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Full-Text Articles in Education
Developing Proportional Reasoning Via Lego Robotics: Experiences Of A 7th Grade Mathematics Class, Shelli L. Casler-Failing, Leah C. Swann
Developing Proportional Reasoning Via Lego Robotics: Experiences Of A 7th Grade Mathematics Class, Shelli L. Casler-Failing, Leah C. Swann
Middle Grades Review
A qualitatively oriented mixed methods case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum. Using the lenses of Social Constructivist Theory and the Five Stages of Technology Integration, this research focused on the development of proportional reasoning skills. The data show students experienced success in developing their proportional reasoning skills as they completed tasks using the robotics. The quantitative data shows evidence of growth in understanding and development of proportional reasoning. The qualitative analysis provides evidence that students developed their understanding through collaborative discussions as they worked through the different technology stages. …
Mathematics Mobility In The Middle Grades: Tracking The Odds Of Completing Calculus, Kristian Edosomwan, Jamaal Young, Jemimah Young, Alana Tholen
Mathematics Mobility In The Middle Grades: Tracking The Odds Of Completing Calculus, Kristian Edosomwan, Jamaal Young, Jemimah Young, Alana Tholen
Middle Grades Review
High school calculus has become indispensable for students seeking a college degree in a STEM field. However, in the present study, we argue that the mathematics opportunities that students seize (when afforded) in middle grades are the key to earning calculus credit in high school. To take calculus in high school, students usually need to take advanced mathematics in middle school to take the prerequisite courses. We analyzed the probability of earning credit in calculus based on a sample of (n =17,765) students and their eighth-grade mathematics courses. Using descriptive statistics and odds ratio effect sizes we found that …
Overcoming Barriers: De-Tracking To Teach For Social Justice, Stephanie J. White
Overcoming Barriers: De-Tracking To Teach For Social Justice, Stephanie J. White
Middle Grades Review
How do we overcome tracking in mathematics to actualize the goals of teaching for social justice? Tracking is a racist educational structure that puts limits on the effectiveness of teaching for social justice. This essay presents arguments for de-tracking with explanation of how tracking negatively impacts Black and Latinx students. Readers will learn about schools and districts that have de-tracked students juxtaposed with the barriers that keep most schools from dismantling tracking. This essay calls upon schools and researchers to further investigate locally why schools do not work through these barriers to spark action and eliminate tracking.