bluuebunny/crossref_metadata_2025 huggingface dataset:
“I Actually Learned A Lot from This”: A Field Assignment to Prepare Future Preservice Math Teachers for Culturally Diverse Classrooms
Authors: Downey Jayne A. , Cobbs Georgia A.
Published: March 2010

Teacher education programs are cognizant of the need to prepare preservice teachers (PTs) to work effectively with children from diverse cultural backgrounds. Well‐constructedfield experiences can help PTs develop awareness and gain understanding of important cultural considerations related to effective teaching and learning (Sleeter, 2001). This paper describes a unique field assignment created for an Elementary Math Methods course in which 61 PTs were trained to conduct a semi‐structured interview with a student whose cultural background was different than their own. PTs transcribed their own interviews and completed a guided reflection on their experiences. Reflections were submitted and analyzed for emerging themes. Analyses suggest that the structured interview component of this field assignment provided PTs with increased insight into mathematics instruction and the learning needs of diverse students. We also discuss the value and limitations of this instructional innovation and propose avenues by which to continue to help PTs grow toward becoming culturally relevant pedagogists (Irvine, 2003).
Assessing Beginning Secondary Science Teachers' PCK: Pilot Year Results
Authors: Lee Eunmi , Brown Michelle N. , Luft Julie A. , Roehrig Gillian H.
Published: March 2010

While it is generally accepted that pedagogical content knowledge (PCK) is an essential knowledge base for science teachers, educational researchers are not clear on how it develops. Previous researchers have suggested that classroom practice may play a significant role. Therefore, it is important to look at beginning teachers' PCK and its development during the first years in the classroom. Using the pilot year data from a larger study, we developed and employed a rubric to help understand 24 beginning secondary science teachers ‘PCK, focusing on two categories: Knowledge of Student Learning and Knowledge of Instructional Strategies. The results of analysis did not show a statistically significant change between the groups, but when comparisons were made with all of the teachers, the category of Knowledge of Students Learning did significantly change. In this paper we report the results of the pilot year data, provide examples of how we employed the rubric to assess teachers’ PCK, and discuss how this study benefits understanding beginning teachers' PCK.
The Development of an Instrument to Measure Preservice Teachers' Attitudes about Discourse in the Mathematics Classroom
Authors: Casa Tutita M. , McGivney‐Burelle Jean , DeFranco Thomas C.
Published: March 2010

This study explored the themes that comprise preservice teachers' attitudes regarding discourse in the K‐12 mathematics classroom. The initial development of the theory underlying preservice teachers' attitudes regarding mathematical discourse is documented through the development of a 5‐point Likert instrument. Analysis of the Preservice Teachers' Attitudes About Discourse in the Mathematics Classroom (PADM) Instrument (N – 277) resulted in three reliable factors: Promoting Mathematical Reasoning (α1= .85), Examining Complex Mathematical Concepts (α2= .81), and Valuing Students' Mathematical Ideas (α3= .85). These results suggest a framework that mathematics educators can employ to address preservice teachers' attitudes regarding discourse in an effort to support their implementation of reform‐based discourse in the teaching of mathematics in their future classrooms.
Construction and Validity of Geometry Attitude Scales
Authors: Utley Juliana
Published: March 2010

The purpose of this study was to develop and establish the validity and reliability of an instrument to measure students' attitudes toward geometry. Participants consisted of 264 undergraduate students from two universities, one in the Midwest and one in the Southwest. The instrument is a 5‐point Likert‐scaled survey consisting of 32 statements and 3 subscales. The internal consistency using Cronbach's coefficient alpha was 0.95 for the confidence subscale, 0.93 for the usefulness subscale, and 0.92 for the enjoyment subscale. For the overall instrument using the 32 items that comprised the three subscales, internal consistency reliability analysis revealed a Cronbach's coefficient alpha of 0.96. Additionally, this article reports on the content, criterion, and construct validity of the instrument.
High School Biology Students' Knowledge and Certainty about Diffusion and Osmosis Concepts
Authors: Odom Arthur L. , Barrow Lloyd H.
Published: March 2010

