Showing papers in "School Science and Mathematics in 2019"
34 citations
TL;DR: From numbers to narratives: Preservice teachers' experiences with mathematics anxiety and mathematics teaching anxiety as discussed by the authors, which has been published in final form at https://doi.org/10.1111/ssm.12320.
Abstract: This is the peer reviewed version of the following article: Olson, A., & Stoehr, K. (2019). From numbers to narratives: Preservice teachers’ experiences with mathematics anxiety and mathematics teaching anxiety. School Science and Mathematics, 119(2), 72–82, which has been published in final form at https://doi.org/10.1111/ssm.12320. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for selfarchiving.
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TL;DR: Oklahoma State Deparment of Education MSP Mini Grant and OSU College of Education as discussed by the authors have been used for research on STEM teaching and learning in the last few years.
Abstract: Oklahoma State Deparment of Education MSP Mini Grant; OSU College of Education; Center for Research on STEM Teaching and Learning
TL;DR: In this paper, the authors present a list of abbreviations for ACKNOWLEDGEMENTs and a table of contents for FIGURE FIGURES, including a chapter and a chapter.
Abstract: ...................................................................................................................... ii DEDICATION .................................................................................................................. iv ACKNOWLEDGEMENTS ............................................................................................... v NOMENCLATURE .......................................................................................................... vi TABLE OF CONTENTS ............................................................................................... viii LIST OF FIGURES ............................................................................................................ x LIST OF TABLES ............................................................................................................ xi CHAPTER
TL;DR: Inclusion pedagogy is a learner-centered approach to teaching that considers backgrounds and abilities of individual students, centered on creating a learning environment where all students feel welcome and included.
Abstract: Issues of diversity, including ethnic and racial diversity, continue to persist in the field of education. Teachers are challenged with understanding diversity, including their own roles and socialized perspectives toward race and gender, in diverse classrooms. With this challenge comes the need to incorporate principles of inclusive pedagogy into the curriculum. Inclusive pedagogy is a learner‐centered approach to teaching that considers backgrounds and abilities of individual students, centered on creating a learning environment where all students feel welcome and included (Tanner, 2013). With the increasing emphasis on science, technology, engineering, and mathematics (STEM) education in the United States (Bybee, 2010; Daugherty, 2013) and other countries (Bairaktarova, Evangelou, Bagiati, & Brophy, 2011; Çorlu & Çorlu, 2012; Çorlu, 2013; Sümen & Çalışıcı, 2016), teachers need to find ways to encourage all students to explore a variety of fields of study and potential careers. Although we are not saying that STEM careers are more important than other fields, we do contend that solving the global issues in medicine, engineering, and environmental sustainability will take a future workforce with a strong expertise in science knowledge, technology utilization, and problem‐solving skills. Received: 13 January 2019 | Revised: 22 April 2019 | Accepted: 8 May 2019 DOI: 10.1111/ssm.12361