Science and Mathematics Education Commons^™

Winter 2016, Transformations

Transformations

No abstract provided.

Associating Mathematics To Its History: Connecting The Mathematics We Teach To Its Past, Joseph M. Furner, Ernest A. Brewer

Transformations

Across the USA and around the world now, globalization has taken a strong hold. The purpose of this paper is to explore the historical considerations that can be incorporated in the teaching of mathematics. The paper will also provide suggestions for teaching math by interweaving historical elements into the mathematics instruction. Teachers should strive to bridge the cultural and historical gap among all students by incorporating innovative ideas as well as historical and cultural connections into their teaching so to foster understanding, appreciation, and tolerance for the richness inherent in diversity and a sound understanding of mathematics and appreciation for …

Using Technology And Media-Rich Platforms To Help Teach The Pythagorean Theorem, Hui Fang Huang Su, Denise Gates, Janice Haramis, Farrah Bell, Claude Manigat, Kristin Hierpe, Lourivaldo Da Silva

Transformations

The history of mathematics is quite extensive, dating back to ancient times and elapsing several centuries. Many great mathematicians, philosophers, scientists, and scholars have contributed to mathematics on the subject we see today. For the purpose of this research project, we have chosen to highlight the great mathematician Pythagoras and his famous Pythagorean Theorem. We investigate the history of the Pythagorean Theorem, relationships among Pythagorean numbers, and unusual proofs of the Theorem. This paper provides a suggestive lesson plan, activity, and presentation for classroom use.

Every Student Can Be An Einstein: Addressing Math Anxiety In Today’S Classrooms, Joseph M. Furner

Transformations

This article is geared toward mathematics educators in hopes that they can ultimately excite young people about mathematics, encourage students to be confident in their ability to solve problems, understand mathematical concepts, and see math as a human endeavor. The author believes that as students feel less anxious about and more confident in their abilities to do math that their performance will improve. As math test scores are often a concern for principals, teachers, and society at large, success and confidence with mathematics is critical in our high-tech globally competitive world. Math anxiety has become a growing concern in the …

Number Pattern, Hui Fang Huang Su, Denise Gates, Janice Haramis, Farrah Bell, Claude Manigat, Kristin Hierpe, Lourivaldo Da Silva

Transformations

In this manuscript, we study the purpose of number patterns, a brief history of number patterns, and classroom uses for number patterns and magic squares. We investigate and summarize number patterns and magic squares in various charts: 6 x 6, 7 x 7, 13 x 13, 21 x 21, and 37 x 37. The results are established by each number pattern along with narrative conjectures about primes and multiples of six from each pattern. Numerical charting examples are provided as an illustration of the theoretical results.

Art-Integration Through Making Dioramas Of Women Mathematicians’ Lives Enhances Creativity And Motivation, Audrey C. Rule, Dana L. Atwood-Blaine, Clayton M. Edwards, Mindy M. Gordon

Journal of STEM Arts, Crafts, and Constructions

Creativity is essential for solving problems in the workplace, natural environment, and everyday life, necessitating that creativity be nurtured in schools. Identification of factors that intrinsically motivate students to learn difficult or initially unappealing content is also important. This project, in which 24 racially diverse fifth grade girls created dioramas of the lives of diverse successful women mathematicians, explored the girls’ reactions to art integration into mathematics through a phenomenological qualitative analysis of their products, essays, and responses to questionnaires. The project supported the Next Generation Science Standard for engineering design, Standard 3-5-ETS1-1 and two National Core Arts Standards for …

Three- And Four-Year Olds Learn About Gears Through Arts Incorporation, Dessy Stoycheva, Leann M. Perkins

Journal of STEM Arts, Crafts, and Constructions

This research paper explores art integration into a science lesson unit that follows the Next Generation Science Standards (K-PS2-1) and focuses on the effects on memory retention of key concepts along with levels of enjoyment. An experiment was conducted with children ages 3 and 4 teaching scientific concepts about gears while incorporating student-made art products. The children were assigned to alternating experimental (art-integrated) or control (no art) conditions during the four stages of the lesson. The results did not show statistically significant differences at the alpha = 0.05 level between conditions in the amount of information retained based on the …

Fourth Graders Make Inventions Using Scamper And Animal Adaptation Ideas, Mahjabeen Hussain, Anastasia Carignan