The purpose of this study was to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship between knowledge of diffusion and osmosis and the student's certainty in their content knowledge. Data was collected from a high school biology class with the Diffusion and Osmosis Diagnostic Test (DODT) and Certainty of Response (CRI) scale. All data was collected after completion of a unit of study on diffusion and osmosis. The results of the DODT were dichotomized into correct and incorrect answers, and CRI values were dichotomized into certain and uncertain. Values were used to construct a series of 2 × 2 contingency tables for each item on the DODT and corresponding CRI. High certainty in incorrect answers on the DODT indicated tenacious misconceptions about diffusion and osmosis concepts. Low certainty in incorrect or correct answers on the DODT indicated possible guessing; and, therefore no understanding, or confusion about their understanding. Chi‐square analyses revealed that significantly more students had misconceptions than desired knowledge on content covering the Influence of Life Forces on Diffusion and Osmosis, Membranes, the Particulate and Random Nature of Matter, and the Processes of Diffusion and Osmosis. Most students were either guessing or had misconceptions about every item related to the concepts osmosis and tonicity. Osmosis and diffusion are important to understanding fundamental biology concepts, but the concept of tonicity not be introduced to high school biology students until effective instructional approaches can be identified by researchers.
Crutch or Catalyst: Teachers' Beliefs and Practices Regarding Calculator use in Mathematics Instruction
Authors: Brown E. Todd , Karp Karen , Petrosko Joseph M. , Jones Jane , Beswick Gloria , Howe Carrie , Zwanzig Kathy
Published: March 2010

This study investigated K‐12 teachers' beliefs and reported teaching practices regarding calculator use in their mathematics instruction. A survey was administered to more than 800 elementary, middle and high school teachers in a large metropolitan area to address the following questions: (a) what are the beliefs and practices of mathematics teachers regarding calculator use? and (b) how do these beliefs and practices differ among teachers in three grade bands? Factor analysis of 20 Likert scale items revealed four factors that accounted for 54% of the variance in the ratings. These factors were named Catalyst Beliefs, Teacher Knowledge, Crutch Beliefs, and Teacher Practices. Compared to elementary teachers, high school teachers were significantly higher in their perception of calculator use as a catalyst in mathematics instruction. However, the higher the grade level of the teacher, the higher the mean score on the perception that calculator use may be a way of getting answers without understanding mathematical processes. The mean scores for teachers in all three grade bands indicated agreement that students can learn mathematics through calculator use and using calculators in instruction will lead to better student understanding and make mathematics more interesting. The survey results shed light on teachers' self reported beliefs, knowledge, and practices in regard to consistency with elements of the National Council of Teachers of Mathematics Principles and Standards for School Mathematics (2000) technology principle and the NCTM use of technology position paper (2003). This study extended previous research on teachers' beliefs regarding calculator use in classrooms by examining and comparing the results of teacher surveys across three grade bands.
Strategies and Sources of Support for Beginning Teachers of Science and Mathematics
Authors: Friedrichsen Patricia , Chval Kathryn B. , Teuscher Dawn
Published: March 2010

This study examines the support structures and strategies utilized by beginning mathematics and science teachers. The qualitative case study of 18 teachers (0–3 years of experience) includes teachers from rural, suburban and urban schools. Data collection consisted of one‐hour interviews. The findings indicate participants utilized formal and informal support structures within the school district (e.g., mentoring programs, talking to other new teachers) as well as those external to the school (e.g., professional organizations and conferences, talking to family and friends). We propose a model of beginning teachers' initiating access to support structures based on the realization that their ideal images of teaching do not match the realities of their classrooms. Implications are given for teacher educators, researchers, and school administrators.
Problem Posing at All Levels in the Calculus Classroom
Authors: Perrin John Robert
Published: March 2010

This article explores the use of problem posing in the calculus classroom using investigative projects. Specially, four examples of student work are examined, each one differing in originality of problem posed. By allowing students to explore actual questions that they have about calculus, coming from their own work or class discussion, or questions arising from studying supplementary material, all students can successfully engage in problem posing.
Gender Differences in Attitudes toward Environmental Science
Authors: Carrier Sarah J.
Published: March 2010

This study examined the role of gender in the areas of environmental education that included environmental knowledge, attitudes, behaviors, and comfort levels in the outdoors. The current study was part of a larger study designed to explore the effects of a treatment that consisted of 14 weeks of outdoor lessons conducted in the schoolyard as compared with a control group of students who had 14 weeks of traditional classroom environmental education lessons. This follow‐up study focused on gender and its effect on each of the areas studied. Researchers found significance in boys' and girls' attitudes toward the environment. Quantitative and qualitative data were used to offer an in‐depth view of students' environmental attitudes. The results from this study can have implications for science educators in an effort to capitalize on boys' and girls' interests in science to help them learn about environmental issues and to recruit both boys and girls into science careers.
A Longitudinal Study of Elementary Pre‐service Teachers' Mathematics Beliefs and Content Knowledge
Authors: Swars Susan , Hart Lynn C. , Smith Stephanie Z. , Smith Marvin E. , Tolar Tammy
Published: March 2010

