Showing papers in "School Science and Mathematics in 2006"
TL;DR: In this paper, the authors investigated the relationship between preservice teachers' anxiety levels and their confidence levels to teach elementary mathematics and science and found that low anxiety pre-service teachers are more confident in teaching elementary mathematics than their peers having higher levels of anxiety.
Abstract: Sixty-five preservice elementary teachers' math anxiety levels and confidence levels to teach elementary mathematics and science were measured. The confidence scores of subjects in different math anxiety groups were compared and the relationships between their math anxiety levels and confidence levels to teach mathematics and science were investigated. The results suggest that low math anxious preservice teachers are more confident to teach elementary mathematics and science than are their peers having higher levels of math anxiety. Negative correlations were found between preservice teachers' math anxiety and their confidence scores to teach elementary mathematics (r = −.638) and between preservice teachers' math anxiety and their confidence scores to teach elementary science (r = -.417). Also, personal math and science teaching self-efficacy scores of participants were found to be correlated at .01 level (r =.549).
325 citations
TL;DR: In this paper, the authors investigated the relationship between mathematics anxiety and mathematics teacher efficacy among elementary preservice teachers and found that the teachers with the lowest degrees of mathematics anxiety had the highest levels of teacher efficacy.
Abstract: The study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among elementary preservice teachers. Participants included 28 elementary preservice teachers at a mid-size university in the southeastern United States who had just completed a mathematics methods course. Data sources included the Mathematics Anxiety Rating Scale. Mathematics Teaching Efficacy Beliefs Instrument, and clinical interviews. Findings revealed a significant, moderate negative relationship between mathematics anxiety and mathematics teacher efficacy (r = -.440, p < .05). In general, the preservice teachers with the lowest degrees of mathematics anxiety had the highest levels of mathematics teacher efficacy. The interviews indicated that efficaciousness toward mathematics teaching practices, descriptions of mathematics, and basis for mathematics teaching efficacy beliefs were associated with mathematics anxiety.
211 citations
TL;DR: In this paper, the authors focused on two middle schools in the central US who participated in collaborative, sustained, whole-school professional development in implementing inquiry as part of National Science Education Standards, or standards-based instructional practices.
Abstract: This study focused on two middle schools in the central US who participated in collaborative, sustained, whole-school professional development in implementing inquiry as part of National Science Education Standards, or standards-based instructional practices. Participants were involved in their second year of the professional development experience. The research question explored was, “What barriers do science teachers encounter when implementing standards-based instruction while participating in effective professional development experiences?” Qualitative data collected in the form of teacher interviews and classroom observations were utilized and were analyzed using a barrier to reform rubric. Findings indicate that even with effective professional development, science teachers still encounter technical, political, and cultural barriers to implementation. More support is required for professional development efforts to be successful, such as resources and time, as well as administrative buy-in and support. Findings also revealed that even the best intended professional development efforts do not reveal and address existing beliefs for all teachers. Implications for future science education reform stakeholders are discussed.
169 citations
TL;DR: Porter et al. as mentioned in this paper used multiple methods fordocumenting teachers' use of district-adopted text-books to better reveal the extent and nature of textbookuse by middle school mathematics teachers, finding that teachers were not necessarily bound by the placement of the topic in a textbook, but tended purposely to chooselessons to teach or omit regardless of their placement inthe textbook.
Abstract: Summary The study reported here uses multiple methods fordocumenting teachers’ use of district-adopted text-books. It goes beyond relying solely on teacher’s recallof what was taught (Porter, 2002) and provides multiplelenses to better reveal the extent and nature of textbookuse by middle school mathematics teachers. The ex-amination of the written curriculum confirms that theattention given to major strands, including Number andOperation differ significantly between NSF-funded andpublisher-generated textbooks. Furthermore, a relativeEmphasis Index was created to help identify math-ematical strands (e.g., Number and Operation) thatteachers attended to more than would have beenexpected given the emphasis in their textbooks, as wellas other mathematical strands (e.g., Data and Probabil-ity) given less attention. An examination of the order oftopics confirms that teachers were not necessarilybound by the placement of the topic in a textbook (i.e.,the first or last chapter), but tended purposely to chooselessons to teach or omit regardless of their placement inthe textbook.These data suggest that the district-adopted text-book strongly influences both
114 citations
TL;DR: In this article, the authors surveyed teachers in a bachelor of education (primary and ECE) program about their beliefs and attitudes toward mathematics and its teaching and learning, at the beginning of their first mathematics curriculum unit and again at the end of their second mathematics education unit.
