Science and Mathematics Education Commons^™

Meaningful Distributed Instruction— Developing Number Sense, Edward C. Rathmell

Faculty Publications

What Is Number Sense?

The primary goal for elementary and middle school mathematics is to help students learn to use numbers meaningfully, reasonably and flexibly in everyday life. This means that students must develop a deep understanding of

-- numbers and operations,
-- when operations can appropriately be used to solve problems, and
-- judging the reasonableness of their solutions to problems.

They also need to develop attitudes so they

-- believe they can make sense of mathematics, and
-- habitually try to make sense of mathematics.

In other words, students need to develop number sense.

Understandings Needed for Number …

The Iowa Core Curriculum And Me: How My Teaching Of Mathematics Methods Will Change, Catherine M. Miller

Faculty Publications

It is an exciting time to be a mathematics educator in Iowa! We are joining the other 49 states by having a set of state standards. In fact, Iowa is exceeding federal expectations by having a curriculum to inform the work of teachers and school administrators. Because of this, we enter an era of change in Iowa and, as we know, change is never easy. To succeed in implementing the Iowa Core Curriculum (ICC) in mathematics all teachers need to learn about it and have help in implementing its core ideas and content. This includes teachers who will begin their …

Conceptual Previews In Preparation For The Next Unit Of Instruction, Michele Carnahan, Bridgette Stevens

Faculty Publications

Understanding meanings of operations and how they relate to one another is an important mathematical goal for students in fourth grade (National Council of Teachers of Mathematics, 2000). Using pictures, diagrams, or concrete materials to model multiplication helps students learn about factors and how their products represent various contexts. The foundation of understanding how operations of multiplication and division relate to one another deepens the understanding of the composition of numbers. Discussing different types of problems that can be solved using multiplication and division is important, along with the ability to decompose numbers. When students can work among these relationships …

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 …

Skittles Chocolate Mix Color Distribution: A Chi-Square Experience, David R. Duncan, Bonnie H. Litwiller

Faculty Publications

In teaching statistical processes, it is important that there be application to realworld settings and activities. When this is done, students are more likely to see the meaning of the steps being developed.

One such activity involves using the Chi-Square statistical test and its applications to counting Skittles Chocolate Mix candies. Many students are aware that these candies come in five different flavors: Brownie Batter (BB), Vanilla (V), Chocolate Caramel (CC), S’mores (S), and Chocolate Pudding (CP).

Problem-Based Instructional Tasks, Larry Leutzinger

Faculty Publications

No abstract provided.

A Working Conference On Students With Disabilities In Stem Coursework And Careers, Audrey C. Rule, Greg P. Stefanich, Charlotte W. Haselhuhn, Belinda Peiffer

Faculty Publications

Background: Few teachers and special education specialists are aware of the materials and resources available to support science; technology; engineering; and mathematics instruction for the scattered and isolated 3000 students with sensory and motor disabilities in Iowa's K-12 schools. Additionally; faculty at many community colleges and regent institutions are not aware of possible accommodations for their students with disabilities who have interests in pursuing STEM careers. Unfortunately; this often leads to discouragement and lack of success for students with motor or sensory disabilities. This conference brings together experts and conference attendees involved in instruction; support; or transitions for these students …

Implementing Supplemental Course Material Websites For Higher Education Technology Courses, Mark W. Bromwich

Graduate Research Papers

Supplemental websites have the potential to assist students in gathering course materials, encouraging topic exploration, and increasing the ability for students to communicate in a traditional face-to-face technology college classroom. This project description presents the results of a supplemental website's development and deployment into a traditional face-to-face college technology course, and measures its success. The research focuses on successful Internet employment within traditional classrooms to ensure that the content of the supplemental website has value to the students. The methodology used to develop the website and select materials was based upon the Dick and Carey Instructional Design Method (Dick & …