This study investigated the mathematics beliefs and content knowledge of 103 elementary pre‐service teachers in a developmental teacher preparation program that included a two course mathematics methods sequence. Pre‐service teachers' pedagogical beliefs became more cognitively‐oriented during the teacher preparation program with these changes occurring during the two methods courses. Pedagogical beliefs remained stable during student teaching. The pre‐service teachers also significantly increased their personal efficacy for teaching mathematics throughout the program with these shifts occurring across both methods courses and into student teaching. Pedagogical beliefs and teaching efficacy beliefs were not related at the beginning of the program, but, in general, were positively related throughout the program. In addition, the pre‐service teachers' pedagogical beliefs were positively related to their specialized content knowledge for teaching mathematics at the end of the program.
Research as a Place to Stand in Implementing Reform and Change
Authors: Kulm Gerald
Published: March 2010

“Give me a place to stand and I will move the Earth.” Archimedes
Science Camp as a Transformative Experience for Students, Parents, and Teachers in the Urban Setting
Authors: Sterling Donna R. , Matkins Juanita Jo , Frazier Wendy M. , Logerwell Mollianne G.
Published: March 2010

This paper reports on creative partnerships to create learning communities to benefit students, parents, and teachers in the urban setting. Science Camp is a university day camp offering problem‐based science exploration for urban middle school students and an introduction to college life. For parents it is an opportunity to learn about college opportunities for their children and to gather information about funding sources. For middle school science teachers and preservice teachers it is a learning laboratory for conducting problem‐based learning in the urban setting. The findings describe the effects of the learning communities on the transformation of students, parents, preservice teachers, and in‐service teachers.
Psychometric Re‐evaluation of the Image of Science and Scientists Scale (ISSS)
Authors: Marshall Carolyn E. , Blalock Cheryl L. , Liu Yan , Pruski Linda A. , Toepperwein Mary Anne , Owen Steven V. , Lichtenstein Michael J.
Published: March 2010

An enduring concern among science education researchers is the “swing away from science” (Osborne. 2003). One of their central dilemmas is to identify—or construct—a valid outcome measure that could assess curricular effectiveness, and predict students' choices of science courses, university majors, or careers in science. Many instruments have been created and variably evaluated. The primary purpose of this paper was to re‐evaluate the psychometric properties of the Image of Science and Scientists Scale (ISSS) (Krajkovich 1978).

In the current study, confirmatory factor analysis (CFA) was used to examine the dimensionality of the 29‐item ISSS, which was administered to 531 middle school students in three San Antonio. Texas school districts at the beginning of the 2004–2005 school year. The results failed to confirm the presumed 1‐factor structure of the ISSS. but instead showed a 3‐factor structure with only marginal fit with the data, even after removal of 12 inadequate items. The three dimensions were “Positive Images of Scientists” (5 items). “Negative Images of Scientists” (9 items), and “Science Avocation” (3 items). The results do not support use of the original form of the ISSS for measuring “attitudes toward science,”“images of scientists. “or “scientific attitudes. “Shortening the scale from 29 to 17 items makes it more feasible to use in a classroom setting. Determining whether the three dimensions identified in our analysis. “Positive Images of Scientists. ““Negative Images of Scientists. “and “Science Avocation “contain useful assessments of middle school student impressions and attitudes will require independent investigation in other samples.
Elementary Teachers' Progressive Understanding of Inquiry through the Process of Reflection
Authors: Moseley Christine , Ramsey Sarah J.
Published: March 2010

What is inquiry? Although many teachers are using inquiry based curricula, often they have not engaged in answering or personalizing this question. This study examined teachers' changing definitions of inquiry over a semester using the process of guided reflection. Through inquiry experiences and reflection, these teachers developed and communicated a more sophisticated understanding of inquiry. The findings suggest that conscious consideration of what inquiry means assisted teachers in broadening their perceptions of inquiry in four distinct aspects: 1) inquiry is a coherent process consisting of particular actions, 2) inquiry exists on a continuum, 3) the goal of inquiry is science conceptual development, and 4) inquiry provides a context for building connections between those engaged in inquiry, science and other content areas, and science and life.
Middle Grade Students' Interpretations of Contour Maps
Authors: Carter Glenda , Cook Michelle , Park John C. , Wiebe Eric N. , Butler Susan M.
Published: March 2010

This study examined eighth graders' approach to three tasks implemented to assist students with learning to interpret contour maps. Students' approach to and interpretation of these three tasks were analyzed qualitatively. When students were rank ordered according to their scores on a standardized test of spatial ability, the Minnesota Paper Form Board Task (Likert & Quasha, 1948), evidence emerged that spatial ability was related to how students interpreted the tasks. Students with the relatively lowest spatial ability scores had difficulty picking out the relevant features of the representations used for instruction and despite scaffolding attempts by peers remained unclear about their interpretation. Students with relatively higher spatial ability were able to pick out salient features of the representations used for instruction which resulted in their learning to read and interpret contour maps.
Pre‐Service Teachers and Mathematics: The Impact of Service‐Learning on Teacher Preparation
Authors: Kirtman Lisa
Published: March 2010

