Showing papers in "School Science and Mathematics in 2001"
TL;DR: This article investigated whether students' writing about their mathematical problem solving processes showed evidence of a metacognitive framework and found that students' written descriptions demonstrated engagement of various metACognitive behaviors during orientation, organization, execution, and verification phases of mathematical problem-solving.
Abstract: This study investigated whether students' writing about their mathematical problem solving processes showed evidence of a metacognitive framework. Twenty ninth-grade algebra students provided written descriptions of their problem solving processes as they worked mathematics problems. A qualitative analysis of the data indicated the presence of a metacognitive framework. Students' written descriptions demonstrated engagement of various metacognitive behaviors during orientation, organization, execution, and verification phases of mathematical problem solving. This article provides a description of the more predominant metacognitive behaviors identified through the data analysis. The findings of this study underscore the importance of implementing writing as an integral part of the mathematics curriculum and emphasize the need for additional research on writing in mathematics.
235 citations
TL;DR: In this article, a series of faculty development programs were conducted at nine U.S. locations to explore, develop strategies, and implement changes in science classrooms, and a review of research and these professional development experiences provided a base to carry out research activities related to understanding change in science faculty.
Abstract: The focus of this research was to better understand the change processes necessary for university science teaching reform to be successful. The professional development processes involved faculty cognitive perceptions of learning, teaching skills, and pedagogical knowledge, as well as faculty culture in teaching science courses. A series of faculty development programs were conducted at nine U.S. locations to explore, develop strategies, and implement changes in science classrooms. A review of research and these professional development experiences provided a base to carry out research activities related to understanding change in science faculty. Faculty participants in the program from 30 institutions were selected to be involved in the study. Ethnographic and case study approaches were used to collect and analyze data. Many faculty members encountered in this study had conceptions of the change process that inhibited successful action. These research efforts provide a predictive model for assisting faculty change and help determine which faculty professional development efforts may be successful in overcoming barriers to change in undergraduate science classrooms.
213 citations
TL;DR: This paper focused on two of the perceived major impediments to integrating science and mathematics: lack of evidence to support integration and the lack of a definition for integration, and found quantitative evidence favoring integration from a meta-analysis of 31 studies of student achievement.
Abstract: Based upon current research needs indicated from recent literature reviews, this integrative review concentrates on two of the perceived major impediments to integrating science and mathematics: The lack of evidence to support integration and the lack of a definition for integration. Using mixed methodology, this review found quantitative evidence favoring integration from a meta-analysis of 31 studies of student achievement, qualitative evidence revealing the existence of multiple forms of integration, and historical evidence of publishing patterns from across the 20th century. The forms of integration were identified and defined; differential effects were identified both between forms and between science and mathematics when the forms were analyzed by effect size. Additional research implications and suggestions for future research were also identified.
173 citations
TL;DR: In this paper, the authors investigated the contribution of conceptual change texts accompanied by concept mapping instruction to 10th-grade students' understanding of the human circulatory system and developed the Human Circulatory System Concepts Test.
Abstract: The present study was conducted to investigate the contribution of conceptual change texts accompanied by concept mapping instruction to 10th— grade students' understanding of the human circulatory system. To determine misconceptions concerning the human circulatory system, 10 eleventh-grade students were interviewed. In the light of the findings obtained from student interviews and related literature, the Human Circulatory System Concepts Test was developed. The data were obtained from 26 students in the experimental group taught with the conceptual change texts accompanied by concept mapping, and 23 students in the control group taught with the traditional instruction. Besides treatment, previous learning in biology and science process skills were other independent variables involved in this study. Multiple Regression Correlation analysis revealed that science process skill, the treatment, and previous learning in biology each made a statistically significant contribution to the variation in students' understanding of the human circulatory system. It was found that the conceptual change texts accompanied by concept mapping instruction produced a positive effect on students' understanding of concepts. The mean scores of experimental and control groups showed that students in the experimental group performed better with respect to the human circulatory system. Item analysis was carried out to determine and compare the proportion of correct responses and misconceptions of students in both groups. The average percent of correct responses of the experimental group was 59.8%, and that of the control group was 51.6% after treatment.
