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Articles 1 - 18 of 18
Full-Text Articles in Science and Mathematics Education
Pythagorean Combinations For Lego Robot Building., Ronald I. Greenberg
Pythagorean Combinations For Lego Robot Building., Ronald I. Greenberg
Ronald Greenberg
This paper provides tips for LEGO robot construction involving bracing or gear meshing along a diagonal using standard Botball kits.
Pythagorean Approximations For Lego: Merging Educational Robot Construction With Programming And Data Analysis, Ronald I. Greenberg
Pythagorean Approximations For Lego: Merging Educational Robot Construction With Programming And Data Analysis, Ronald I. Greenberg
Ronald Greenberg
Abstract. This paper can be used in two ways. It can provide reference information for incorporating diagonal elements (for bracing or gear meshing) in educational robots built from standard LEGO kits. Alternatively, it can be used as the basis for an assignment for high school or college students to recreate this information; in the process, students will exercise skills in both computer programming and data analysis. Using the paper in the second way can be an excellent integrative experience to add to an existing course; for example, the Exploring Computer Science high school curriculum concludes with the units “Introduction to …
Tracie Salinas.Jpg, Tracie Mclemore Salinas
Tracie Salinas.Jpg, Tracie Mclemore Salinas
Dr. Tracie McLemore Salinas
No abstract provided.
Flipped Calculus: A Study Of Student Performance And Perceptions, Lori Beth Ziegelmeier, Chad M. Topaz
Flipped Calculus: A Study Of Student Performance And Perceptions, Lori Beth Ziegelmeier, Chad M. Topaz
Lori Beth Ziegelmeier
No abstract provided.
Flipped Calculus: A Study Of Student Performance And Perceptions, Lori Beth Ziegelmeier, Chad M. Topaz
Flipped Calculus: A Study Of Student Performance And Perceptions, Lori Beth Ziegelmeier, Chad M. Topaz
Chad M. Topaz
No abstract provided.
Mat-Rix-Toe: Improving Writing Through A Game-Based Project In Linear Algebra, Adam Graham-Squire, Elin Farnell, Julianna Stockton
Mat-Rix-Toe: Improving Writing Through A Game-Based Project In Linear Algebra, Adam Graham-Squire, Elin Farnell, Julianna Stockton
Elin R Farnell
The Mat-Rix-Toe project utilizes a matrix-based game to deepen students’ understanding of linear algebra concepts and strengthen students’ ability to express themselves mathematically. The project was administered in three classes using slightly different approaches, each of which included some editing component to encourage the improvement of the students’ mathematical thinking and writing. Differences in the implementation of the project illustrate the benefits and drawbacks of various methods of editing in the mathematics classroom and highlight recommendations for improvements in future implementations of the project.
Research In Mathematics Educational Technology: Current Trends And Future Demands, Shannon O. Driskell, Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush, Margaret L. Niess, David K. Pugalee
Research In Mathematics Educational Technology: Current Trends And Future Demands, Shannon O. Driskell, Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush, Margaret L. Niess, David K. Pugalee
Shannon O.S. Driskell
This systematic review of mathematics educational technology literature identified 1356 manuscripts addressing the integration of educational technology into mathematics instruction. The manuscripts were analyzed using three frameworks (Research Design, Teacher Knowledge, and TPACK) and three supplementary lenses (Data Sources, Outcomes, and NCTM Principles) to produce a database to support future research syntheses and meta-analyses. Preliminary analyses of student and teacher outcomes (e.g., knowledge, cognition, affect, and performance) suggest that the effects of incorporating graphing calculator and dynamic geometry technologies have been abundantly studied; however, the usefulness of the results was often limited by missing information regarding measures of validity, reliability, …
Prospective Teachers' Use Of Representations In Solving Statistical Tasks With Dynamic Statistical Software, Hollylynne Lee, Shannon O. Driskell, Suzanne R. Harper, Keith R. Leatham, Gladis Kersaint, Robin L. Angotti
Prospective Teachers' Use Of Representations In Solving Statistical Tasks With Dynamic Statistical Software, Hollylynne Lee, Shannon O. Driskell, Suzanne R. Harper, Keith R. Leatham, Gladis Kersaint, Robin L. Angotti
Shannon O.S. Driskell
This study examined a random stratified sample (n=62) of prospective teachers' work across eight institutions on three tasks that utilized dynamic statistical software. Our work was guided by considering how teachers may utilize their statistical knowledge and technological statistical knowledge to engage in cycles of investigation. Although teachers did not tend to take full advantage of dynamic linking capabilities, they utilized a large variety of graphical representations and often added statistical measures or other augmentations to graphs as part of their analysis.
