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Science and Mathematics Education Commons™
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Articles 1 - 16 of 16
Full-Text Articles in Science and Mathematics Education
The Challenge: Magazine For The Center For Gifted Studies (No. 47, Fall 2019), Center For Gifted Studies, Tracy Inman Editor
The Challenge: Magazine For The Center For Gifted Studies (No. 47, Fall 2019), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
The Power Of A Self-Paced, Challenging, Process-Based, Online Mathematics Curriculum For Talented Middle School Students, Shari Stupp, Keith Nabb, Danielle Goodwin
The Power Of A Self-Paced, Challenging, Process-Based, Online Mathematics Curriculum For Talented Middle School Students, Shari Stupp, Keith Nabb, Danielle Goodwin
FDLA Journal
In the 1960s a talented team of curriculum developers began to create the curriculum that is today known as Elements of Mathematics: Foundations(EMF) (IMACS, 2006). The founders of EMFbegan with the process-based view that doing mathematics involved reasoning, making connections, problem-solving, representation, and communication – the behaviors of a mathematician – and developed a curriculum that was consistent with what NCTM (2000) would later call the “Process Standards for Mathematics” and what the Common Core State Standards (CCSSI, 2010) would later term the “Standards for Mathematical Practice.” Through the Ford Foundation, U.S. Office of Education, and …
Personal Reflections / 5.31.19, José M. Torres
Personal Reflections / 5.31.19, José M. Torres
Personal Reflections
No abstract provided.
Fragile Strength: Math Self-Efficacy Of High Achieving Girls, Tristan Tang
Fragile Strength: Math Self-Efficacy Of High Achieving Girls, Tristan Tang
Education | Master's Theses
Math gender gap research shows girls’ math self-efficacy to be correlated with their interest in pursuing higher levels of math education and STEM career opportunities. Most math gender gap studies have used only quantitative approaches, thereby missing the opportunity to gain deeper perspectives directly from girls who are steadfastly facing the math gender gap. This study centered around two small focus groups of girls attending a unique secondary school where every afternoon is fully dedicated to deep engagement with higher-level mathematics. Additionally, parents of girls at the school were surveyed to provide further insight into possible sources of their daughter’s …
2019 Imsaloquium: Student Inquiry And Research Program And Imsa Internship Program, Illinois Mathematics And Science Academy
2019 Imsaloquium: Student Inquiry And Research Program And Imsa Internship Program, Illinois Mathematics And Science Academy
IMSAloquium Event Booklets
Welcome to IMSAloquium 2019! This is IMSA’s 32nd year of leading in educational innovation, the 31st year of the IMSA Student Inquiry and Research (SIR) Program, and the first year of the newly imagined IMSA Internship Program.
Content Validity Of A Mathematics Placement Test For A Gifted High School, Hannah R. Anderson
Content Validity Of A Mathematics Placement Test For A Gifted High School, Hannah R. Anderson
Publications & Research
The Content Validity of a mathematics placement test at a Science, Technology, Engineering, and Mathematics (STEM) gifted residential high school is examined. Data were collected from internal and external mathematics subject matter experts (SMEs) using a card- sorting task and were analyzed using Multidimensional Scaling (MDS) and Hierarchical Cluster Analysis (HCA). Results demonstrate some congruence between the two configurations, suggesting marginal evidence of Content Validity.
The Challenge: Magazine For The Center For Gifted Studies (No. 46, Spring 2019), Center For Gifted Studies, Tracy Inman
The Challenge: Magazine For The Center For Gifted Studies (No. 46, Spring 2019), Center For Gifted Studies, Tracy Inman
Gifted Studies Publications
No abstract provided.
Context Is Critical: K-5th Grade Three-Act Math Tasks, Lindsey Herlehy
Context Is Critical: K-5th Grade Three-Act Math Tasks, Lindsey Herlehy
Publications & Research
Mathematicians view mathematics within interesting and natural contexts. In this session, participants will engage and explore Three-Act Math Tasks; a story-telling pedagogical strategy that elicits student curiosity, collaboration, and questioning while redefining the term “real-world context” and the role that students play in the learning process. Resources will be provided
Brookings, South Dakota: Learning Lab, Doriane Paso
Brookings, South Dakota: Learning Lab, Doriane Paso
Empowering Research for Educators
The following paper explores the possibilities of education in one local setting using both an insider and outsider perspective. Education is a part of society, and as society changes, why should education not change with it?
