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Science and Mathematics Education Commons™
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Articles 1 - 5 of 5
Full-Text Articles in Science and Mathematics Education
Science, Technology, Engineering, And Mathematics (Stem) Project-Based Learning (Pbl) Education: A New Mexico Case Study For Equity And Inclusion, Kimberly A. Scheerer
Science, Technology, Engineering, And Mathematics (Stem) Project-Based Learning (Pbl) Education: A New Mexico Case Study For Equity And Inclusion, Kimberly A. Scheerer
Teacher Education, Educational Leadership & Policy ETDs
This research addresses how student participation in Science, Technology, Engineering, and Mathematics (STEM) project-based learning (PBL) education activities encourages underrepresented minority student achievement in STEM career field trajectories. Seven New Mexico high school counselors and 12 STEM organization personnel were interviewed during this study. Their responses represent the nuanced professional voices where New Mexico public education intersects with STEM student interest and cultural influence.
For students, STEM PBL can foster deep integration across educational disciplines and enhance STEM career trajectory interest and readiness. STEM education converged with PBL methodologies has the ability to leverage community support while broadening student networks. …
Reflecting Back To Forge The Path Forward, Robert M. Capraro, Mary Margaret Capraro, Chance Lewis, Melva R. Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Jemimah Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Michael S. Rugh, Miriam Sanders, Jonas Chang
Reflecting Back To Forge The Path Forward, Robert M. Capraro, Mary Margaret Capraro, Chance Lewis, Melva R. Grant, Marlon James, Eduardo Mosqueda, Jamaal Young, Jemimah Young, Ali Bicer, Tarcia Hubert, Alesia Mickle Moldavan, Susan Ophelia Cannon, Michael S. Rugh, Miriam Sanders, Jonas Chang
Teaching & Learning Faculty Publications
The JUME editorial team provides an update of the journal's health and progress during the 2021 calendar year and discusses coming changes and opportunities for growth.
Judith Shakespeare's Problem : Ssing Timss To Examine Contextual Indicators In Girls' Mathematics Achievement, Elizabeth Ann S. Kelly
Judith Shakespeare's Problem : Ssing Timss To Examine Contextual Indicators In Girls' Mathematics Achievement, Elizabeth Ann S. Kelly
Legacy Theses & Dissertations (2009 - 2024)
Using the Trends in International Mathematics and Science Study Data (TIMSS) 2015 dataset, this study examines 30 different contextual indicators to determine significant predictors of girls’ mathematics achievement globally. The study design employs three nested levels in the hierarchical linear model (individual, classroom, and nation) to analyze cross-national scores and responses to the contextual questionnaires. Additionally, the focus is on girls as a standalone, independent population, not in comparison to boys. This research seeks to understand at which level of society the most variability is found, as well as analyze the comparative effect sizes of various explanatory contextual predictors within …
Examination Of School Value-Added Growth By Student Population, Sarah C. Mckenzie, Josh B. Mcgee, Charlene A. Reid
Examination Of School Value-Added Growth By Student Population, Sarah C. Mckenzie, Josh B. Mcgee, Charlene A. Reid
Policy Briefs
In this brief, we assess the relationship between Arkansas’ school-level value-added content growth scores for student racial and programmatic groups. We find that on average, African American students receive lower growth scores than other student groups, and that African American elementary students demonstrated large drops in growth since COVID
Covid-19: A Developing Crisis For Quantitative Reasoning, Nathan D. Grawe
Covid-19: A Developing Crisis For Quantitative Reasoning, Nathan D. Grawe
Numeracy
Assessment data show substantial learning losses resulting from pandemic-era teaching and learning. While all learning domains have been affected, mathematics performance shows particularly large losses among elementary and secondary school students. Advocates for quantitative reasoning in high schools and colleges should anticipate weaker levels of basic numeracy among entering cohorts for a decade to come. As a consequence, the urgency to reform curricula and student support has never been greater.