In spite of repeated reform efforts, there is research and data that suggest that teachers lack the needed knowledge to successfully teach elementary mathematics. Some argue that teachers lack the needed content knowledge while other argue that a lack of confidence and practice are impacting teachers’ ability to successful teach mathematics. As a result of these issues, this paper looks at the impact of a service‐learning experience on pre‐service teachers’ confidence and preparation in the area of mathematics. The service‐learning experience had a number of intended and unintended outcomes. As a result of the service‐learning experience, pre‐service teachers noted increased understanding, innovation and confidence in the area of mathematics.
Prospective Elementary Teachers’ Understanding of Order of Operations
Authors: Glidden Peter L.
Published: March 2010

This study investigates how well 381 prospective elementary, early childhood, and special education majors solved four arithmetic problems that required using the order of operations. Self‐reported data show these students to be relatively able mathematically and confident in their ability, with no substantial dislike of mathematics. The percentage of answers that were incorrectthat is attributable to order of operations ranged from 21.7% to 78.5%. Overall, fewer than half the subjects answered more than two questions correctly. Of those subjects who performed multiplication before addition, which indicates some knowledge of order of operations, 30.9% performed addition before subtraction and 38.0% performed multiplication before division rather than from left to right, which suggests that instead of using the correct order of operations, these students used the common mnemonic PEMDAS or “Please excuse my dear Aunt Sally “literally, performing multiplicationbefore division and performing addition before subtraction, rather than from left‐to‐right. Furthermore, 78.5% of subjects used the incorrect order of operations to compute −32.
Science and Mathematics Instruction in a Reform‐based Teacher Preparation Program
Authors: Huffman Douglas , Thomas Kelli , Lawrenz Frances
Published: March 2010

This study examined the science and mathematics instruction of teachers who were initially prepared by the Collaboratives for Excellence in Teacher Preparation program (CETP). The focus of this study was on examining the extent to which science and mathematics teachers used more reform‐oriented instructional practices in their classes when they entered the teaching profession. Data were gathered from twelve different CETP projects across the United States. A quasi‐experimental design was used where science and mathematics teachers who were initially prepared by the CETP program were followed into the field and compared to teachers who were not prepared by the CETP program. The results indicate that the teachers prepared by the CETP program used slightly more reform‐oriented instructional practices than teachers who were not prepared by the CETP program, although both mathematics and science teachers reported low levels of reform‐oriented instruction. Implications of results for large‐scale reform of science and mathematics teacher preparation are discussed.
Perceptions of Mathematics and Gender
Authors: Kloosterman Peter , Tassell Janet (Hagemeyer) , Ponniah Ann G. , Essex N. Kathryn
Published: March 2010

This study examined students’ perceptions about gender and the subject of mathematics, as well as gender and mathematics learning. Secondary school students and pre‐service elementary teachers were surveyed using the Mathematics as a Gendered Domain and Who and Mathematics instruments developed by Leder and Forgasz (Leder, 2001). The data indicate that, similar to findings from the 1970s, students believe that mathematics is gender neutral, although females hold this belief more strongly than males. Female secondary school students hold beliefs in gender neutrality more strongly than female pre‐service teachers. Data for secondary school students indicate that both males and females see differences in the way boys and girls act and are treated in mathematics classes (e.g., boys cause more distractions while girls care more about doing well). The data also show that secondary school males who believe they are good mathematics students tend to have more gender‐neutral perceptions than those who believe they are average or below average. No such pattern appears for secondary school females.
Effects of State Tests on Classroom Test Items in Mathematics
Authors: Boyd Brian T.
Published: March 2010

Classroom tests from nine eighth‐grade mathematics teachers were collected from the 2003–04 and 2005–06 school years. These years represent one school year prior to the eighth‐grade Ohio Achievement Test (OAT) in mathematics being implemented and the year after the eighth‐grade OAT in mathematics was implemented, respectively. In addition, teachers were interviewed to determine factors that influence classroom assessment practices. Classroom assessment data were compared between the two years, and interview data were examined, to investigate the impact that the new state test was having on classroom assessment practices. An average of 87% of teachers' classroom assessment items were at the lowest depth of knowledge level during both years. Teachers relied heavily on curriculum materials for their test items, and these items tended to only assess students ability to recall basic facts or perform straightforward procedures. The presence of a state test did not entice teachers to assess students at higher depth of knowledge levels.
Conceptual Representations of Flu and Microbial Illness Held by Students, Teachers, and Medical Professionals
Authors: Jones M. Gail , Rua Melissa J.
Published: March 2010