Abstract: Preservice teachers in a bachelor of education (Primary and ECE) program were surveyed about their beliefs and attitudes toward mathematics and its teaching and learning, at the beginning of their first mathematics curriculum unit and again at the end of their second mathematics education unit, approximately 18 months later Significant differences were found for several items However, in comparison to previously noted changes in the beliefs of similar cohorts from the beginning to end of a single unit, the changes were relatively small Aspects of the course that students considered valuable and which may have contributed to the changes are also reported
87 citations
TL;DR: In this paper, the authors investigated the impact of incorporating problem-posing in elementary classrooms on the beliefs held by elementary teachers about mathematics and mathematics teaching, and found that the use of Problem-Pose had a positive impact on their beliefs about mathematics instruction.
Abstract: This study investigated the impact of incorporating problem posing in elementary classrooms on the beliefs held by elementary teachers about mathematics and mathematics teaching. Teachers participated in a year-long staff development project aimed at facilitating the incorporation of problem posing into their classrooms. Beliefs were examined via pre- and postsurvey. Results indicated a positive impact on their beliefs about mathematics and mathematics instruction. Data from open-ended written responses verified the impact of problem posing on the teachers and their classrooms. Based on these findings, it is recommended that problem posing be incorporated into all professional learning and undergraduate education programs.
86 citations
TL;DR: The authors used draw-a-science-teacher-teaching test checklist (DASTT-C) to assess teachers' teaching styles and students' perceptions of scientists.
Abstract: Many educational researchers seem to concur with the idea that, among other factors, the teacher's teaching style has some impact on student learning and the perceptions students develop about science learning and the work of scientists. In this study, nine middle grades teachers' teaching styles were assessed using the Draw-a-Science-Teacher-Teaching Test Checklist (DASTT-C) and categorized along a continuum from didactic to inquiry/constructivist in orientation. Students' (n = 339) perceptions of scientists were determined using the Draw-a-Scientist-Test Checklist (DAST-C). Teachers' teaching styles and their students' perceptions of scientists were then compared using nonparametric correlational methods. Results showed that no significant correlation existed between the two measures for the population studied. Although the study provides no understanding about when or how relationships developed between teachers' teaching styles and students' perceptions of scientists, trends in the results give rise to some concerns regarding the preparation of future science teachers and the in-service development of practicing teachers.
71 citations
TL;DR: This article conducted a qualitative study to investigate typical middle school general education mathematics teachers' beliefs and knowledge of students with learning disabilities and inclusive instruction and to gain an understanding of the process of inclusion as it is implemented in middle school classrooms.
Abstract: The purpose of this qualitative study was to investigate typical middle school general education mathematics teachers' beliefs and knowledge of students with learning disabilities and inclusive instruction and to gain an understanding of the process of inclusion as it is implemented in middle school classrooms. In-depth interviews, surveys, and classroom observations were conducted with seven teachers. The constant comparative method was used to analyze all interview and observation data. The findings reveal that even teachers who believe that inclusion is being successfully implemented are unclear about their responsibilities towards included students and the learning characteristics and specific mathematics teaching approaches that would be effective. The general educators feel that they were grossly under-prepared during preservice and inservice for the realities of inclusion teaching. The study provides insights that can be used to enhance preservice and inservice programs for teachers and underscores the necessity for building teamwork and collaboration among general and special education middle school teachers.
69 citations
TL;DR: In this paper, the authors compared students with access to graphing calculators during instruction to students who did not have access to them during instruction, and found that when calculators were included in testing and instruction, the procedural, conceptual, and overall achievement skills of students improved.
Abstract: Forty-two studies comparing students with access to graphing calculators during instruction to students who did not have access to graphing calculators during instruction are the subject of this meta-analysis. The results on the achievement and attitude levels of students are presented. The studies evaluated cover middle and high school mathematics courses, as well as college courses through first semester calculus. When calculators were part of instruction but not testing, students' benefited from using calculators while developing the skills necessary to understand mathematics concepts. When calculators were included in testing and instruction, the procedural, conceptual, and overall achievement skills of students improved.