141 citations
TL;DR: This paper examined and discussed real-world situations involving slope and found that most students had difficulty interpreting slope as a measure of rate of change in functional and physical situations, but they demonstrated a better understanding of slope in functional situations.
Abstract: Twenty-two high school precalculus students were interviewed to examine their understanding of slope as measure. The students examined and discussed real-world situations involving slope: physical situations involving slope as a measure of steepness and functional situations involving slope as a measure of rate of change. For the various physical situations, students measured steepness with angles instead of ratios. Overall, they demonstrated a better understanding of slope in functional situations, but many students had trouble interpreting slope as a measure of rate of change. Instruction should focus on helping students form connections and providing opportunities for students to communicate their understanding.
86 citations
TL;DR: In this article, a case study reports on the experiences of a high school science teacher, who explored multiple intelligences (MI) theory within the context of an action research group and used it as a framework to make decisions about how he would structure learning experiences for his grade nine students in a science unit on space and astronomy.
Abstract: This case study reports on the experiences of a high school science teacher, Dave, as he explored multiple intelligences (MI) theory within the context of an action research group. The theory was used as a framework to make decisions about how he would structure learning experiences for his grade nine students in a science unit on space and astronomy. Through participation in the project, Dave believed he was able to offer his students a more student-centered, engaging science curriculum that catered to individual learning needs. Thus, the case provides insight into the nature of MI theory and how the framework of MI theory can be used to make science accessible to students and to assist them in achieving high levels of scientific literacy.
81 citations
TL;DR: In this article, a model for extending seemingly limited hands-on activities into full-inquiry science lessons is presented, which involves discrepant events to engage students in direct inquiry, teacher-supported brainstorming activities to facilitate students in planning investigations, effective written job performance aids to provide structure and support, and requirements that students provide a product of their research, which usually includes a class presentation and a graph.
Abstract: Many popular hands-on science activities, as traditionally implemented, fail to support inquiry-based science instruction, because the activities direct teachers to terminate lessons prematurely. This paper presents a model describing one approach for extending seemingly limited hands-on activities into full-inquiry science lessons. The strategy involves (a) discrepant events to engage students in direct inquiry; (b) teacher-supported brainstorming activities to facilitate students in planning investigations; (c) effective written job performance aids to provide structure and support; (d) requirements that students provide a product of their research, which usually includes a class presentation and a graph; and (e) class discussion and writing activities to facilitate students in reflecting on their activities and learning. The paper presents the model as a tool for facilitating science teachers' efforts to understand and implement the type of powerful, effective, and manageable inquiry-based science instruction called for in the National Science Education Standards.
75 citations
TL;DR: In this paper, the authors explored gender differences in mathematics achievement of students in the last grade of high school and changes in these differences over a 10-year period in United Arab Emirates.
Abstract: This study explored gender differences in mathematics achievement of students in the last grade of high school and changes in these differences over a 10-year period in United Arab Emirates. A random sample of 2,000 students, 100 males and 100 females for each of the 10 academic years, was taken from Ministry of Education records, and achievement results for males and females were compared. Findings indicated no significant overall differences. In the last 6 years, females scored higher, although effect sizes were small. Results are discussed in the light of cultural differences.
69 citations
TL;DR: In this paper, the authors discuss the implications of the recommendations for preservice teacher preparation, the continuing professional development of teachers, and mathematics teacher certification policy, and discuss implications of these recommendations for teacher certification.
Abstract: 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.
63 citations
TL;DR: In this article, the authors highlight 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.
Abstract: 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.
57 citations
TL;DR: In this paper, an elementary teacher's implementation of sociocultural theory in practice is described, and teaching episodes from the teacher's mathematics lessons are analyzed to demonstrate how students created taken-as-shared meanings of mathematics.
Abstract: This study describes an elementary teacher's implementation of sociocultural theory in practice. Communication is central to teaching with a sociocultural approach and to the understanding of students; teachers who use this theory involve students in explaining and justifying their thinking. In this study ethnographic research methods were used to collect data for 4 1/2 months in order to understand the mathematical culture of this fourth-grade class and to portray how the teacher used a sociocultural approach to teach mathematics. To portray this teaching approach, teaching episodes from the teacher's mathematics lessons are described, and these episodes are analyzed to demonstrate how students created taken-as-shared meanings of mathematics. Excerpts from interviews with the teacher are also used to describe this teacher's thinking about her teaching.