Motivation For Achievement And Attitudes Toward Mathematics Instruction In A Required Calculus Course At The Norwegian University Of Science And Technology, Donna Sundre, Carol Barry, Vidar Gynnild, Erin Tangen Ostgard
Motivation For Achievement And Attitudes Toward Mathematics Instruction In A Required Calculus Course At The Norwegian University Of Science And Technology, Donna Sundre, Carol Barry, Vidar Gynnild, Erin Tangen Ostgard
Donna L. Sundre
This study from the Norwegian University of Science and Technology (NTNU) examines students’ learning goals and attitudes toward mathematics in a first-year calculus course in undergraduate engineering education. Achievement motivation research using the Achievement Goal Questionnaire (AGQ) is advanced from current literature with two additions: (1) a course specific context using introductory college calculus students, and (2) participation of Norwegian students. Pre- and posttest measures of attitudes indicate that students do change learning goals over time, unfortunately opposite to the instructors’ aspirations. A significant increase in “Mastery Avoidance” and “Work Avoidance” was accompanied with a drop in “Mastery Approach” and …
Making The Journey From A Traditional Model To An Online Model, Jenny Shrensker, Nazire Koc
Making The Journey From A Traditional Model To An Online Model, Jenny Shrensker, Nazire Koc
Jenny Shrensker
Revisiting Fibonacci And Related Sequences, Arthur Benjamin, Jennifer Quinn
Revisiting Fibonacci And Related Sequences, Arthur Benjamin, Jennifer Quinn
Jennifer J. Quinn
This issue focuses on proving several interesting facts about the Fibonacci Sequence using a combinatorial proof. The aim of Delving Deeper is for teachers to pose and solve novel math problems, expand on mathematical connections, or offer new insights into familiar math concepts. Delving Deeper focuses on mathematics content appealing to secondary school teachers. It provides a forum that allows classroom teachers to share their mathematics from their work with students, their classroom investigations and products, and their other experiences. Delving Deeper is a regular department of Mathematics Teacher.
The Impact Of Teachers’ Knowledge Of Group Theory On Early Algebra Teaching Practices, Nick Wasserman, Julianna Connelly Stockton
The Impact Of Teachers’ Knowledge Of Group Theory On Early Algebra Teaching Practices, Nick Wasserman, Julianna Connelly Stockton
Julianna Connelly Stockton
No abstract provided.
Mathematicians Playing A Role In Math Education: What We Learned At The Ime/Mime Workshop, Anna Bargagliotti, Rama Chidambaram, Gizem Karaali
Mathematicians Playing A Role In Math Education: What We Learned At The Ime/Mime Workshop, Anna Bargagliotti, Rama Chidambaram, Gizem Karaali
Anna Bargagliotti
In Hollywood, some actors are regularly cast as mean, others as sweet and endearing, and some typically play innocent big-eyed youths who inevitably succeed after awakening to the particular facts of life that their producer wants them to awaken to. It is unusual and difficult for actors to cross the bridge between different types on a regular basis. However, there are always exceptions to the rule. In the seemingly unrelated world of academics, mathematics faculty may find themselves playing different roles. People with different skills and interests strive to balance their careers in ways that will be uniquely fulfilling to …
Communicating Quantitative Literacy: An Examination Of Open-Ended Assessment Items In Timss, Nals, Ials, And Pisa, Karl Kosko, Jesse Wilkins
Communicating Quantitative Literacy: An Examination Of Open-Ended Assessment Items In Timss, Nals, Ials, And Pisa, Karl Kosko, Jesse Wilkins
Karl W Kosko
Quantitative Literacy (QL) has been described as the skill set an individual uses when interacting with the world in a quantitative manner. A necessary component of this interaction is communication. To this end, assessments of QL have included open-ended items as a means of including communicative aspects of QL. The present study sought to examine whether such open-ended items typically measured aspects of quantitative communication, as compared to mathematical communication, or mathematical skills. We focused on public-released items and rubrics from four of the most widely referenced assessments: the Third International Mathematics and Science Study (TIMSS-95): the National Adult Literacy …
How Do Mathematicians Make Sense Of Definitions?, Laurie O. Cavey, Margaret T. Kinzel, Thomas A. Kinzel, Kathleen L. Rohrig, Sharon B. Walen
How Do Mathematicians Make Sense Of Definitions?, Laurie O. Cavey, Margaret T. Kinzel, Thomas A. Kinzel, Kathleen L. Rohrig, Sharon B. Walen
Laurie O. Cavey
It seems clear that students’ activity while working with definitions differs from that of mathematicians. The constructs of concept definition and concept image have served to support analyses of both mathematicians’ and students’ work with definitions (c.f. Edwards & Ward, 2004; Tall & Vinner, 1981). As part of an ongoing study, we chose to look closely at how mathematicians make sense of definitions in hopes of informing the ways in which we interpret students’ activity and support their understanding of definitions. We conducted interviews with mathematicians in an attempt to reveal their process when making sense of definitions. A striking …
How Do Mathematicians Make Sense Of Definitions?, Laurie O. Cavey, Margaret T. Kinzel, Thomas A. Kinzel, Kathleen L. Rohrig, Sharon B. Walen
How Do Mathematicians Make Sense Of Definitions?, Laurie O. Cavey, Margaret T. Kinzel, Thomas A. Kinzel, Kathleen L. Rohrig, Sharon B. Walen
Margaret T. Kinzel
It seems clear that students’ activity while working with definitions differs from that of mathematicians. The constructs of concept definition and concept image have served to support analyses of both mathematicians’ and students’ work with definitions (c.f. Edwards & Ward, 2004; Tall & Vinner, 1981). As part of an ongoing study, we chose to look closely at how mathematicians make sense of definitions in hopes of informing the ways in which we interpret students’ activity and support their understanding of definitions. We conducted interviews with mathematicians in an attempt to reveal their process when making sense of definitions. A striking …
Proportional Reasoning 101, Laurie O. Cavey
Benefits Of A Comprehensive Undergraduate Teaching Assistant Program, Christopher Goff, Brigitte Lahme
Benefits Of A Comprehensive Undergraduate Teaching Assistant Program, Christopher Goff, Brigitte Lahme
Christopher Goff