into their classrooms that strengthens classroom learning by capitalizing on students’ media literacies. Blogs, a new and innovative technological tool, can be used in math and science classrooms to support student learning by capitalizing on students’ interests and familiarity with on‐line communication. This study explores the emerging blogging practices of one high school mathematics teacher and his class to explore issues of intent, use, and perceived value. Data sources for this case included one year's worth of blog content, an interview with the facilitating teacher, and students ‘perceptions of classroom blogging practices. Findings indicate that (1) teachers’ intentions focused on creating additional forms of participation as well as increasing student exposure time with content; (2) blogs were used in a wide variety of ways that likely afforded particular benefits; and (3) both teacher and students perceived the greater investment to be worthwhile. The findings are used to critically consider claims made in the literature about the potential of blogging to effectively support classroom learning.
Engineers in the Classroom: Their Influence on African‐American Students’ Perceptions of Engineering
Authors: Thompson Stephen , Lyons Jed
Published: March 2010

A Draw an Engineer Test was used to capture the perceptions of engineering held by two similar groups of 6th grade African‐American students. Forty‐four students who had graduate level engineers in their classrooms during a prior school year as part of a GK‐12 project were matched to 44 students who had not. Matching criteria included race, gender, and academic standing. Using perceptions of common engineering artifacts, fields, tasks and processes as measures, student perceptions were quantified using a Draw an Engineer Test Scoring Guide. Additional descriptive analysis was also conducted. Control group students’ perceptions centered on engineering as physical work and portrayed engineers primarily in construction or building trades. Experimental group students were more likely to perceive engineering as involving mental tasks such as designing, presenting and experimenting. Experimental group students also displayed greater awareness and understanding of various engineering fields.