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Science and Mathematics Education Commons™
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Articles 1 - 30 of 52
Full-Text Articles in Science and Mathematics Education
Review Of Mathematical Imagining: A Routine For Secondary Classrooms By Christof Weber, Geoff Krall
Review Of Mathematical Imagining: A Routine For Secondary Classrooms By Christof Weber, Geoff Krall
Colorado Mathematics Teacher
This book review of Christof Weber's Mathematical Imagining yields insight into the routine of mathematical imagining and offers practitioners advice on how to incorporate the routine in the classroom. A brief summary of the book is provided, followed by commentary on potential benefits of mathematical imagining, connection to other research, and suggestions for accommodating for emergent bilingual students. Readers are encouraged to follow up with a reading of the original book.
Virtual Manipulatives: Making Effective Instructional Choices, Katie L. Anderson-Pence
Virtual Manipulatives: Making Effective Instructional Choices, Katie L. Anderson-Pence
Colorado Mathematics Teacher
This article gives three tips for the effective use of virtual manipulatives in mathematics instruction to promote active engagement and student learning: (1) match the virtual manipulative to the learning target; (2) determine the task to pose to students; and (3) encourage discourse.
Copyright Information, Todd Pagano, Sami Kahn
Copyright Information, Todd Pagano, Sami Kahn
Journal of Science Education for Students with Disabilities
No abstract provided.
Call For Manuscript, Todd Pagano, Sami Kahn
Call For Manuscript, Todd Pagano, Sami Kahn
Journal of Science Education for Students with Disabilities
No abstract provided.
The Curriculum Review Process: A Powerful Learning Opportunity, Laura Neuberg, Juli Lenzotti
The Curriculum Review Process: A Powerful Learning Opportunity, Laura Neuberg, Juli Lenzotti
Colorado Mathematics Teacher
We describe the value and learnings that came from participating in a curriculum review and adoption process.
Developing Purposeful Questions And Analyzing Student Reasoning: Two Tools, Frederick Peck, Jessica Alzen, Derek Briggs, Raymond Johnson
Developing Purposeful Questions And Analyzing Student Reasoning: Two Tools, Frederick Peck, Jessica Alzen, Derek Briggs, Raymond Johnson
Colorado Mathematics Teacher
We introduce two tools to help teachers develop purposeful questions and collaboratively analyze student reasoning.
Formative Assessment: What We Don't Learn From "Just Answers", Shelby K. Cole
Formative Assessment: What We Don't Learn From "Just Answers", Shelby K. Cole
Colorado Mathematics Teacher
High stakes summative assessments include questions that are proxies of expectations outlined in standards as evidence of students’ proficiency in mathematics. While these proxies can provide valuable snapshots of student learning, this does not always neatly translate to classrooms in support of formative assessment.
Formative Assessments: You Have Options, Shelly Ray Parsons
Formative Assessments: You Have Options, Shelly Ray Parsons
Colorado Mathematics Teacher
Formative assessment provides powerful opportunities to enhance and improve classroom experiences. Educators have the ability to empower students every day in the classroom through active learning opportunities using formative assessment strategies.
President's Message, Joanie Funderburk
President's Message, Joanie Funderburk
Colorado Mathematics Teacher
Assessment refers to more than just high-stakes tests. Teachers assess students every time they ask a question, have students share work on the board, review a homework assignment, or solicit student questions during a lesson.
From The Editor's Desk: Stepping Back And Looking Forward, Sandie Gilliam
From The Editor's Desk: Stepping Back And Looking Forward, Sandie Gilliam
Colorado Mathematics Teacher
A look at what’s ahead for the Colorado Math Teacher in 2016.