TL;DR: In this article, a model of a 1-year, graduate level content-specific teacher preparation program that integrates learning about and teaching with electronic technologies as an integral component in teaching and learning science and mathematics, grades 3-12, is described.
Abstract: A model of a 1-year, graduate level content-specific teacher preparation program is described that integrates learning about and teaching with electronic technologies as an integral component in teaching and learning science and mathematics, grades 3–12. The development of an integrated knowledge structure of science/math, technology, and teaching science/math with technology requires experiences focused on an integration of three important components: planning during the preactive stage, monitoring and regulating during the interactive stage, and assessing and revising in the postactive stage of teaching. The program model features an integration of experiences in incorporating technology in teaching science and math that specifically relate or interconnect their thinking in these three stages of instruction.
TL;DR: The authors discuss the implications of the National Council of Teachers of Mathematics (NCTM) standards for mathematics curriculum and instruction and provide three examples of lessons from problem-based curricula for various grade levels.
Abstract: The vision for school mathematics described by the National Council of Teachers of Mathematics (NCTM) suggests a need for new approaches to the teaching and learning of mathematics, as well as new curriculum materials to support such change. This article discusses implications of the NCTM standards for mathematics curriculum and instruction and provides three examples of lessons from problem-based curricula for various grade levels. These examples illustrate how the teaching of important mathematics through student exploration of interesting problems might unfold, and they highlight the differences between a problem-based approach and more traditional approaches. Considerations for teaching through a problem-based approach are raised, as well as reflections on the potential impact on student learning.
TL;DR: This paper examined the sources and kinds of help that students who were required to participate in science fairs considered fair and reasonable and the kind of help they actually received for their project, and the possibility of cheating was explicitly probed.
Abstract: This study examined the sources and kinds of help that students who were required to participate in science fairs considered fair and reasonable and the kinds of help they actually received for their project. In addition, the possibility of cheating was explicitly probed. A previously reported gap between potential and actual sources and kinds of help was confirmed, and 5 of the 24 students whose participation was required in a science fair admitted to making up their data or results. Pressure of time was the most highly reported obstacle faced by all students. Although 5 students cheated, one demonstrated a strong sense of right and wrong, but all the students who cheated lacked or did not make use of adaptive strategies.
TL;DR: In this paper, the results of a curriculum-aligned assessment comprising selected items from the Third International Mathematics and Science Study were presented 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 make a difference in student performance? Additional evidence to relate student outcomes to the project's systemic change efforts are provided.
Abstract: 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.
TL;DR: The results indicated that the prevailing policy in the sample of high schools is to allow the use of calculators during classroom learning activities and tests, and graphing calculators with symbolic algebra capabilities are still not determined.
Abstract: This survey investigated the current status of calculator use in classrooms and schools. The results indicated that the prevailing policy in the sample of high schools is to allow the use of calculators during classroom learning activities and tests. Scientific calculators are more frequently used than graphing calculators in algebra I and geometry; whereas, graphing calculators are more frequently used in algebra II and precalculus/trigonometry. At the time of this survey, school policies regarding the use of graphing calculators with symbolic algebra capabilities were still not determined.
TL;DR: One hundred twenty children in kindergarten and grades 2, 4, and 6 were individually interviewed with five Piagetian tasks to determine the grade level at which most have constructed transitive reasoning, unit iteration, and the conservation of speed.
Abstract: One hundred twenty children in kindergarten and grades 2, 4, and 6 were individually interviewed with five Piagetian tasks to determine the grade level at which most have constructed transitive reasoning, unit iteration, and the conservation of speed. The responses were categorized as “successful,”“unsuccessful,” or “transitional.” By combining the “successful” and “transitional” categories, it was found that the children reasoned transitively by second grade (70.0%) and demonstrated unit iteration and conservation of speed by sixth grade (70.0% and 83.3%, respectively). It was concluded that the construction of the logic necessary to make sense of the measurement of time is generally not complete before sixth grade.