This study describes 5 th, 8th, and 11th‐grade students', teachers', and medical professionals' conceptions of flu and microbial illness. Participants constructed a concept map on “flu” and participated in a semi‐structured interview. The results showed that these groups of students, teachers and medical professionals held and structured their conceptions about microbes differently. A progression toward more accurate and complete knowledge existed across the groups but this trajectory was not always a predictable, linear developmental path from novice to expert. Across the groups, participants were most knowledgeable about symptoms of microbial illness, treatments of symptoms, and routes of transmission for respiratory illnesses. This knowledge was tightly linked to participants' prior experiences with colds and flu. There were typically large gaps in participants' (children and teachers) understandings of vaccines, immune system responses, treatments (including the mechanisms of pain medications and the functions of antibiotics), and transmission of non‐respiratory microbial illness. A common misconception held by students was the belief that antibiotics can cure viral infections.
Mathematics on the Playground
Authors: Young Elaine , Marroquin Christine
Published: March 2010

Non‐traditional forms of instruction provide exciting and engaging opportunities for mathematics education. This article proposes the use of mathematicalfigures painted on the school playground as an environment to support mathematical teaching, learning, and understanding. Teachers plan mathematics lessons to take advantage of the playground figures and present new topics, reinforce current topics, and review previous topics. Figures were chosen to support mathematical concepts required by the curriculum and state and national standards. The intentional blank portions of the playground figures allowed for adjustment of lesson activities to meet different grade level and individual student needs, as well as making the figures interactive with the use of sidewalk chalk. A teacher handbook suggests activities for each figure by grade level, and teachers often create their own ideas for using the figures. Students like the change of perspective and teachers feel that such lessons help to raise standardized test scores because the information is better retained. The lessons addressed multiple learning styles, help with vocabulary for English Language Learners, and infuse higher thinking levels into lessons.
Further Development and Validation of the Teaching Science as Inquiry (TSI) Instrument
Authors: Smolleck Lori A. , Yoder Edgar P.
Published: March 2010

The purpose of this study was to further develop and validate the Teaching Science as Inquiry (TSI) Instrument, an instrument designed to measure the self‐efficacy beliefs of preservice teachers in regards to the teaching of science as inquiry. Based on the validation processes and the associated data analysis, the TSI demonstrates continued content and construct validity with high internal reliability when used with prospective elementary science teachers.
The Influence of Mind Mapping on Eighth Graders’ Science Achievement
Authors: Abi‐El‐Mona Issam , Adb‐El‐Khalick Fouad
Published: March 2010

This study assessed the influence of using mind maps as a learning tool on eighth graders’ science achievement, whether such influence was mediated by students’ prior scholastic achievement, and the relationship between students’ mind maps and their conceptual understandings. Sixty‐two students enrolled in four intact sections of a grade 8 science classroom were randomly assigned to experimental and comparison conditions. Participants in the experimental group received training in, and constructed, mind maps throughout a science unit. Engagement with mind mapping was counterbalanced with involving the comparison group participants with note summarization to control for time on task as a confounding variable. Otherwise, the intervention was similar for both groups in all respects. A multiple choice test was used to measure student gains across two categories and three levels of achievement. Data analyses indicated that the experimental group participants achieved statistically significant and substantially higher gains than students in the comparison group. The gains were not mediated by participants’ prior scholastic achievement. Analyses also indicated that iconography was not as central to participants’ mind maps as often theorized. Depicting accurate links between central themes and major and minor concepts, and using colors to represent concepts were the major aspects that differentiated the mind maps built by students who achieved higher levels of conceptual understanding.
Communication in Mathematics: Preparing Preservice Teachers to Include Writing in Mathematics Teaching and Learning
Authors: McCarthy Dianne S.
Published: March 2010

“Math was strictly math, from what I remember.” This is a comment about using writing in mathematics from a preservice elementary teacher enrolled in a methods course. Comments such as these concern teacher educators who wish to prepare elementary teachers to include writing in mathematics instruction. A teacher development experiment was completed to discover how to improve preservice teachers’ abilities and attitudes toward using writing in mathematics. The preservice teachers made use of a graphic organizer to facilitate writing in the college math methods class, then practiced teaching writing with the same graphic organizer and in the math classes in an elementary classroom. Reflections of the preservice teachers illustrated this was a positive practice. The preservice teachers also concluded that writing in mathematics is valuable to instruction and would include it in their teaching.
Introducing the Emerging Discipline of Statistics Education
Authors: Ben‐Zvi Dani , Garfield Joan
Published: March 2010