Using Geogebra, Photography, And Vocabulary To Teach Mathematics While Aiding Our Esol Populations, Joseph M. Furner, Noorchaya Yahya
Using Geogebra, Photography, And Vocabulary To Teach Mathematics While Aiding Our Esol Populations, Joseph M. Furner, Noorchaya Yahya
Transformations
This paper shares many important examples of using real world photography and GeoGebra software in teaching math to all students including the ESOL population. ESOL learners can benefit immensely from the use of real-world photography imported into GeoGebra software because new vocabulary and math concepts are concretized. Students are often excited and motivated by photography and technology. Thus, this paper will demonstrate how mathematics teachers can insert photos into GeoGebra Software and then explore math concepts relevant in the photographs, i.e. shapes, symmetry, measurement, fractions, parabolas, etc. By using software and a visual approach to teaching math with photographs, many …
Students’ With Blindness And Visual Impairments Level Of Engagement In Science And Engineering Practices, Tiffany A. Wild, Natalie Shaheen, Danene K. Fast, Julia Averill, Karen Koehler, Kathleen Farrand
Students’ With Blindness And Visual Impairments Level Of Engagement In Science And Engineering Practices, Tiffany A. Wild, Natalie Shaheen, Danene K. Fast, Julia Averill, Karen Koehler, Kathleen Farrand
Journal of Science Education for Students with Disabilities
There is a lack of research on science-process skills and abilities of students with blindness and visual impairments to apply those skills (Jones, Forrester, Robertson, Gardner, & Taylor, 2012). This study aims to provide additional information on how students with blindness and visual impairment are engaged in science and engineering practices in order for teachers to gain a better understanding of how students with visual impairments can learn engineering practices. The Student Inquiry Review (Hilson & Wild, 2015) that examines the scientific and engineering practices as defined in the Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas …
Nature Of Problem-Solving Skills For 21st Century Stem Learners: What Teachers Need To Know, Paul Nnanyereugo Iwuanyanwu
Nature Of Problem-Solving Skills For 21st Century Stem Learners: What Teachers Need To Know, Paul Nnanyereugo Iwuanyanwu
Journal of STEM Teacher Education
Since the emergence of the fourth industrial revolution which calls for a new model of learning for the twenty-first century learners, it has been argued that the nature of problems that learners must solve in science, technology, engineering and mathematics (STEM) must also be transformed to enable new forms of learning skills that are needed to tackle complex global challenges. However, the question of how best to teach these skills purposefully and explicitly is largely overlooked. STEM education reformers recognize that the lecture method or traditional method of teaching is highly ineffective for teaching twenty-first century competencies and skills that …
The New Palestinian Science And Math Curricula In Light Of The 21st Century Skills: A Critical And Enlightening Study, Mousa M. M. Khaldi, Wael M. I. Kishek
The New Palestinian Science And Math Curricula In Light Of The 21st Century Skills: A Critical And Enlightening Study, Mousa M. M. Khaldi, Wael M. I. Kishek
International Journal for Research in Education
The purpose of this study was to analyze the new Palestinian science and math curricula in light of the skills for the 21st Century to investigate the extent to which these curricula are able to prepare citizens who have a balanced degree of skills they need to live effectively in the 21st Century. The researchers developed a rubric and then used as a general framework for content analysis of the curricula. The rubric consisted of twelve main themes; creativity and innovation, critical thinking and problem solving, communication, collaboration, information literacy, media literacy, information and communications technology literacy, flexibility …
Book Review Of The Impact Of Identity In K-8 Mathematics: Rethinking Equity-Based Practices, Catherine Martin
Book Review Of The Impact Of Identity In K-8 Mathematics: Rethinking Equity-Based Practices, Catherine Martin
Colorado Mathematics Teacher
Aguirre, Mayfield-Ingram, and Martin have written this book to engage teachers in conversations about and reflection on their own and their students' mathematical identities. While classroom examples focus on grades K-8, the book discusses teacher reflection and practice around issues of equity for grades K-12.
The Seesaw App: Providing Differentiated Assessment Opportunities, Tessa Ziser
The Seesaw App: Providing Differentiated Assessment Opportunities, Tessa Ziser
Colorado Mathematics Teacher
I discovered the Seesaw app, which allows students to create drawings, videos, and pictures that become part of an online portfolio. Although it is not THE answer to assessment, it has become one of my (and my students’) favorites.
