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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Quantitative Reasoning For Teachers: Explorations In Foundational Ideas And Pedagogy, Sheryl Stump
Quantitative Reasoning For Teachers: Explorations In Foundational Ideas And Pedagogy, Sheryl Stump
Numeracy
This note describes a course designed to prepare community college instructors and K-12 teachers for teaching foundational aspects of quantitative reasoning. A body of literature on quantitative reasoning and quantitative literacy informed the course design. The note describes the course content, which includes engaging in case studies, reading and discussion, writing assignments, group problem solving, and news-of-the-day presentations. Details of these assignments are provided. The capstone assignment for the course is for participants to design a set of case studies for their own students. Details of this assignment are also provided as well as specific examples of participants’ learning.
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Interdisciplinary Journal of Problem-Based Learning
Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …
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 …
Toward A Theory Of Teacher Education For Justice-Oriented Stem, Beth Leah Sondel 7722095, Joanna Koch, Sarah Carrier, Temple A. Walkowiak
Toward A Theory Of Teacher Education For Justice-Oriented Stem, Beth Leah Sondel 7722095, Joanna Koch, Sarah Carrier, Temple A. Walkowiak
Catalyst: A Social Justice Forum
Among the multiple perspectives as to the focus of education policy, there has been much recent attention paid to both STEM and social justice education. While these approaches are often seen in opposition with each other, in this paper we explore the possibility of combining these two aims as we begin to develop a theory of teacher education for justice-oriented STEM education.
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Catalyst: A Social Justice Forum
English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.