Increasing attention has been given over the last decade by the statistics, mathematics and science education communities to the development of statistical literacy and numeracy skills of all citizens and the enhancement of statistics education at all levels. This paper introduces the emerging discipline of statistics education and considers its role in the development of these important skills. The paper begins with information on the growing importance of statistics in today's society, schools and colleges, summarizes unique challenges students face as they learn statistics, and makes a case for the importance of collaboration between mathematicians and statisticians in preparing teachers to teach students how to understand and reason about data. We discuss the differences and interrelations between statistics and mathematics, recognizing that mathematics is the discipline that has traditionally included instruction in statistics. We conclude with an argument that statistics should be viewed as a bridge between mathematics and science and should be taught in both disciplines.
High‐School Students' Approaches to Solving Algebra Problems that are Posed Symbolically: Results from an Interview Study
Authors: Huntley Mary Ann , Davis Jon D.
Published: March 2010

A cross‐curricular structured‐probe task‐based clinical interview study with 44 pairs of third year high‐school mathematics students, most of whom were high achieving, was conducted to investigate their approaches to a variety of algebra problems. This paper presents results from three problems that were posed in symbolic form. Two problems are TIMSS items (a linear inequality and an equation involving square roots). The other problem involves square roots. We found that the majority of student pairs used symbol manipulation when solving the problems, and while many students seemed to prefer symbolic over graphical and tabular representations in their first attempt at solving the problems, we found that it was common for student pairs to use more than one strategy throughout the course of their solving. Students' use of graphing calculators to solve the problems is discussed.
Behind the Masks: Identifying Students' Competencies for Learning Mathematics and Science in Urban Settings
Authors: Osisioma Irene U. , Kiluva‐ndunda Mutindi Mumbua , Sickle Meta Van
Published: March 2010

Three mathematics and science educators reexamine and reflect on their teaching within the context of the American Association for the Advancement of Sciences (AAAS) and National Council of Mathematics' call to make math and science education accessible to all. The paper highlights the importance of teachers reflecting on their teaching practices in order to create opportunities for their students especially those in the urban setting. The educators argue that teachers' reflection on their teaching can cause them to recognize and validate their students' ways of knowing as they identify the students' hidden/concealed abilities that are often masked by their behaviors. The educators discuss their experiences and highlight the lessons that they learned about ways to prepare teachers to successfully teach math and science students in urban settings. Culturally responsive pedagogy and cultural competency are critical skills that teachers need to develop in order to teach all children, especially those in the math and science classroom in the urban setting.
Focusing on Units to Support Prospective Elementary Teachers' Understanding of Division in Fractional Contexts
Authors: Lee Hyung Sook , Sztajn Paola
Published: March 2010

This theoretical paper proposes a way to extend the partitive and measurement interpretations of whole number division to fractional contexts focusing on the issue of units. We define the unit‐changing and unit‐keeping interpretations for division and suggest a stronger and earlier focus on the concept of units in courses for prospective elementary teachers. As we highlight the importance of the concept of unit, we use the proposed interpretations in the analysis of one example that emerged in our methods course, discuss the idea of inverting and multiplying, and suggest implications for teacher education.
David's Understanding of Functions and Periodicity
Authors: Gerson Hope
Published: March 2010

This is a study of David, a senior enrolled in a high school precalculus course. David's understandings of functions and periodicity was explored, through clinical interviews and contextualized through classroom observations. Although David's precalculus class was traditional, his understanding of periodic functions was unconventional. David engaged in sense making behaviors even though these behaviors were not encouraged or explicitly taught. A careful analysis of his work revealed that David's understandings of functions, function notation, and periodicity were compartmentalized. However, David was able to skirt compartmentalization through flexibility in problem solving, translation between representations, and transfer of mathematical information from one representation to another.
Community‐Based Service‐Learning as a Source of Personal Self‐Efficacy: Preparing Preservice Elementary Teachers to Teach Science for Diversity
Authors: Cone Neporcha
Published: March 2010

Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self‐efficacy. The purpose of this study was to investigate the effects of community‐based service learning (CBSL) experiences on preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning. Data were collected using pretests‐posttests and post‐questionnaires with the study sample. Findings from this study support Bandura's assertion. CBSL experiences were an important source of personal self‐efficacy and significantly influenced preservice elementary teachers' personal self‐efficacy beliefs about equitable science teaching and learning.
Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science™
Authors: Eick Charles J. , Dias Michael , Smith Nancy R. Cook
Published: March 2010