Alexa?: Possibilities Of Voice Assistant Technology And Artificial Intelligence In The Classroom, Patrick D. Hales, Melissa Anderson, Tonya Christianson, Amber Gaspar, Billi Jo Meyer, Beth Nelson, Krista Shilvock, Mary Steinmetz, Makenzi Timmons, Michelle Vande Weerd
Alexa?: Possibilities Of Voice Assistant Technology And Artificial Intelligence In The Classroom, Patrick D. Hales, Melissa Anderson, Tonya Christianson, Amber Gaspar, Billi Jo Meyer, Beth Nelson, Krista Shilvock, Mary Steinmetz, Makenzi Timmons, Michelle Vande Weerd
Empowering Research for Educators
The following paper represents the combined effort of 10 educators exploring the experience and use of voice assistant technology in classrooms. This reflection and study of our classrooms looks to better understand both our use of technology and students’ use of technology in very specific ways. Is there a place for voice assistant technology in our classrooms? What benefits are there? What obstacles exist? We tell our stories and experiences here with the intent to provide context and continue the discussion among more of our colleagues.
From Assertion To Conversion: Classroom Management For 21st Century Teachers, Benjamin Halbkat
From Assertion To Conversion: Classroom Management For 21st Century Teachers, Benjamin Halbkat
Empowering Research for Educators
The following position paper provides a new teacher's perspective on modern classroom management. Where is there room for improvement? What might the future hold?
High School Biology Preparation: Do Students Feel They Have Been Adequately Prepared For Introductory College Biology?, Mara Neitzel
High School Biology Preparation: Do Students Feel They Have Been Adequately Prepared For Introductory College Biology?, Mara Neitzel
Empowering Research for Educators
The purpose of this study was to determine how well students are being prepared in high school for introductory college biology courses. Specifically, the objectives of the study are as follows: To gain a better understanding about how well students feel they have been prepared for college science classes based on their high school education, to gain insight on how college preparation in high school impacts students’ self-confidence, and to determine if the accessibility of advanced education courses is influenced by the size of a high school. A mixed methods survey was distributed to freshman in the fall semester of …
In Support Of The Tinker V. Des Moines Decision, Matthew Olson
In Support Of The Tinker V. Des Moines Decision, Matthew Olson
Empowering Research for Educators
The following position outlines a case for the Tinker v. Des Moines decision, including a historical and modern perspective. With freedom of speech and protest being a regular part of the discussion about U.S. society and schools, now is a good time to look back.
Teacher Beliefs About Providing Instruction For Gifted Students In Inclusive Mathematics Classrooms, Carrie Lynn Kizuka
Teacher Beliefs About Providing Instruction For Gifted Students In Inclusive Mathematics Classrooms, Carrie Lynn Kizuka
Walden Dissertations and Doctoral Studies
Kindergarten - Grade 12 (K-12) students identified as gifted in mathematics in the United States are not being appropriately challenged. Teachers are the most important school-related factor that contributes to student success; however, researchers have not explored the experiences of teachers who work with gifted students in inclusive mathematics classrooms. The purpose of this qualitative, transcendental phenomenological study was to explore the lived experiences of K-12 teachers who provide instruction for gifted students in inclusive mathematics classrooms. Bandura's social cognitive theory framed the study. Interview data were collected from 12 teachers who provide mathematics instruction for gifted students in inclusive …
Ua35/7/3 Gatton Academy Of Mathematics & Science In Kentucky Oral History, Wku Archives
Ua35/7/3 Gatton Academy Of Mathematics & Science In Kentucky Oral History, Wku Archives
WKU Archives Collection Inventories
No abstract provided.
Ua35/7/2 Gatton Academy Of Mathematics & Science In Kentucky Administration, Wku Archives
Ua35/7/2 Gatton Academy Of Mathematics & Science In Kentucky Administration, Wku Archives
WKU Archives Collection Inventories
Records created by and about Gatton Academy of Mathematics & Science in Kentucky.