Journal of STEM Arts, Crafts, and Constructions

This study explores to what extent the SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Rearrange) technique combined with animal adaptation ideas learned through form and function analogy activities can help fourth graders generate creative ideas while augmenting their inventiveness. The sample consisted of 24 fourth grade students (14 female, 10 male) ages 9-10 at a suburban Midwestern elementary school. A repeated-measures design involving all participants alternately in the two conditions measured students under each treatment condition. In the experimental condition, students used SCAMPER charts with animal adaptation ideas to generate ideas to improve a product using …

Second-Graders Beautify For Butterflies, Andrea E. Anderson, Jessica A. Meier

Journal of STEM Arts, Crafts, and Constructions

This practical article presents activities that support previous research suggesting the integration of art with science is beneficial to the learning and cooperative processes of children. The project showcased here highlights the ability of elementary school children to collaborate with their peers for problem solving and critical thinking through the artistic use of observation and sketching. This article discusses effective lesson activities in which students combined art and science by creating and cultivating a butterfly garden on the school’s property.

Who Moved Those Rain Clouds To Town? Making Windbirds To Learn About The Power Of Wind, Deepanee Samarakoon, Latisha L. Smith

Journal of STEM Arts, Crafts, and Constructions

In this practical article, a kindergarten teacher shares a lesson designed to teach students about the power of wind. To address the Next Generation Science Standards engineering standards, students discussed the negative and positive aspects of wind and made daily weather observations (K-ESS2-1). Students constructed bird-shaped windsocks, called windbirds, to explore how the shape of the object allowed it to move in the wind (K-2-ETS1-2). To address the National Core Arts Standards, creative arts were integrated as students designed cylindrical windbirds of colorful materials. The windbirds were used to observe the effects of wind in the students’ outdoor environment at …

Water Play, Jane E. Cline, Brandy A. Smith

Journal of STEM Arts, Crafts, and Constructions

The inclusion of activities to develop sensory awareness, spatial thinking, and physical dexterity, operationalized through hands-on science lessons such as water play, have long been part of early childhood education. This practical article addresses Next Generation Science Standards K-2 ETS1-3 and K-2 ETS1-2 by having four-year-old prekindergarten students direct the path of water on a vertical pegboard water table with strategically-placed, attached plastic cups with holes drilled into them that leak streams of water into each other. Students enhanced their retelling of the story of the Billy Goats Gruff by placing student-made watercolor artwork along the path of the water, …

Using Creativity From Art And Engineering To Engage Students In Science, Mason Albert Kuhn, Scott Greenhalgh, Mark Mcdermott

Journal of STEM Arts, Crafts, and Constructions

STEAM education, referring to integrated Science, Technology, Engineering, Art, and Mathematics, is a contemporary buzzword that is popular in many schools. In particular, many elementary school teachers who have been tasked to incorporate STEM teaching, because of the requirements of the Next Generation Science Standards, attempt to apply the arts in their science curriculum because they feel more comfortable using instructional approaches that incorporate creative activities such as crafts, drawing, and model construction than the core practices of STEM disciplines. Teachers can use the creative arts activities in two ways to enhance the STEM learning environment: 1) Using creative processes …

Spatial Thinking Skills And Stem Connections: How Does This Issue Address Them?, Audrey C. Rule

Journal of STEM Arts, Crafts, and Constructions

In this editorial, the Editor considered the importance of spatial thinking skills to STEM careers, provided examples of ways scientists use spatial thinking, noted sex and socioeconomic differences in spatial skill proficiency, and reviewed ways that activities included in articles in this issue involved spatial thinking. Brief summaries and preview images were provided for the articles in the issue. The four-component spatial thinking classification scheme with categories of intrinsic-static, intrinsic-dynamic, extrinsic-static and extrinsic dynamic was applied to the activities from this issue of the Journal of STEM Arts, Crafts, and Constructions. All categories of this classification scheme were addressed, providing …

Preparing Teachers To Apply Research To Mathematics Teaching: Using Design-Based Research To Define And Assess The Process Of Evidence-Based Practice, Sarah Van Ingen

Sarah van Ingen

Persistent lack of mathematics achievement and disparity in achievement has led to the publication of research findings related to equitable teaching practices. Although the publication of such research provides insights about approaches for potentially increasing equity in mathematics education, teachers must be able to apply what has been learned from these studies to their classroom teaching practices. Despite the widespread expectation that teachers use research-supported teaching strategies to meet the needs of their diverse classrooms, the research to practice gap persists. Little research is currently available to guide mathematics teacher educators in how to prepare future teachers to apply research …

Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates

Faculty Curated Undergraduate Works

Differentiating instruction based on students’ readiness, interests, and learning profiles is essential for creating effective and meaningful learning activities. Identifying these characteristics allows teachers to meet students’ needs and engage them in learning. By differentiating instruction, educators target specific students’ strengths and challenges in developing lessons to support their understanding of content. Two useful strategies for differentiating math and literacy instruction include stations and centers. In stations and centers, students work on specific skills catered to their educational needs while rotating activities in flexible groups. This guide supports teachers in identifying strategies and understanding the benefits of differentiating math and …

Call For Manuscripts!