A new National Science Foundation supported curriculum, Interactions in Physical Science™, was evaluated on students’ conceptual change in the twelve concept areas of the national physical science content standard (B) for grades 5–8. Eighth grade students (N=66) were evaluated pre and post on a 31‐item multiple‐choice test of conceptual understanding developed by the Harvard ‐Smithsonian Center for Astrophysics. Significant student gains (p<. 05, t‐test, two‐tailed) occurred in all concept areas in the category of properties and changes in properties of matter; for the force concept areas in the category motions and forces; and for the heat transfer and light interactions areas in the category of transfer of energy. Two of the six concept areas in the category of transfer of energy, chemical and nuclear reactions and the sun as a major source of energy, were not addressed in this study. Significant learning gains as item percent correct were typically close to 20%, though effect sizes were small to medium in magnitude (d = 0.3–0.6). Implications of the study for conceptual change curriculum and teaching are discussed.
Student Learning about Twelve Features of the Nature of Science
Authors: Yager Robert
Published: March 2010

Five Teacher Leaders organized a study regarding two of their sections of 8–9th grade science. One section was the experimental section where twelve constituents of the Nature of Science (NOS) were used as an added consideration to activities, discussions, projects, and focus for all aspects of science content. The control section was a typical one where STS approaches were used without any conscientious efforts to add appropriate NOS considerations. Significant differences were found regarding student improvement and understanding of the twelve NOS constructs that were utilized; no such differences were noted in the control sections for the five teachers.
Comparisons of Success and Retention in a General Chemistry Course Before and After the Adoption of a Mathematics Prerequisite
Authors: Donovan William J. , Wheland Ethel R.
Published: March 2010

This study of the relationships between mathematical ability and success and retention in a general chemistry course was conducted at an open‐enrollment university whose mission is to provide a quality education to a culturally and economically diverse student body. We studied the correlation between the demonstrated level of mathematical ability and success in chemistry and the correlation between the demonstrated level of mathematical ability and retention in chemistry. After the chemistry department implemented a mathematics prerequisite for the chemistry course, data were examined to compare success and retention prior to and after the adoption of the prerequisite. Analysis showed that success and retention in chemistry increased after the adoption of the mathematics prerequisite.
Graphing Calculator Use in Algebra Teaching
Authors: Dewey Brenda L. , Singletary Ted J. , Kinzel Margaret T.
Published: March 2010

This study examines graphing calculator technology availability, characteristics of teachers who use it, teacher attitudes, and how use reflects changes to algebra curriculum and instructional practices. Algebra I and Algebra II teachers in 75 high school and junior high/middle schools in a diverse region of a northwestern state were surveyed. Forty of the 75 schools (53%) returned a total of 109 individual surveys. Results indicated that: (1) While 78% of teachers have some access to the technology, only 28% use it regularly. (2) Statistically significant relationships exist between use and age, years of experience, teaching assignment, and teaching level. (3) Respondents view graphical solution methods as secondary to symbolic methods. (4) Teachers are more receptive to using technology to supplement rather than expand the curriculum.
Science Conference Presenters’ Images of Inquiry
Authors: Koballa Thomas R. , Dias Michael J. , Atkinson Jennifer Lance
Published: March 2010

Inquiry‐focused professional development and conceptions of inquiry held by eight professional development leaders were investigated within the context of a state science teacher conference. The prominent session format involved session leaders modeling classroom experiences. In all sessions, classroom inquiry was portrayed as a teacher‐guided activity with the primary goal being to increase motivation for engaging students in classroom inquiry. The leaders’ conceptualized inquiry primarily as a teaching approach with various goals, characteristics, and potential barriers. The findings of this study provide evidence of how inquiry, a prominent feature of science education reform, was portrayed in sessions at a conference sponsored by a state affiliate of the National Science Teachers Association and thought about by persons who led these sessions. The findings have implications for teacher learning from conference‐based professional development and its potential influence on science teacher thinking and practice.
Development of a Community of Science Teachers: Participation in a Collaborative Action Research Project
Authors: Fazio Xavier
Published: March 2010

This article presents a study exploring the beliefs, knowledge, and practices of four middle and secondary science teachers participating in a collaborative curriculum action research project. Using a case study methodology, the views and practices of these teachers were described and analyzed as they investigated novel ideas about scientific inquiry and nature of science, critically examined their practice, and implemented and reflected upon modified curricular practices. Findings indicated that by the end of the study, all participants had enhanced their views of scientific inquiry and nature of science, and the collaborative group evolved as a community of teachers. Wenger's (1998a) community of practice theory provided a useful framework to describe and analyze the experiences of these science teachers. Implications for the professional development of science teachers and the compatibility between a community of practice and collaborative action research projects are presented.
Mathematics and Science Integration: Models and Characterizations
Authors: Stinson Kevin , Harkness Shelly Sheats , Meyer Helen , Stallworth James
Published: March 2010

