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Articles 1 - 30 of 49
Full-Text Articles in Education
Parts Of The Whole: Thinking About Variance: Standards, Targets, Tracking, And Other Thoughts, Dorothy Wallace
Parts Of The Whole: Thinking About Variance: Standards, Targets, Tracking, And Other Thoughts, Dorothy Wallace
Numeracy
Variation is a natural result of any process, including education. Understanding how variation propagates and increases is necessary for designing educational interventions that work for the intended population. We show how common strategies such as setting standards and tracking can accidentally produce unintended and undesirable results due to the way variation moves through a system.
Creating A Masters In Numeracy Program, Eric Gaze
Creating A Masters In Numeracy Program, Eric Gaze
Numeracy
The Master of Science in Numeracy program at Alfred University received full approval from the New York State Education Department (NYSED) in May of 2007. This first-of-its-kind program seeks to provide teachers at all levels, from across the curriculum, the skills, and more importantly the confidence, to introduce relevant quantitative concepts in their own disciplines. Created to be a complement of the MS Ed. in Literacy, the 30-hour MS in Numeracy program consists of four required core courses (Teaching Numeracy, Teaching with Data, Assessment and Learning Theories in Numeracy, and Doing Science and Numeracy), five electives from a list of …
Spreadsheets Across The Curriculum, 1: The Idea And The Resource, H L Vacher, Emily Lardner
Spreadsheets Across The Curriculum, 1: The Idea And The Resource, H L Vacher, Emily Lardner
Numeracy
This paper introduces Spreadsheets Across the Curriculum, a workshop-based educational materials development project to build a resource to facilitate connecting mathematics and context in undergraduate college courses where mathematical problem solving is relevant. The central idea is “spreadsheet modules,” which, in essence, are elaborate word problems in the form of short PowerPoint presentations with embedded Excel spreadsheets. Students work through the presentations on their own, making and/or completing the spreadsheets displayed on the slides in order to perform calculations or draw graphs that address the issue (context) posed in the word problem. The end result of the project is the …
Reorganizing School Mathematics For Quantitative Literacy, Rick Gillman
Reorganizing School Mathematics For Quantitative Literacy, Rick Gillman
Numeracy
This paper offers an alternative curriculum for high school mathematics. It proposes replacing the Algebra-Geometry-Algebra rush to calculus model with one which focuses on improving student problem-solving skills and general quantitative literacy skills while reinforcing basic manipulative skills. Most of these goals are gained by expanding the current single-year algebra-one course into two years. The model proposes moving “learning to write proofs” from the traditional geometry course into a separate discrete mathematics course. It requires statistics for every student, and requires a senior-level modeling course for every college-going student. In addition, the proposed model creates opportunities for students to move …
Quantitative Reasoning In The Contemporary World, 2: Focus Questions For The Numeracy Community, Bernard L. Madison, Shannon W. Dingman
Quantitative Reasoning In The Contemporary World, 2: Focus Questions For The Numeracy Community, Bernard L. Madison, Shannon W. Dingman
Numeracy
Numerous questions about student learning of quantitative reasoning arose as we developed, taught and assessed the Quantitative Reasoning in the Contemporary World course described in the companion paper in this issue of Numeracy. In this paper, we present some of those questions and describe the context in which they arose. They fall into eight general problem areas: learning that is context-bound and does not easily transfer (i.e., situated learning); the need for a productive disposition regarding mathematics; the connection between QL and mathematical proficiency; the persistence of students, despite our efforts, for using the wrong base for percents; the inconsistent …
Quantitative Reasoning In The Contemporary World, 1: The Course And Its Challenges:, Shannon W. Dingman, Bernard L. Madison
Quantitative Reasoning In The Contemporary World, 1: The Course And Its Challenges:, Shannon W. Dingman, Bernard L. Madison
Numeracy
The authors describe successes and challenges in developing a QL-friendly course at the University of Arkansas. This work is part of a three-year NSF project Quantitative Reasoning in the Contemporary World (QRCW) that supported the expansion of the course. The course, MATH 2183, began experimentally in Fall 2004 as a section of finite mathematics known informally as “News Math” for 26 students from arts and humanities disciplines. Over the past six years, the course has evolved and now MATH 2183 is approved to satisfy the College of Arts and Sciences mathematics requirement for the Bachelor of Arts degree. In 2009-2010, …
Quantitative Literacy: Does It Work? Evaluation Of Student Outcomes At Colby-Sawyer College, Benjamin Steele, Semra Kilic-Bahi
Quantitative Literacy: Does It Work? Evaluation Of Student Outcomes At Colby-Sawyer College, Benjamin Steele, Semra Kilic-Bahi
Numeracy
Colby-Sawyer College has adopted a mission for quantitative literacy (QL) to give students the “necessary skills to understand and use quantitative information in their personal and professional lives.” We have implemented an across-the-curriculum approach to develop these skills. As part of this QL program, we administer two assessment tests, one in basic mathematical skills and one that applies those skills, plus an attitude survey to both freshmen and seniors. Three years of data show that seniors score about 10 percentage points higher than freshmen on these tests. However, seniors still scored below 55 percent on both tests, and many cannot …