Resisting Student Labeling In This Era Of Testing, Richard Kitchen, Michelle Garcia-Olp, Jacklyn Van Ooyik
Resisting Student Labeling In This Era Of Testing, Richard Kitchen, Michelle Garcia-Olp, Jacklyn Van Ooyik
Colorado Mathematics Teacher
We examined perspectives that prospective elementary teachers (PTs) noticed their mentor teachers held with regards to classifying students by achievement or behavior. Many PTs noticed deficit mathematical discourse and expressed concern about how that could lead students to develop negative views of themselves.
Letting Go, Kevin Junod
Letting Go, Kevin Junod
Colorado Mathematics Teacher
Change perspectives and methods to make mathematics instruction more problem based.
Adapting A Number Sense Task To Learn More About K-5 Student Reasoning, Jody Guarino, Chepina Rumsey, Jennie Beltramini, Angie Miller, Kristin Gray, Shelbi Cole
Adapting A Number Sense Task To Learn More About K-5 Student Reasoning, Jody Guarino, Chepina Rumsey, Jennie Beltramini, Angie Miller, Kristin Gray, Shelbi Cole
Colorado Mathematics Teacher
Look deeper into how 5th grade students think through a task by examining standards from earlier grades.
The Redesigned Sat Calls For A Conceptual Approach, Jeff Mccalla
The Redesigned Sat Calls For A Conceptual Approach, Jeff Mccalla
Colorado Mathematics Teacher
Be intentional about including conceptual questions on every assessment that students take.
From The Editor's Desk, Sandie Gilliam
From The Editor's Desk, Sandie Gilliam
Colorado Mathematics Teacher
Whether you are an instructional leader in mathematics inside or outside of the role as a classroom teacher, consider being a part of the Colorado Mathematics Leaders (CML).
Promoting Class Discourse With Warm-Up Routines, Lisa Bejarano
Promoting Class Discourse With Warm-Up Routines, Lisa Bejarano
Colorado Mathematics Teacher
Routines, particularly at the start of class, create predictability and provide an opportunity to experiment with instructional strategies that can enhance the mathematics culture in a classroom. In this article, we explore concrete examples of instructional routines, along with resources and consideration of the values they communicate.
Tasks That Promote Problem Solving, Wendy Ward Hoffer
Tasks That Promote Problem Solving, Wendy Ward Hoffer
Colorado Mathematics Teacher
What makes a rich, juicy task that can deeply engage learners in thinking and understanding important mathematical ideas? I have found that a great task offers varied entry points, is open-ended, and invites multiple representations.
Success With Tasks That Promote Problem Solving, Joanie Funderburk
Success With Tasks That Promote Problem Solving, Joanie Funderburk
Colorado Mathematics Teacher
I provide resources and suggestions for teachers to find or adapt tasks to promote students' reasoning and problem solving.
From The Editor's Desk, Sandie Gilliam
From The Editor's Desk, Sandie Gilliam
Colorado Mathematics Teacher
In Principles to Actions (PtA), NCTM suggests that there is too much focus on learning procedures without any connection to meaning, understanding, or the applications that require these procedures. I share my vision to address this challenge.