68 citations
TL;DR: Using a sociocultural theoretical framework (Mercer & Covey, 1980), an ethnographic study interpreted the perspectives of five African American students as they discussed their learning experiences in science and mathematics classrooms.
Abstract: The voices of African American students reveal sociocultural factors that influence their achievement in science and mathematics classes. Using a sociocultural theoretical framework (Mercer & Covey, 1980), this ethnographic study interpreted the perspectives of five African American students as they discussed their learning experiences in science and mathematics classrooms. This framework acknowledges the vulnerability of the educational system to societal influences that inevitably assert cultural values and norms. The students' discussions provided insight into their beliefs about the varied ways in which sociocultural factors impact their learning in science and mathematics classrooms.
66 citations
TL;DR: In this paper, the authors report on the experiences of a small collaborative inquiry group consisting of a high school science teacher, Deidre, and two university researchers, as they explored an active, inquiry-based approach to teaching and learning referred to as Problem-Based Learning or PBL.
Abstract: This paper reports on the experiences of a small collaborative inquiry group consisting of a high school science teacher, Deidre, and two university researchers, the authors of this paper, as they explored an active, inquiry-based approach to teaching and learning referred to as Problem-Based Learning or PBL (Barrows, 1994; Barrows & Tamblyn, 1980). Although PBL is not new and has an established tradition in medical education and other professional schools, the use and scholarship of PBL at the secondary level is only starting to emerge. This small-scale collaboration allowed the co-inquirers to delve into the complexities of PBL and to examine its feasibility as a curriculum and instructional approach in the context of high school science teaching and learning.
The three collaborators adopted an action-based inquiry method referred to as Collaborative Inquiry (CI), a “process consisting of repeated episodes of reflection and action through which a group of peers strives to answer a question of importance to them” (Bray, Lee, Smith, & Yorks, 2000, p. 6). Data collection methods and sources included student-generated work, classroom observation, student interviews, and audio-taped planning meetings. The outcomes of the study focus on the issues that arose during PBL design and implementation, such as selecting a PBL topic, determining the level of structure to be incorporated into the PBL experience, selecting appropriate assessment approaches, facilitating groups, and providing optimal student feed-back. In addition, outcomes related to student perceptions of PBL indicated that the majority liked learning through PBL because it promoted active learning, made science relevant, provided variety in learning, and supported group work. The authors discuss implications for the adoption of PBL in K-12 settings.
TL;DR: In this paper, two sections of middle school science were taught by two longtime teachers where one used an STS approach and the other followed the more typical textbook approach closely, and the testing focused on student concept mastery, general science achievement, concept applications, use of concepts in new situations, and attitudes toward science.
Abstract: Two sections of middle school science were taught by two longtime teachers where one used an STS approach and the other followed the more typical textbook approach closely. Pre- and post assessments were administered to one section of students for each teacher. The testing focused on student concept mastery, general science achievement, concept applications, use of concepts in new situations, and attitudes toward science. Videotapes of classroom actions were recorded and analyzed to determine the level of the use of STS teaching strategies in the two sections. Information was also be collected that gave evidence of and noted changes in student creativity and the continuation of student learning and the use of it beyond the classroom. Major findings indicate that students experiencing the STS format where constructivist teaching practices were used to (a) learn basic concepts as well as students who studied them directly from the textbook, (b) achieve as much in terms of general concept mastery as students who studied almost exclusively by using a textbook closely, (c) apply science concepts in new situations better than students who studied science in a more traditional way, (d) develop more positive attitudes about science, (e) exhibit creativity skills more often and more uniquely, and (f) learn and use science at home and in the community more than did students in the textbook dominated classroom.
TL;DR: This article examined 27 seventh-grade and 27 tenth-grade students' perceptions of scientists before and after a weeklong educational experience on nanotechnology, where students interacted with scientists, finding that fewer than 10% of participants reported ever interacting with scientists in school settings prior to this project, despite attending schools in areas with a high density of scientists.