Advancing Assessment Of Quantitative And Scientific Reasoning, Donna L. Sundre, Amy D. Thelk
Advancing Assessment Of Quantitative And Scientific Reasoning, Donna L. Sundre, Amy D. Thelk
Numeracy
Advancing Assessment of Quantitative and Scientific Reasoning is a four-year NSF Project (DUE-0618599) in part designed to evaluate the generalizability of quantitative (QR) and scientific reasoning (SR) assessment instruments created at James Madison University to four other four-year institutions with very distinct missions and student demographics. This article describes the methods, results, and findings we obtained in our studies. More specifically, we describe how to conduct content-alignment exercises in which faculty members map each item from a prospective test to the student learning objectives taught at the institution. Our results indicated that 92-100% of the QR and SR items were …
Science Literacy: Hand In Glove With Numeracy, Gerry G. Meisels
Science Literacy: Hand In Glove With Numeracy, Gerry G. Meisels
Numeracy
Science Literacy requires numeracy as part of its foundation, and much of Numeracy draws on examples and applications from the sciences. They share the goal of creating a society that is mathematics numerate and science literate, and are interrelated. National priorities to strengthen both among all our students are driven by practical considerations of economic competitiveness that increasingly depend on technological innovation. It is also critical to each individual for long-term job opportunities and for informed citizenship. With up to 80% of 21st century jobs requiring mathematics and science skills, a large majority of the 2,900,000 students who graduate from …
Section Abstracts: Education
Virginia Journal of Science
Abstracts of the Education Section for the 88th Annual Meeting of the Virginia Academy of Science, May 20--21, 2010, James Madison University, Harrisonburg, VA.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page, Introduction
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Early Algebra And Mathematics Specialists, M. K. Murray
Early Algebra And Mathematics Specialists, M. K. Murray
Journal of Mathematics and Science: Collaborative Explorations
This paper discusses early algebra as it relates to the Mathematics Specialist program. Early algebra is described based on research and readings from the body of literature focused on early algebra. Reasons why early algebra should be emphasized in elementary school mathematics are discussed, followed by a description of the role elementary school Mathematics Specialists must play if schools are to begin to focus on early algebraic instruction. Finally, some suggestions are made for ways the Mathematics Specialist program might encourage more explicitly an early algebraic approach to elementary school mathematics.
Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley
Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Providing Real-World Experiences: The Virginia Tech Externship For Mathematics Specialists, B. Kreye, J. L. M. Wilkins
Providing Real-World Experiences: The Virginia Tech Externship For Mathematics Specialists, B. Kreye, J. L. M. Wilkins
Journal of Mathematics and Science: Collaborative Explorations
We describe the structure and implementation of the yearlong Externship experience associated with the Mathematics Specialist program at Virginia Polytechnic Institute & State University (Virginia Tech). We discuss the assignments and experiences included in the Externship, the alignment of those experiences with the job description developed by the Virginia Mathematics and Science Coalition Task Force, and teacher comments on the effectiveness of their Externship experiences [1].
Understanding The Transition Between High School And College Mathematics And Science, S. A. Culpepper, C. Basile, C. A. Ferguson, J. A. Lanning, M. A. Perkins
Understanding The Transition Between High School And College Mathematics And Science, S. A. Culpepper, C. Basile, C. A. Ferguson, J. A. Lanning, M. A. Perkins
Journal of Mathematics and Science: Collaborative Explorations
Mathematics and science education is gaining increasing recognition as key for the well-being of individuals and society. Accordingly, the transition from high school to college is particularly important to ensure that students are prepared for college mathematics and science. The goal of this study was to understand how high school mathematics and science course-taking related to performance in college. Specifically, the study employed a nonparametric regression method to examine the relationship between high school mathematics and science courses, and academic performance in college mathematics and science courses. The results provide some evidence pertaining to the positive benefits from high school …
What Counts In The Preparation Program Of Mathematics Specialists And What Lessons Have We Learned About What Needs To Be Added?, S. S. Overcash
What Counts In The Preparation Program Of Mathematics Specialists And What Lessons Have We Learned About What Needs To Be Added?, S. S. Overcash
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Professional Development Workshop For Middle School Teachers: Concept Versus Memorization, D. Taylor, R. W. Farley
Mathematics Professional Development Workshop For Middle School Teachers: Concept Versus Memorization, D. Taylor, R. W. Farley
Journal of Mathematics and Science: Collaborative Explorations
