The African American Students’ Guide To Stem Career, 2016 Norfolk State University

#### The African American Students’ Guide To Stem Career, Robert Palmer, Phd, Andrew Arroyo, Ed.D

*Robert T. Palmer, PhD*

No abstract provided.

1. Types Of Alignment: Presentations & Demos Assignment, 2016 Illinois Mathematics and Science Academy

#### 1. Types Of Alignment: Presentations & Demos Assignment, Sarah O'Leary-Driscoll

*Sequence Alignments*

Pairwise Alignment: DNA

Pairwise Alignment: Protein

Multiple Sequence Alignment: DNA

Multiple Sequence Alignment: Protein

Using Manipulatives To Investigate Esol Students' Achievement And Dispositions In Algebra, 2016 Bagwell College of Education

#### Using Manipulatives To Investigate Esol Students' Achievement And Dispositions In Algebra, Donna L. Marsh

*Doctor of Education in Teacher Leadership Dissertations*

The purpose of this embedded quasi-experimental mixed methods research was to investigate the effectiveness of concrete and virtual manipulatives on the achievement of English Speakers of Other Languages (ESOL) as they employ them to explore linear and exponential functions in high school Sheltered Common Core Coordinate Algebra. Also of interest were the effects concrete and virtual manipulatives have on their disposition towards mathematics and math class. Another goal was to investigate the benefits and disadvantages of using concrete and virtual manipulatives versus traditional instructional practices.

This was a 5-week study. The control group (N=20) was instructed through the use ...

Teaching Science Teachers In An Online Context With A Constructivist Approach, 2016 USC Rossier School of Education

#### Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber

*Occasional Paper Series*

The authors discuss the development of an online STEM-based teacher education program, providing a template for the inclusion of constructivist practices, such as course activities and student teaching.

Reflections On Math Students’ Circles: Two Personal Stories From Colorado, 2016 University of Colorado, Denver

#### Reflections On Math Students’ Circles: Two Personal Stories From Colorado, Diana White, Lori Ziegelmeier

*Lori Beth Ziegelmeier*

Math Students’ Circles provide an opportunity for mathematicians to work in their communities to engage young students in mathematics as a human, aesthetic, and social endeavor. Sometimes referred to simply as Math Circles, these venues give mathematicians experience in introducing children to topics not typically seen in school curricula in an exciting, hands-on format. This article explores two Math Students’ Circles (MSCs) in the state of Colorado from the point of view of two pre-tenure faculty members. One participated in MSCs for four years while working on her Ph.D. in mathematics, the other started an MSC as an offshoot ...

Should Students Assessed As Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial, 2016 CUNY Graduate Center

#### Should Students Assessed As Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial, Alexandra W. Logue, Mari Watanabe, Daniel Douglas

*Faculty Publications and Research*

Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these approaches, and other data are mixed. We randomly assigned 907 students to (a) remedial elementary algebra, (b) that course with workshops, or (c) college-level statistics with workshops (corequisite remediation). Students assigned to statistics passed at a rate 16 percentage points higher than those assigned to algebra (*p*<.001), and subsequently accumulated more credits. A majority of enrolled statistics students passed. Policies allowing students to take college-level instead of remedial quantitative courses can increase student success.

Math Class "Unsettled": Teaching And Learning Mathematics Within And Across Multiple Spaces, 2016 School of Education and Human Development at the University of Colorado Denver

#### Math Class "Unsettled": Teaching And Learning Mathematics Within And Across Multiple Spaces, Jeremiah I. Holden

*Remi Holden*

No abstract provided.

Designing Covariation Tasks To Support Students’ Reasoning About Quantities Involved In Rate Of Change, 2016 University of Colorado Denver

#### Designing Covariation Tasks To Support Students’ Reasoning About Quantities Involved In Rate Of Change, Heather L. Johnson

*Heather L. Johnson*

This paper articulates theoretical and practical considerations for designing a sequence of covariation tasks to support students’ reasoning about quantities involved in rate of change. Adapting the well-known bottle problem during two iterations of implementation and analysis, this researcher-developed task sequence incorporates dynamically linked geometric and graphical representations of covarying quantities and prompts fostering students’ coordination of quantities that are changing together. Taking into account students’ perspective of quantities involved, this task sequence is designed to support students’ progression in using nonnumerical quantitative reasoning to make predictions and create representations indicating how one quantity might change in relationship to another ...