Abstract: Although there have been numerous scientists-in-the-classroom initiatives in recent years, there is little research that documents whether or not these initiatives make an impact on students. This study examined 27 seventh-grade and 27 tenth-grade students' perceptions of scientists before and after a weeklong educational experience on nanotechnology, where students interacted with scientists. The data from this project included student interviews (pre and post intervention), field notes, student stories, and follow-up interviews conducted 1 year after the project. Results showed that fewer than 10% of participants reported ever interacting with scientists in school settings prior to this project, despite attending schools in areas surrounded by a high density of scientists. Students' perceptions of scientists changed as a result of the project. The implications for science instruction are discussed.
TL;DR: In this paper, two teacher education tasks and experiences designed to challenge and extend preservice teachers' understanding of division by 0 are presented, and the results highlight the value of using teacher learning tasks that situate mathematical inquiry in teaching practice but also highlight the challenge for teacher educators to design experiences that help preserve teachers see the importance of, and develop the tools and inclination for, mathematical inquiry that is needed for teaching mathematics with understanding.
Abstract: Preservice elementary school teachers' fragmented understanding of mathematics is widely documented in the research literature. Their understanding of division by 0 is no exception. This article reports on two teacher education tasks and experiences designed to challenge and extend preservice teachers' understanding of division by 0. These tasks asked preservice teachers to investigate division by 0 in the context of responding to students' erroneous mathematical ideas and were respectively structured so that the question was investigated through discussion with peers and through independent investigation. Results revealed that preservice teachers gained new mathematical (what the answer is and why it is so) and pedagogical (how they might explain it to students) insights through both experiences. However, the quality of these insights were related to the participants' disposition to justify their thinking and (or) to investigate mathematics they did not understand. The study's results highlight the value of using teacher learning tasks that situate mathematical inquiry in teaching practice but also highlight the challenge for teacher educators to design experiences that help preservice teachers see the importance of, and develop the tools and inclination for, mathematical inquiry that is needed for teaching mathematics with understanding.
TL;DR: In this article, a method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian-oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course.
Abstract: A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian-oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences drawn by prospective teachers were 63.2% negative in tone, and listed associated emotions were 60.4% negative; on the posttest these changed significantly to 72.1% positive images, with 70.5% positive associated emotions. The qualitative analysis of images and preservice teacher interpretations of them indicate that mathematics anxiety decreased and motivation changed from extrinsic to intrinsic as a result of the course. Pretest images and interpretations focused primarily on grades, unhappiness, time and pressure, struggle, and lack of success. Posttest images and interpretations revealed (a) greater understanding of mathematical concepts through use of concrete materials; (b) greater engagement in mathematics through interesting activities and discourse with peers; and (c) a sense of accomplishment from teaching practicum lessons. Because the drawing exercise helped students connect with their previously unconscious images of mathematics, thereby helping to shift the mathematics anxiety complex toward a more positive affective state, it is recommended that these activities be part of mathematics methods courses.
Abstract: Issam Abi-EI-MonaFouad Abd-EI-KhalickUniversity of Illinois at Urbana-ChampaignThis study aimed to identify the types of arguments promoted in various contexts common to a high schoolchemistry classroom, including lecture-discussion and laboratory activities. The study was guided by the follow-ing research question: What types of argument structures and schemes, if any, are promoted and engaged by stu-dents within various contexts in the participant classroom? Participants were 73 students enrolled in threesections of a grade 10 high school chemistry classroom. The same teacher taught all three sections and coveredthe same chemical topics. All regular and laboratory sessions were videotaped over the course of 2 months. Re-searcher fieldnotes were used to generate selective transcripts of argumentation evident during instruction. Ad-ditionally, semistructured interviews were conducted to assess participants' argumentative abilities in aninquiry-oriented context. Student arguments were found to be limited in number and mostly characterized by in-complete structures, especially in terms of warrants within all three target contexts. However, student