TL;DR: The Mole Ratio Flow Chart (MRFC) as mentioned in this paper is a logical sequence of steps that incorporates molar proportions for solving reaction stoichiometry problems, and it has been shown to improve student understanding.
Abstract: Reaction stoichiometry calculations have always been difficult for students. This is due to the many different facets the student must master, such as the mole concept, balancing chemical equations, algebraic procedures, and interpretation of a word problem into mathematical equations. Dimensional analysis is one of the main ways students are taught to solve these problems. However, this methodology does not provide all students with a complete understanding of how to solve these problems. Introduction of alternative problem solving techniques, such as proportional reasoning, can help to improve student understanding. The mole ratio flow chart (MRFC) is a logistical sequence of steps that incorporates molar proportions. Students are able to begin analysis of a problem from many different starting points using this MRFC method. Analyses of data collected indicate that MRFC users performed as well on exam problems covering reaction stoichiometry calculations as students using dimensional analysis. Further, class sections exposed to both dimensional analysis and MRFC methods scored as well on exam problems as class sections exposed only to dimensional analysis. These results indicate that the MRFC is a viable alternative method for teaching reaction stoichiometry calculations and for helping to create a more complete understanding of the subject.
TL;DR: The National Council of Teachers of Mathematics' Illuminations Project provides electronic resources to illuminate the Principles and Standards for School Mathematics and to improve the teaching and learning of mathematics for all students.
Abstract: The National Council of Teachers of Mathematics' Illuminations Project provides electronic resources to illuminate the Principles and Standards for School Mathematics and to improve the teaching and learning of mathematics for all students. This paper describes the types of resources that are available and discusses how the Principles and Standards document has guided work on the project. Organized around the six principles, this paper provides a vehicle for further discussion of the vision put forth in the Principles and Standards.
TL;DR: In this paper, a framework for interdisciplinary unit development is presented, which addresses a metacurricular process (problem solving) that will be the unit centerpiece, the development of this central process related to the learner, and tasks that teach explicit learning and thinking skills attached to the central process.
Abstract: While the benefits of the interdisciplinary unit are well documented, it presents a complex challenge to teachers in the natural and social sciences, mathematics, and humanities. Teachers must become active curriculum designers who shape and edit the curriculum according to students' needs. This paper describes knowledge for teachers as curriculum designers and a framework for interdisciplinary unit development. The framework addresses a metacurricular process (problem solving) that will be the unit centerpiece, the development of this central process related to the learner, and the tasks that teach explicit learning and thinking skills attached to the central process. An example of the framework in action is also described. As the faculty and curriculum coordinators for an innovative summer academy for minority students in northern Arizona have used this framework, they have evolved from a group that created a good idea to interest students with parallel subject development in separate classrooms to humanities/mathematics/science teams united in one team/classroom, in which content is integrated through the actions of the problem solving process.
TL;DR: In this paper, the analogical texts were read once, and the non-analogical text were read twice to equate the number of times students were exposed to the general principles governing the domains.
Abstract: Various scientific concepts were taught to students in the third through sixth grades. Some children were taught the concepts using instructional analogies. Each analogy explicitly compared the science concept to a more familiar topic. Other children received expository texts not containing analogies. Students were asked to recall the texts and to answer inference questions about the science concepts. Fourth- and sixth-grade students read the texts on their own in Experiment 1. Students who read the analogical text showed higher levels of performance on inference questions than students who received the non-analogical texts. In Experiment 2, texts were read aloud to third- and fifth-grade students. The analogical texts were read once, and the nonanalogical texts were read twice to equate the number of times students were exposed to the general principles governing the domains. As in Experiment 1, students who received the analogical texts demonstrated better inferential reasoning than students who received the non-analogical texts.
TL;DR: The authors examines the interaction of large-scale mathematics assessments and standards efforts in the United States and 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.
Abstract: 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.
TL;DR: The authors found that younger children made more significant gains than did the older children (ages 11 to 13), with both groups reaching similar levels of understanding after instruction with both a short multiple choice test based on common misconceptions from the literature and interviews about events.