Task Design: Fostering Secondary Students' Shifts From Variational To Covariational Reasoning, 2016 University of Colorado Denver

#### Task Design: Fostering Secondary Students' Shifts From Variational To Covariational Reasoning, Heather L. Johnson

*Heather L. Johnson*

Covariational reasoning is essential for secondary students, yet little is known about its development. Reporting on a study with five ninth grade students (~15 years old), this research documents a student‘s shift from variational to covariational reasoning. Recommendations for task design include: (1) Incorporate dynamic representations that can provide students‘ opportunities to attend to multiple changing quantities. (2) Include nontemporal quantities from the same measure spaces. (3) Provide students engaging in variational reasoning opportunities to interact with students engaging in covariational reasoning when making sense of task situations.

Self-Efficacy Of Students With Visual Impairments Before And After Participation In An Inquiry-Based Camp, 2016 Arizona State University at the Tempe Campus

#### Self-Efficacy Of Students With Visual Impairments Before And After Participation In An Inquiry-Based Camp, Kathleen Farrand, Tiffany Wild, Margilee P. Hilson

*Journal of Science Education for Students with Disabilities*

The purpose of this pilot study was to determine students’ self-efficacy level prior to participation and after participation in an inquiry-based science camp to determine if self-efficacy levels changed as a result of participation. A validated instrument, the 30 item Morgan-Jinks Student Self-Efficacy Scale (MJSES) (Jinks & Morgan, 1996) was used to identify the constructs of self-efficacy before and after the weeklong summer camp. The results suggest that the inquiry-based science camp had a positive impact on junior participants’ academic self-efficacy and did not increase senior participants’ academic self-efficacy.

Biomagnification And Bioaccumulation, 2016 State University of New York College at Brockport

#### Biomagnification And Bioaccumulation, Grace Linder, Lauren Thresh

*Lesson Plans*

This computational model is intended to demonstrate how micropollutants effect ecology via the living environment concepts of biomagnification and bioaccumulation. Specifically, this model shows how concentrations of a micropollutant change throughout an aquatic food chain.

Radioactive Decay, 2016 State University of New York College at Brockport

#### Radioactive Decay, Ryan Case, Jayson Pritchard

*Lesson Plans*

The purpose of this model is to simulate the decay of radioactive nuclei to the stable isotope Lead-206. First and foremost, the model is designed to illustrate the concept of a half-life, which is the amount of time it takes for half a given quality of nuclei to decay to the next nuclei. In addition it also demonstrates that different radioisotopes have different half-lives than one another, and that the mass is conserved in nuclear reactions but not necessarily the number of protons, neutrons, or nuclei.

Chemical Weathering, 2016 State University of New York College at Brockport

#### Chemical Weathering, Elizabeth Kreppel, Kaitlin Ordiway

*Lesson Plans*

This model shows the effects of acid rain on different rock types.

Carbon Emissions, 2016 State University of New York College at Brockport

#### Carbon Emissions, Breanna Hummel, Samantha Slossar

*Lesson Plans*

This model demonstrates how a population affects the carbon emissions in a region.

Exploring Density, 2016 State University of New York College at Brockport

#### Exploring Density, Jamye Babocsi, Agnieszka Wallace

*Lesson Plans*

This density model is designed to allow students to explore how mass, volume, and temperature directly affect the density of an object or liquid

Insolation And Ecosystem, 2016 State University of New York College at Brockport

#### Insolation And Ecosystem, Margaret Allocco, Chris Haller

*Lesson Plans*

The purpose of this model is to demonstrate the impact of angle of insolation and precipitation on the health of a specific climate zone’s ecosystem

Titration, 2016 State University of New York College at Brockport

#### Titration, Ryan Case, Jayson Pritchard

*Lesson Plans*

This model is meant to represent what is going on during a titration at the particle level

Decomposition And Growth, 2016 State University of New York College at Brockport

#### Decomposition And Growth, Margaret Allocco, Chris Haller

*Lesson Plans*

This model shows is a simple representation of decomposition and growth. As students move the arrow over different sprites in the model, the sprites will “talk” asking questions and providing information to the user.

Sea Turtle Survival, 2016 State University of New York College at Brockport

#### Sea Turtle Survival, Grace Linder, Lauren Thresh

*Lesson Plans*

This model is intended to demonstrate the heavy predation and low survival rate of hatchling sea turtles

Osmosis And Plasmolysis, 2016 State University of New York College at Brockport

#### Osmosis And Plasmolysis, Andy Bumstead, Anthony Raymond

*Lesson Plans*

This model simulates the processes of diffusion and osmosis in a plant cell