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Science and Mathematics Education Commons™
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Articles 31 - 33 of 33
Full-Text Articles in Science and Mathematics Education
Working Toward A Third Space In The Teaching Of Elementary Mathematics, Ryan Flessner
Working Toward A Third Space In The Teaching Of Elementary Mathematics, Ryan Flessner
Scholarship and Professional Work – Education
Building on work in the area of third space theory, this study documents one teacher’s efforts to create third spaces in an elementary mathematics classroom. In an attempt to link the worlds of theory and practice, I examine how the work of other theorists and researchers – inside and outside the field of education – can create new lenses for classroom practitioners. In addition, the article provides evidence that third spaces may be more difficult to realize than others have described. Rather than forcing a third space to emerge, what this study finds more important is creating an environment that …
Using Rubrics To Teach Science Writing, Paul E. Bennett Jr.
Using Rubrics To Teach Science Writing, Paul E. Bennett Jr.
Professional and Organizational Development Network in Higher Education: Archives
An often-stated goal of education in the STEM (Science, Technology, Engineering, and Math) fields is to teach students to communicate like professionals. In the STEM fields, the single most important thing we can do to teach our students better communication skills is to teach them how to write a lab report. The reason a lab report is so important is not just because it is the end product of a research project, but because each section of a lab report has a particular function that often correlates with different types of communication that a STEM professional needs to use. For …
Algebra Rules Object Boxes As An Authentic Assessment Task Of Preservice Elementary Teacher Learning In A Mathematics Methods Course, Audrey C. Rule, J. E. Hallagan
Algebra Rules Object Boxes As An Authentic Assessment Task Of Preservice Elementary Teacher Learning In A Mathematics Methods Course, Audrey C. Rule, J. E. Hallagan
Open Educational Resources
The purpose of this study was to describe elementary preservice teachers’ difficulties with understanding algebraic generalizations that were set in an authentic context. Fifty-eight preservice teachers enrolled in an elementary mathematics methods course participated in the study. These students explored and practiced with authentic, hands-on materials called “object boxes,” then created sets of their own object box materials. Each algebra rules object box contained materials to illustrate and describe four different algebraic generalizations, or “rules.” The variables “n” and “z” were used in each of the generalizations. For each generalization, there was a set of objects attached to a piece …