The squeeze on instructional time and other factors increasingly leads educators to consider mathematics and science integration in an effort to be more efficient and effective. Unfortunately, the need for common understandings for what it means to integrate these disciplines, as well as the need for improving disciplinary knowledge, appears to continue to be significant obstacles to an integrated approach to instruction. In this study we report the results of a survey containing six instructional scenarios administered to thirty‐three middle grades science and math teachers. Analysis of teacher responses revealed that while teachers applied similar criteria in their reasoning, they did not possess common characterizations for integration. Furthermore, analysis suggested that content knowledge serves as a barrier to recognizing integrated examples. Implications for professional development planners include the need to develop and provide teachers with constructs and parameters for what constitutes mathematics and science integration. Continued emphasis on improving teacher content knowledge in both mathematics and science is also a prerequisite to enabling teachers to integrate content.
Scientists' Perspective on Introducing Authentic Inquiry to High School Teachers During an Intensive Three‐Week Summer Professional Development Experience
Authors: Ruebush Laura E. , Grossman Ethan L. , Miller Stephen A. , North Simon W. , Schielack Jane F. , Simanek Eric E.
Published: March 2010

The Information Technology in Science (ITS) Center for Teaching and Learning was a National Science Foundation funded program to provide high‐quality professional development for 7–12th grade science teachers. The subgroup on which this paper focuses was immersed in an innovative approach to understanding chemistry of the environment. The group was comprised of 10 high school science teachers representative of science classes taught at all grade levels (9–12th). A team of four university professors led the group. The professors developed inquiry modules and communicated some of the intricacies of their research for adaptation to the participants' classrooms. This paper communicates the successful implementation and lessons learned by scientists during the course of an inquiry‐based curriculum during summer 2005. The process and pace at which the material was covered, qualitative information about the attitudes of the participants towards the curriculum, and implications for professional development from the point of view of the science team leaders will be discussed. Analysis of time spent with participants revealed the progression and type of activities chosen for the professional development experience were effective. Results from informal participant interviews revealed they were most comfortable in incorporating inquiry into their classrooms after having been immersed in it themselves.
A Case Study of Three Childrens' Original Interpretations of the Moon's Changing Appearance
Authors: Wilhelm Jennifer
Published: March 2010

A case study of three children was conducted to shed light on the process that children undergo in developing their understanding of physical phenomena. Using the notion of spontaneous construction and its relationship with school learning of scientific concepts, children's early thoughts of the moon's appearance were explored. Research questions were primarily concerned with how children view the moon's appearance, explain how and/or why its appearance changes, quantify the moon's size and its distance to Earth, and explain the moon's illumination. A Piagetian interview was conducted with each child and then each was asked to tell a story about the moon. The external interest of this research study involves when and why do children develop the commonly held Earth's shadow alternative conception as the cause of the moon's phases. The findings show that children have stories and experiences that give meaning to the existence of such things as the moon, stars, sun, and clouds. Similarities were found in the children's interpretations with regard to their natural tendencies to animate celestial objects. Clues were discovered of cultural influence such as family, personal observations and experiences, books, pictures, car travel, and even a strategically placed Palladian window.
Using Metaphors as a Tool for Examining Preservice Elementary Teachers' Beliefs About Mathematics Teaching and Learning
Authors: Reeder Stacy , Utley Juliana , Cassel Darlinda
Published: March 2010

This study used metaphors as a tool to gain insight about preservice teachers' conceptualizations of the role of the teacher and the learner and held the view that the examination of these metaphors might provide an opportunity for teacher educators to reflectively and critically examine those beliefs. Thus, this research examined possible differences in the reflected beliefs of elementary preservice teachers as depicted in their metaphors about mathematics teaching and learning at three different points throughout their mathematics education methods courses. The results of this study indicated that elementary preservice teachers' beliefs primarily remained static throughout their mathematics methods courses despite ongoing experiences designed to challenge and extend those beliefs.
Mathematical Habits of the Mind for Preservice Teachers
Authors: Jacobbe Tim , Millman Richard S.
Published: March 2010

This article provides an overview of mathematical habits of the mind and discusses how the concept relates to Polya's problem solving principles as well as exemplification. Specific problems are discussed as a means to assist preservice elementary school teachers' in their development of mathematical habits of the mind. Without a technique to begin solving these rich problems, preservice teachers may have difficulty getting started. The process of preservice teachers outlining their thinking as they progress through Polya's process is discussed. Students' reflections from this technique are discussed to explore the outcomes that may be expected from establishing an environment where students are encouraged to develop mathematical habits of the mind.