Abstract: Relatively few studies have examined the effects of instruction on children 's understanding of burning. This study focused on three questions. (a) What are children's views of burning prior to and after instruction? (b) Do children 's views become more scientific, that is, more in accord with scientists' views, with instruction, and if so, how? (c) Are the changes in children's understanding of burning correlated to their ages? Data were collected before and afterfive hours of instruction in a Saturday Science Program, using both a short multiple choice test based on common misconceptionsfrom the literature and "interviews about events. " Children were divided into two classes according to their grade in school. A significant difference was found in children 's understanding before and after instruction on the multiple-choice test that was corroborated with interview data. Younger children (ages 8 to 11) made more significant gains than did the older children (ages 11 to 13%, with both groups reaching similar levels of understanding after instruction. Although notable gains were made in recognizing the needfor oxygen in burning and in distinguishing between decomposition and burning, interviews revealed thatfew children at any age could explain specifically what was happening on the phenomena level.
TL;DR: The authors describe how a teacher's stance of wonder, curiosity, and exploration during the use of hypothetical inquiry situations served as a way for the teacher to address her goals for students to be more vocal members of the learning community; to encourage critical and creative thinking in the students; to provide them with meaningful, context-rich opportunities for synthesizing personal past experience with ongoing classroom instruction; to enhance socialization skills in the middle school environment; and to provide an improvisational atmosphere for both learning and teaching.
Abstract: The purpose of this study was to describe how a teacher's stance of wonder, curiosity, and exploration during the use of hypothetical inquiry situations served as a way for the teacher to address her goals for students to be more vocal members of the learning community; to encourage critical and creative thinking in the students; to provide them with meaningful, context-rich opportunities for synthesizing personal past experience with ongoing classroom instruction; to enhance socialization skills in the middle school environment; and to provide an improvisational atmosphere for both learning and teaching.
TL;DR: The authors analyzed the content and organization of teacher's manuals for elementary school mathematics from Japan and the United States and found that there are some significant differences in the way Japanese teachers' manuals are prepared from those of the US series.
Abstract: In this paper, results from a study that analyzed the content and organization of teacher's manuals for elementary school mathematics from Japan and the United States are presented. Studies have shown that the nature of mathematics instruction in Japan is different from instruction commonly observed in the United States. Moreover, other scholars have noted that elementary school teachers, both in the United States and Japan, rely heavily on textbooks to teach mathematics. Thus, teacher's manuals accompanying textbook series may be a contributing factor to this difference. The results of the analysis showed that there are some significant differences in the way Japanese teachers' manuals are prepared from those of the US series. The findings suggest that curriculum developers should critically reflect on how to prepare teacher's manuals so that they become useful resources for teachers.
TL;DR: In this paper, an instructional sequence in which a bicycle context was used to increase the status of appropriate concepts of work and simple machines is described, and pilot tested in an applied physics course for elementary education majors.
Abstract: The grounding of science instruction in practical applications has been strongly emphasized in the science education literature. The notion of concept status change allows one to view the importance of practical applications from a learning theory perspective. This article describes an instructional sequence in which a bicycle context was used to increase the status of appropriate concepts of work and simple machines. The instructional sequence was pilot tested in an applied physics course for elementary education majors. Implications are made for conceptual change pedagogy and for curriculum design.
Abstract: 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.
TL;DR: The authors used a traditional approach with problem solving, a concrete approach with manipulatives, or a visual approach with computer spreadsheets, similar lessons on the arithmetic mean were taught to 22 children in grades 4-6, in three multiage groups.
Abstract: The types of experiences children should encounter to best understand average were investigated in this study. Using a traditional approach with problem solving, a concrete approach with manipulatives, or a visual approach with computer spreadsheets, similar lessons on the arithmetic mean were taught to 22 children in grades 4–6, in three multiage groups. Differences among pretest, posttest, and interview performances suggest some advantage in the use of a visual instructional style. Continued gains in performance were found after 4 months without further instruction. An algorithmic-like definition of average corresponded to better long-term performance than less precise definitions. Collaborative deliberations resulted in positive implications for the researchers' teaching.