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Science and Mathematics Education
University of Nebraska at Omaha
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Articles 1 - 4 of 4
Full-Text Articles in Education
The Impact Of Content Courses On Pre-Service Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett
The Impact Of Content Courses On Pre-Service Elementary Teachers’ Mathematical Content Knowledge, Michael Matthews, Janice Rech, Neal Grandgenett
Teacher Education Faculty Publications
In response to research documenting the mathematical deficiencies of pre-service elementary teachers, many teacher preparation programs are requiring mathematical content courses specifically focusing on the mathematics taught at the elementary level. This study considers what impact two such courses (one course focusing on Arithmetic, and the other course focusing on Geometry and Measurement) had on the mathematical content knowledge and attitude towards mathematics by comparing a group of pre-service elementary teachers who took these courses to a group of pre-service elementary teachers who took only a more general mathematics course (such as College Algebra). Results indicated that those teachers who …
Pairing Educational Robotics With Geospatial Technologies In Informal Learning Environments, Bradley S. Barker, Neal Grandgenett, Gwen Nugent, Viacheslav I. Adamchuk
Pairing Educational Robotics With Geospatial Technologies In Informal Learning Environments, Bradley S. Barker, Neal Grandgenett, Gwen Nugent, Viacheslav I. Adamchuk
Teacher Education Faculty Publications
Educational robotics, when paired with geospatial technologies and taught in an informal educational environment, can be an innovative strategy to teach youth about science, technology, engineering, and mathematic (STEM) concepts. However, little is known about the true effects on conceptual knowledge and associated attitudes. Therefore, this study was conducted to examine the shortterm effects of a series of five-day summer robotics/geospatial camps held in Nebraska. The study was conducted at six diverse locations and consisted of a five-day 4-H camp experience. The study examined the experiences of 147 youth between the ages of 10 and 15. A pretestposttest quasi-experimental design …
Robots, Gps/Gis, And Programming Technologies: The Power Of "Digital Manipulatives" In Youth Extension Experiences, Bradley S. Barker, Neal Grandgenett, Gwen Nugent, Viacheslav I. Adamchuk
Robots, Gps/Gis, And Programming Technologies: The Power Of "Digital Manipulatives" In Youth Extension Experiences, Bradley S. Barker, Neal Grandgenett, Gwen Nugent, Viacheslav I. Adamchuk
Teacher Education Faculty Publications
The study reported here examined the effectiveness of educational robotics combined with GPS/GIS technologies used as "digital manipulatives" in the teaching of concepts in science, engineering, and technology. Based on the success of previous summer camps, the study also examined a scaling-up of the intervention from 38 participants to 147. The 147 youth (ages 10-15) participated in one of six summer camps held in Nebraska during 2008. Results indicate that participants scored higher on the content posttest than the pretest. The study further examined the differential results. The article makes recommendations for further studies, while acknowledging the potential power of …
Rethinking Mathematics Assessment: Some Reflections On Solution Dynamics As A Way To Enhance Quality Indicators, Elliott Ostler, Neal Grandgenett, Carol Mitchell
Rethinking Mathematics Assessment: Some Reflections On Solution Dynamics As A Way To Enhance Quality Indicators, Elliott Ostler, Neal Grandgenett, Carol Mitchell
Teacher Education Faculty Publications
This paper is intended to offer some reflections on the difficulties associated with the appropriate use of rubric assessment in mathematics at the secondary level, and to provide an overview of an assessment technique, hereafter referred to as solution dynamics, as a way to enhance popular rubric assessment techniques. Two primary aspects of solution dynamics are presented in this manuscript. The first aspect considers how the tasks assigned in mathematics classrooms might be better organized and developed to demonstrate an evolving student understanding of the subject. The second aspect illustrates how revised scoring parameters reduce the potential for scoring inconsistencies …