A Study Of Problem Posing As A Means To Help Mathematics Teachers Foster Creativity, Deborah Moore-Russo, Amanda A. Simmons, Michael J.D. Tulino
A Study Of Problem Posing As A Means To Help Mathematics Teachers Foster Creativity, Deborah Moore-Russo, Amanda A. Simmons, Michael J.D. Tulino
Journal of Humanistic Mathematics
Research suggests that mathematical creativity often results from extended periods of mathematical activity and reflection based on the use of deep and flexible content knowledge [14, 15]. This implies that instruction can influence creativity. However, for teaching to foster creativity in mathematics, there should be purposefully designed instructional tasks. It is doubtful that routine, mechanical exercises would foster creativity. Moreover, mathematical creativity may neither be explicitly promoted, nor fully appreciated, by students when a learning space involves only problem solving, even if the problems are challenging and engaging. For students to get an authentic sense of mathematics and to develop …
Tactviz: A Vmd Plugin For Tactile Visualization Of Protein Structures, Olivia R. Shaw, Jodi A. Hadden-Perilla
Tactviz: A Vmd Plugin For Tactile Visualization Of Protein Structures, Olivia R. Shaw, Jodi A. Hadden-Perilla
Journal of Science Education for Students with Disabilities
Scientific disciplines spanning biology, biochemistry, and biophysics involve the study of proteins and their functions. Visualization of protein structures represents a barrier to education and research in these disciplines for students who are blind or visually impaired. Here, we present a software plugin for readily producing variable-height tactile graphics of proteins using the free biomolecular visualization software Visual Molecular Dynamics (VMD) and protein structure data that is publicly available through the Protein Data Bank. Our method also supports interactive tactile visualization of proteins with VMD on electronic refreshable tactile display devices. Employing our method in an academic laboratory has enabled …
Astrodance: Engaging Deaf And Hard-Of-Hearing Students In Astrophysics Via Multimedia Performances, Jason Nordhaus, Manuela Campanelli, Joe Bochner, Thomas Warfield, Hans-Peter Bischof, Jake Noel-Storr
Astrodance: Engaging Deaf And Hard-Of-Hearing Students In Astrophysics Via Multimedia Performances, Jason Nordhaus, Manuela Campanelli, Joe Bochner, Thomas Warfield, Hans-Peter Bischof, Jake Noel-Storr
Journal of Science Education for Students with Disabilities
The dynamics of gravitating astrophysical systems such as black holes and neutron stars are fascinatingly complex, offer some of nature's most spectacular phenomena, and capture the public's imagination in ways that few subjects can. Here, we describe AstroDance, a multi-media project to engage deaf and hard-of-hearing (DHH) students in astronomy and gravitational physics. AstroDance incorporates multiple means of representation of scientific concepts and was performed primarily for secondary and post-secondary audiences at ~20 venues in the northeastern US prior to the historic first detection of gravitational waves. As part of the AstroDance project, we surveyed ~1000 audience members roughly split …
Visualization Without Vision – How Blind And Visually Impaired Students And Researchers Engage With Molecular Structures, Croix J. Laconsay, Henry B. Wedler, Dean J. Tantillo
Visualization Without Vision – How Blind And Visually Impaired Students And Researchers Engage With Molecular Structures, Croix J. Laconsay, Henry B. Wedler, Dean J. Tantillo
Journal of Science Education for Students with Disabilities
This article examines the tools and techniques currently available that enable blind and visually impaired (BVI) individuals to visualize three-dimensional objects used in learning chemistry concepts. How BVI individuals engage with and visualize molecular structure is discussed and recent tactile (or haptic) and auditory methods for visualization of various chemistry concepts are summarized. Remaining challenges for chemistry education researchers are described with the aim of highlighting the potential value of educational research in further enabling BVI students to pursue careers in science, technology, engineering, and mathematics (STEM) fields.
The Effects Of Schema-Based Instruction On Solving Mathematics Word Problems, Scarlet Hughes, Joshua Cuevas Dr.
The Effects Of Schema-Based Instruction On Solving Mathematics Word Problems, Scarlet Hughes, Joshua Cuevas Dr.
Georgia Educational Researcher
The purpose of this study was to investigate the frequency with which students use math word problem strategies during and after schema-based instruction. It examines the extent to which students increase their ability to correctly solve word problems. It compares students’ attitudes toward mathematics problem solving before and after schema-based instruction. The study was conducted in a resource class with seven second-grade students on individualized education programs (IEPs). A single-subject research design was used. The schema-based instruction was implemented by the special education teacher in a small group setting. Students showed an increase in attempted and correct strategy use during …