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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
The Importance Of Using Manipulatives In Teaching Math Today, Joseph M. Furner, Nancy L. Worrell
The Importance Of Using Manipulatives In Teaching Math Today, Joseph M. Furner, Nancy L. Worrell
Transformations
This paper explores the research and use of mathematics manipulatives in the teaching of mathematics today during an age of technology and standardized testing. It looks at the drawbacks and cautions educators as they use math manipulatives in their instruction. It also explores some cognitive concerns as a teacher goes about teaching with math manipulatives. The paper shares many commonly used math manipulatives used in today’s classrooms and matches them up to some of the Common Core Math Standards that are taught today in classrooms in the USA and around the world.
Volume 7, Issue 1, Catherine Scott
Volume 7, Issue 1, Catherine Scott
Catalyst: A Social Justice Forum
The Science, Technology, Engineering, and Mathematics (STEM) field is greatly promoted as a career path for students in recent years, and the demand for individuals specializing in STEM disciplines is expected to rise. Often, when considering STEM, one thinks of careers related to medicine, laboratory settings, or the pure sciences. However, in examining only these aspects of STEM, we may errantly overlook the impacts that P-20 education may have in using STEM as a means for improving student lives. One unique aspect of STEM is its role in helping to improve our well being as individuals and society as a …
Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences And Future Integration Plans, Çiğdem Kilic, Hatice Sancar-Tokmak
Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences And Future Integration Plans, Çiğdem Kilic, Hatice Sancar-Tokmak
Australian Journal of Teacher Education
This case study investigates how preservice primary school teachers describe their experiences with digital story-based problem solving applications and their plans for the future integration of this technology into their teaching. Totally 113 preservice primary school teachers participated in the study. Data collection tools included a questionnaire with three open-ended questions and focus group interviews. The data were analyzed using content analysis by combining manifest and latent techniques. Most of the preservice primary teachers described positive experiences about digital story-based problem solving applications by emphasizing on that they contribute to both their own and their students’ learning, development, and attitudes. …