Journal of Science Education for Students with Disabilities

Call For Manuscripts!

Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.

Copyright Statement

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites

A Matter Of Time: The Relationship Of Class Length And Demographics On The South Carolina Algebra I End-Of-Course Test In South Carolina Middle Schools, Jennifer Addie Ramsey

Education Dissertations and Projects

For middle school students taking Algebra 1 as a high school credit, having sufficient instructional time to understand and explore the course content is crucial. While the focus of the literature review helps lend understanding to the study, there has been limited information concerning assessment scores in middle school math classes and the length of class time. This study investigated the differences in the End-of-Course Examination Program (EOCEP) test scores of middle school students in Algebra 1 as influenced by schedules used in South Carolina public middle schools for each individual year in a 5-year span of the 2010-2015 academic …

A Mixed-Methods Program Evaluation Of Two Middle School Mathematics Intervention Programs, Angela Hines

Education Dissertations and Projects

The purpose of this study was to conduct a program evaluation of two mathematics intervention programs, Transmath and Vmath, in order to discover whether students who are exposed to the intervention programs will show growth in their mathematics performance. The effectiveness of the programs was measured quantitatively by collecting a pre and postassessment score using Moby Max and qualitatively regarding the implementation and effectiveness of the two programs by conducting classroom observations and teacher interviews.

The literature in this study identifies the connection between RTI, tiered intervention, mathematics intervention, and program implementation fidelity. The current literature contains a great deal …

Professional Learning Communities (Plcs) For Early Childhood Science Education, Jungwon Eum

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This study explored the content, processes, and dynamics of Professional Learning Community (PLC) sessions. This study also investigated changes in preschool teachers’ attitudes and beliefs toward science teaching after they participated in two different forms of PLCs including workshop and face-to-face PLC as well as workshop and online PLC. Multiple sources of data were collected for this study including participant artifacts and facilitator field notes during the PLC sessions.

The participants in this study were eight teachers from NAEYC-accredited child care centers serving 3- to 5-year-old children in an urban Midwest city. All teachers participated in a workshop entitled, “Ramps …

How Select Groups Of Preservice Science Teachers With Inquiry Orientations View Teaching And Learning Science Through Inquiry, Peggy Diana Ward

Graduate Theses and Dissertations

Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes …

Heteroglossic Practices In A Multilingual Science Classroom, Lydiah Kananu Kiramba

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This paper uses sociocultural theories of language learning to investigate how teachers and students navigate between monolingual institutional policies and the multilingual realities encountered in a rural Kenyan fourth-grade classroom. The paper addresses not only how learners’ communicative repertoires are deployed to make meaning in a foreign language instruction context but also the sociocultural significance of these communicative practices. Results illustrate how the science teacher used heteroglossic practices to mediate students’ access to literacy, hence, supporting the content learning and language development of students. Both the science teacher and the students preferred a more flexible use of language to make …

Leveling The Playing Field: Teacher Perception Of Integrated Stem, Engineering, And Engineering Practices, Bridgette Fincher

Graduate Theses and Dissertations

The purpose of this study was to describe the perceptions and approaches of 14 third-through-fifth grade Arkansan elementary teachers towards integrative engineering and engineering practices during 80 hours of integrated STEM professional development training in the summer and fall of 2014. This training was known as Project Flight. The purpose of the professional development was to learn integrated STEM content related to aviation and to write grade level curriculum units using Wiggins and McTighe’s Understanding by Design curriculum framework. The current study builds upon on the original research.