reasoningschemes varied across the three contexts, with the most developed ones evident in the inquiry-based interviewcontext. It is argued that "traditional" science instruction contexts can be used to promote argumentation ifstudents are afforded certain support and guiding elements.National and international science education reformdocuments, science educators, and researchers havecome to consider argumentation as a central compo-nent of science education (e.g., American Associationfor the Advancement of Science [AAAS], 1993;Driver, Newton, & Osborne, 2000; Duschl & Ellenbo-gen, 2001; Millar & Osborne, 1998; National ResearchCouncil [NRC], 2000). Munford and Zembal-Saul(2002) and Zembal-Saul (2005) eloquently summa-rized the benefits of a focus on argumentation as fol-lows: (a) Learners can experience scientific practicesthat situate knowledge production in original contexts,which provide them with opportunities to learn notonly science content, but learning about science, aswell as including an understanding of the role of lan-guage, culture, and social interaction in the process ofknowledge construction (see also Driver et al., 2000;Osborne, Erduran, Simon, & Monk, 2001; Pontecorvo,1987); (b) engagement with argumentative discoursecan render learners' understanding and thinking visibleand, thus, provide a valuable tool for reflection and as-sessment (also see Abell, Anderson, & Chezem, 2000;Zembal-Saul & Land, 2002); and (c) argumentationcan support learners in developing different ways ofthinking (Kuhn, 1992, 1993).Unfortunately, argumentation is rare in K-12 scienceclassrooms (Driver et al., 2000; Yerrick, 2000) largelybecause the contexts necessary for promoting argumen-tation (e.g., authentic inquiries, socioscientific issues)are not part of the teaching ecologies that typify mostof these classrooms (Jimenez-Aleixandre, Rodriguez,& Duschl, 2000). Bringing argumentation into scienceclassrooms requires the enactment of contexts thattransform them into knowledge producing communi-ties, which encourage dialogic discourse and variousforms of cognitive, social, and cultural interactionsamong learners (Duschl & Osborne, 2002; Newton,Driver, & Osborne, 1999).Researchers have identified several contexts for pro-moting argumentation, which typically fall under therubric of socioscientific issues. However, the well-doc-umented difficulties that impede the enactment of in-struction focused on socioscientific issues(Abd-EI-Khalick, 2003; Zeidler & Keefer, 2003) ne-cessitate that more research be dedicated to assessingthe potential of contexts more common to scienceclassrooms for promoting argumentation. Thus, thisstudy aimed to identify the types of arguments, if any,that are promoted in various contexts commonly usedin a Grade 10 chemistry classroom. These contexts in-clude lecture-discussion and laboratory experiments.The guiding research question was: What types of ar-gument structures and schemes, if any, are promotedand engaged by students within various contexts in theparticipant classroom?Background and Review of the LiteratureKuhn (1992, 1993) broadly defined argumentationin science education as the process of proposing, sup-porting, criticizing, evaluating, and refining conflicting
TL;DR: There is 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.
Abstract: 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.
TL;DR: In this article, a design-based core engineering course was developed to meet the needs and interests of future engineers and science educators, and the types of instructional changes reasonable to expect in initial development efforts were described.
Abstract: Reformers seeking to increase student understanding and interest are looking to collaborative partnerships to support improved science, technology, engineering, and mathematics (STEM) teaching. At the college level, partnerships across colleges are encouraged by reformers in order to provide all students with strong content understanding, model recommended practices for future teachers, and increase participation by underrepresented groups in STEM careers. Collaborative curriculum development, however, is not a trivial undertaking and success is not guaranteed. A better understanding of how partners with different backgrounds interact and what types of instructional changes can be expected from initial attempts will facilitate this potentially powerful approach to instructional change. In this project, 2 engineers and 2 science educators worked jointly to develop a design-based core engineering course to meet the needs and interests of future engineers and science educators. Interaction among planners and development progress were documented by written meeting records and reflections, emails, and records of planning stages and products. Analysis characterized interactions between engineers and educators and the resulting instructional changes. In spite of a strong interest in partners' topics and mutual goals, specialized language and professional cultural differences presented obstacles to understanding and development progress. Also described are the types of instructional changes reasonable to expect in initial development efforts.
TL;DR: In this article, the authors compare and contrast two different science curricula through a case study approach and conclude that these two orientations have fundamental philosophical differences and are irreconcilable.