This article includes professional development topics for middle school mathematics and science teachers from two week-long Urban Teacher Institutes. These Institutes were held at J. Sargeant Reynolds Community College (JSRCC) and its partner institution, Virginia Commonwealth University (VCU), during the summers of 2007 and 2008, and were supported by a grant obtained by Dr. Harriet Morrison (JSRCC). Co-author Dr. Dewey Taylor directed the 2007 workshop, and both authors served as faculty leaders in both workshops. The workshops focused on teaching in an urban environment and "community mapping" (understanding the details of a certain locale to make the teacher more knowledgeable …
The Impact Of Elementary Mathematics Specialists, P. F. Campbell, N. N. Malkus
The Impact Of Elementary Mathematics Specialists, P. F. Campbell, N. N. Malkus
Journal of Mathematics and Science: Collaborative Explorations
Elementary Mathematics Specialists are placed in schools to construct leadership roles and to provide on-site professional development addressing mathematical content and pedagogy in order to enhance instruction and to improve student achievement. A three-year, randomized, control study found that, over time, Specialists had a significant positive impact on student achievement in Grades 3, 4, and 5. This effect on student achievement was not evident at the conclusion of the Specialist's first year of placement. It emerged as knowledgeable Specialists gained experience and as the schools' instructional and administrative staffs learned and worked together. Specialists who were highly engaged with a …
What We Are Learning About The Elementary Mathematics Specialist's Role: Some Reflections About Math Coaching, J. Whitenack, A. Ellington
What We Are Learning About The Elementary Mathematics Specialist's Role: Some Reflections About Math Coaching, J. Whitenack, A. Ellington
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
A Mathematician's Overview Of The Virginia Elementary Mathematics Specialist Program, L. D. Pitt
A Mathematician's Overview Of The Virginia Elementary Mathematics Specialist Program, L. D. Pitt
Journal of Mathematics and Science: Collaborative Explorations
This article discusses the mathematics component of the Mathematics Specialist master's degree program in the "Virginia Mathematics Specialist Project" (VMSP). It includes my personal views on the significant mathematical knowledge and skills that Mathematics Specialists need, the mathematics that is taught in the Mathematics Specialist courses, and my thoughts on what appear to be the substantial mathematical abilities and aptitudes that are required by successful Mathematics Specialists in their work. The interpretations I present are highly personal and are undoubtedly dependent on my personal history, a short description of which is given (see Appendix A).
A Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors, J. Reyes
A Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors, J. Reyes
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Coaching: One Mathematics Specialist's Story, C. B. Doyle
Coaching: One Mathematics Specialist's Story, C. B. Doyle
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Reflections On What You Have Learned: A Rapporteur's Report On Virginia's "What We Have Learned Symposium", D. B. Erchick
Reflections On What You Have Learned: A Rapporteur's Report On Virginia's "What We Have Learned Symposium", D. B. Erchick
Journal of Mathematics and Science: Collaborative Explorations
In this Rapporteur's Report on Virginia's "What We Have Learned Symposium" about a statewide Mathematics Specialist program, I discuss emergent topics resulting from presentations and discussion at the Symposium. Topics include defining Mathematics Specialists and coaches, addressing mathematics content in the program, providing ongoing support for Specialists and coaches, and supporting principals. I also provide suggestions, discuss absences in the program, and comment on cautions in revision and needs in dissemination.
Confronting Doubts About The Intelligibility, Plausibility, And Fruitfulness Of Inquiry-Based Instruction, Jerrid Kruse, Michael P. Clough
Confronting Doubts About The Intelligibility, Plausibility, And Fruitfulness Of Inquiry-Based Instruction, Jerrid Kruse, Michael P. Clough
Iowa Science Teachers Journal
Our two prior ISTJ editorials in the Iowa Science Teacher Journal (Clough & Kruse, 2010a & 2010b) have applied a conceptual change framework (Posner, Strike, Hewson & Gertzog, 1983; Pintrich et al., 1993; Abd-El-Khalick & Akerson, 2004; Clough, 2006a) to understand the difficulties students have in abandoning their intuitive ideas about the natural world and, for the same reasons, the difficulties teachers have in jettisoning their intuitive and learning. Our last editorial noted that in both cases, dissatisfaction with prior ways of thinking must be achieved before alternative ways of thinking will be seriously sought and considered. To initiate a …
Title Page - Table Of Contents
Thinking On Paper: Using Science Notebooks To Increase Active Engagement In The Elementary Science Classroom, Kimberly R. Gasaway
Thinking On Paper: Using Science Notebooks To Increase Active Engagement In The Elementary Science Classroom, Kimberly R. Gasaway
Iowa Science Teachers Journal
The need for scientific literacy is becoming a new standard to which school districts are being held accountable. Student inquiry and the ability to “think like a scientist” will increase the depth at which students understand the natural world and make connections that are critical in strengthening students' scientific literacy. In addition, research has shown that when students were actively engaged in the learning process, they participated more enthusiastically and retained the concepts being taught. Science notebooks help students learn to record and make sense of data and observations about the natural world and come to deeper understanding of scientific …