Using a mixed method exploratory, embedded QUAL[quan] case study design and a …

An Analysis Of Secondary Integrated Stem Lesson Plans: Common Characteristics, Learning Expectations And The Impact From The Teacher's Definition Of I-Stem, Jacob Hayward

Graduate Theses and Dissertations

This qualitative study investigated teachers’ understanding of their definition of I-STEM (Integrated STEM education), how those understandings manifested into lessons and associated lesson artifacts, how they assessed students in such lessons, and what factors or rationales supported their ability to conduct or not conduct I-STEM lessons. A survey was sent to the members of four professional organizations representing I-STEM disciplines to solicit their participation in this project. Ten teachers ranging from grades 9-12 participated in this study. Of those who responded, six teachers identified with National Science Teachers Association (NSTA), three teachers selected International Technology and Engineering Education Association (ITEEA), …

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

Self-Study Of A Supervisor Making Connections In An Integrated Instructional Third Space In Elementary Mathematics And Field Experience, Katie Arndt

USF Tampa Graduate Theses and Dissertations

Too often teachers see mathematics as a culturally neutral subject. Teacher educators need to be aware of their own practice and how it impacts the facilitation of preservice teacher learning, in particular in relation to elementary mathematics and culturally responsive teaching. This qualitative self-study focused on understanding a teacher educator’s enactment of an espoused platform in an integrated instructional third space of an elementary field experience and an elementary mathematics methods course in relation to culturally responsive teaching and mathematics. The research questions guiding this self-study were: (1) In the context of the selfstudy, to what extent do I enact …

Using A Repeated Measures Anova Design To Analyze The Effect Writing In Mathematics Has On The Mathematics Achievement Of Third Grade English Language Learners And English Speakers, Zoe A. Morales

FIU Electronic Theses and Dissertations

The gap that exists between English language learners and English speaking students’ achievement in mathematics continues to grow. Moreover, students are now required to show evidence of their mathematics knowledge through writing in standardized assessments and class assignments.

The purpose of this study was to analyze students’ writing in mathematics and the metacognitive behaviors they portrayed through their writing as they solved mathematics problems. The instruments included a pretest, two biweekly tests, and a posttest. The writing instruction encompassed students learning to solve problems by using Polya’s four phases of problem solving which was completed in 12 sessions over a …

Caracterización De Las Competencias Matemáticas En La Iniciación A La Práctica Reflexiva De Profesores De Educación Básica Primaria Del Instituto Técnico Ambiental San Mateo De Yopal, Casanare, Sandra Rocio Gómez Pulido, Rosa Edilma Gutierrez Medina

Maestría en Docencia (Yopal)

Este trabajo de grado se desarrolló bajo el enfoque cualitativo, con la intención de caracterizar las competencias matemáticas a partir de la reflexión colectiva en un grupo de profesores de la básica primaria del ITA; esto, desde la teoría sobre práctica reflexiva desarrollada por Perrenoud (2004), quien aportó elementos para comprender la formación de profesores, especialmente la formación permanente. Para este propósito se presentó la investigación acción como diseño para el estudio de una situación social, en este caso la reflexión sobre las prácticas de enseñanza de los profesores. El plan de acción tuvo dos fases: diseñar y validar una …

Setting A Standard For Chemistry Education In The Next Generation: A Retrosynthetic Analysis, Gregory T. Rushton, Andrew Dewar, Herman E. Ray, Brett A. Criswell, Lisa Shah

Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications

A diverse and highly qualified chemistry teaching workforce is critical for preparing equally diverse, qualified STEM professionals. Here, we analyze National Center for Education Statistics (NCES) Schools and Staffing Survey (SASS) data to provide a demographic comparison of the U.S. secondary chemistry teaching population in high-needs and non-high-needs public schools as well as private schools during the 2011–2012 academic year. Our analysis reveals that the chemistry teaching workforce is predominantly white and significantly lacks in-field degrees or certification across school types, though high-needs and private schools are most affected by this lack of teacher qualification. Given these results, we attempt …

Learning Form And Function By Dance-Dramatizing Cultural Legends To Drum Rhythms Wearing Student-Made Animal Masks, Phyllis Gray, Audrey C. Rule, Gloria Kirkland Holmes, Stephanie R. Logan, Andrea L. Alert, Cynthia A. Mason

Journal of STEM Arts, Crafts, and Constructions

This study examined the self-efficacy in science, art, dance, and music; attitudes concerning contributions of people of various ethnic/cultural groups; and science learning of students involved in an after-school arts-integrated science enrichment project. Students dramatized three traditional animal legends from African, Native American, and Mexican cultures to drum beats while wearing student-made papier-mâché helmet crest masks of the animal characters. They learned the structure and functions of the featured animals through slide shows, embedded explanations in the play scripts, and hands-on form and function analogy materials that related the form and function of animal body parts to manufactured items. Although …