Abstract: Over the last 20 years, science-technology-society-environment education (STSE) education has been advocated as a way to advance scientific literacy. However, STSE education represents a broad range of ideologies and orientations. The purpose of this study was to compare and contrast two different science curricula through a case study approach. This study followed three classroom teachers from Ontario who decided to write a locally developed STSE course to replace the one that the government had discontinued. Through an analysis of the current government mandated STSE curricula and the proposed STSE curriculum, two distinct orientations emerged: social reconstruction and social reproduction. The analysis work suggests that these two orientations have fundamental philosophical differences and are irreconcilable. The paper concludes with a discussion about the implications for science educators.
TL;DR: Zientek et al. as discussed by the authors explored differences by certification type and program characteristics based on novice teachers' demographics, educational attainment, sense of selfefficacy, and sense of preparedness to enter the classroom.
Abstract: Alternative teacher certification (ATC) programs are one method created to help alleviate teacher shortages (Cox, Matthews, & Assoc, 2001; Hallinan & Khmelkov, 2001). While much debate has arisen over ATC programs, very few have empirically examined their impact on the teaching pool (DarlingHammond, Berry, & Thoreson, 2001; Darling-Hammond, Chung, & Frelow, 2002; Goldhaber, 2000; Ingersoll, 1999; Shen, 1997, 1999). The present study was designed to explore differences by certification type and program characteristics based on novice teachers' demographics, educational attainment, sense of self-efficacy, and sense of preparedness to enter the classroom. Results from the present study suggest ATC programs are somewhat diversifying the teaching population by bringing in more minorities and science majors, but do not appear to be bringing in more experienced scientists and mathematicians nor do they appear to be alleviating the teacher shortage. In this sample, traditionally certified teachers felt better prepared than ATC teachers with the biggest differences on Promoting Student Learning. Regardless of certification route, prior classroom experience was a strong predictor of Overall Preparedness and a teacher's perception of his or her ability to be an effective teacher. For ATC teachers, a positive mentoring experience was a strong predictor of Overall Preparedness. The discussion of whether or not ATC programs should exist should now be replaced with a discussion of how to ensure that these programs produce better teachers and improve student learning. The underlying theme from the present study was that, in order to feel prepared and have high self-efficacy, novice teachers needed instruction in the majority of the components identified by research and by the National Commission on Teaching and America's Future (1996), including positive mentoring experiences, field based experiences, and curriculum based on child development, learning theory, cognition, motivation, and subject matter pedagogy. Results from the present study support the assertion that teacher preparation programs, program components, mentoring experiences, and field-based experiences do impact teacher effectiveness in the classroom. URI http://hdl.handle.net/1969.1/5751 Subject Alternative Certification Teacher Preparation Collections Electronic Theses, Dissertations, and Records of Study (2002– ) Citation Zientek, Linda Reichwein (2003). Do teachers differ by certification route? novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach. Doctoral dissertation, Texas A&M University. Texas A&M University. Available electronically from http://hdl.handle.net/1969.1 Do teachers differ by certification route? Novice teachers' sense of self-efficacy, commitment to teaching, and preparedness to teach
TL;DR: For instance, this paper found that technology was used most often to understand or explore in more depth concepts taught in class, followed by using technology as a tool of investigation or assessment, and the lowest reported use of technology was as tool of communication.
Abstract: Use of technology in science and mathematics classes has been increasing, but there are differences in the amount of use 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. This was followed by using technology 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 students in elementary or high school classes. Students in mathematics classes perceived technology as more helpful than students in science classes. Girls perceived technology as more helpful than boys. Additionally, teacher and student perceptions of amount of use varied with teachers reporting more use than students.
TL;DR: In this article, the authors present ways in which students ascertain that what they have learned in mathematics is true, using three kinds of justification schemes: externally based, empirical, and analytic.
Abstract: This article presents ways in which students ascertain that what they have learned in mathematics is true. Students in the middle school (and a few from other grades) were interviewed by prospective and in-service teachers. Students were asked what they had learned recently in mathematics and how they knew it was true. The answers were grouped by the author according to the justification schemes used by the students in their explanations. Students interviewed used three kinds of justification schemes: externally based, empirical, and analytic. For each kind, examples are provided of students' justifications. Additional insights are included from the reflections of the interviewers. Some suggestions are offered regarding how teachers can help increase their students' ability to give convincing arguments in mathematics.
TL;DR: This article described the initial cross-cultural issues four international science teachers encountered when they immigrated to teach in U.S. high schools, including differences in school organization and structure, assessment and philosophical beliefs, communication, textbooks, teaching methods, and teacher-student relations.
Abstract: U.S. schools have experienced a perennial shortage of teachers. Recently, many school districts have been inviting foreign veteran teachers to help mitigate such teacher shortages. This study describes the initial cross-cultural issues four international science teachers encountered when they immigrated to teach in U.S. high schools. In-depth, semistructured interviews of four science teachers (from Ghana, Britain, and Germany) produced the main source of data. The international teachers faced a variety of support system problems, which were not directly classroom related, but nevertheless had an impact on their instructional effectiveness. They also faced teaching-related issues, including differences in school organization and structure, assessment and philosophical beliefs, communication, textbooks, teaching methods, and teacher-student relations. They all expressed a need to become active learners in order to function effectively in their new teaching contexts. The implications are discussed based on the findings.
TL;DR: In this paper, the authors analyzed items that exhibit gender-related Differential Item Functioning (DIF) in Mathematics in Jordan and found that most of the items that negatively impacted on females were unfamiliar items that required some risk taking such as estimation, expectation, or approximation.
Abstract: The purpose of this study is to analyze items that exhibit gender-related Differential Item Functioning (DIF) in Mathematics in Jordan. Data was taken from the TIMSS 1999 of Jordan, which includes responses of 5,299 eighth grade students. Mantel-Haenszel (MH) DIF procedure was applied to 124 multiple-choice items. The results showed that 37 items exhibited gender-related DIF. The analysis of the content of these items reflected some patterns that need further investigation. All the DIF items in measurement content favored male students while most of the DIF items in algebraic and data analysis contents favored female students. Most of the DIF items that negatively impacted on females were unfamiliar items that required some risk taking such as estimation, expectation, or approximation. On the other hand, most of the DIF items that favored females were familiar items which have one specific correct answer. Some implications for both research and teaching practice are provided.
TL;DR: In this article, the effects of bridging analogies teaching strategy and gender on Turkish high school students' misconceptions in mechanics were investigated, and the statistical results showed that bridging analogy 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.
Abstract: 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.
TL;DR: This paper used Davydov's mathematics curriculum in the former Soviet Union and found that primary grade students develop their own conceptual understanding while confronting difficulties met within a specific context, and described dynamic interactions between teacher and children while they discuss the use of algebraic expressions and understand the meaning behind them.
Abstract: This classroom scholarship report is based on the teaching experience using Davydov's mathematics curriculum, which was developed in the former Soviet Union While “from arithmetic to algebra” is the normally accepted instructional sequence in school mathematics, Davydov's curriculum is laid out “from algebra to arithmetic,” focusing on algebraic thinking from the very beginning of the elementary grades The purpose of this report is not to provide a definitive conclusion about which curriculum or sequence is better nor to address which instructional strategy is right in all circumstances Rather, it is to explore how primary grade students develop their own conceptual understanding while confronting difficulties met within a specific context This report provides actual classroom episodes from working with a group of first graders and describes dynamic interactions between the teacher and children while they discuss the use of algebraic expressions and understand the meaning behind them
TL;DR: In this paper, the authors investigated the effectiveness of improvising locally available materials for teaching chemistry in Nigeria, as a case for a culture of improvisation for teaching the sciences in developing countries.
Abstract: This article investigates the effectiveness of improvising locally available materials for teaching chemistry in Nigeria, as a case for a culture of improvisation for teaching the sciences in developing countries. The scarcity and cost of imported materials for teaching science has remained a major challenge to teaching sciences in developing countries, and the fact that many teachers from developing countries tend to wait for these imported materials before they can teach continues to present a set-back for science education in many non-Western nations. In this experimental study, second year students in 3 Nigerian Senior Secondary schools in the state of Lagos, Nigeria, were sampled to determine whether there will be a significant difference in their performance when taught using imported materials compared to when taught using local substitutes. The study reveals that whereas their attitudes towards local materials may not be as positive as their attitudes towards imported materials, their performances did not differ when taught with either, as long as they were unaware of which material was local or imported. The result of this study proved that science education will flourish if teachers in Nigeria, and probably other developing countries, can begin to improvise local materials for science instruction.
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