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Science and Mathematics Education Commons™
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Articles 1 - 6 of 6
Full-Text Articles in Science and Mathematics Education
Comparing Time Allocation For Teaching Science As Inquiry In Two Educator Preparation Science Methods Courses, Lori A. Dira
Comparing Time Allocation For Teaching Science As Inquiry In Two Educator Preparation Science Methods Courses, Lori A. Dira
Faculty Journal Articles
How much time an institution allocates to content can indicate its overall importance and intended value to the educator preparation program. For decades there have been calls to integrate more authentic science inquiry experiences into not only undergraduate elementary science courses, but into all elementary educator preparation courses. Many elementary educators do not receive training on effective methods for teaching science, they will not feel comfortable and will likely have low self-efficacy. This study investigated the amount of time allocated to teaching science as inquiry and the knowledge participants had prior to and after taking an elementary teaching science methods …
Predicting Students' Mathematical Thinking In A Technology-Mediated Environment, Lara Dick, Jennifer Lovett, Allison Mcculloch, Cynthia Edgington, Stephanie Casey
Predicting Students' Mathematical Thinking In A Technology-Mediated Environment, Lara Dick, Jennifer Lovett, Allison Mcculloch, Cynthia Edgington, Stephanie Casey
Faculty Journal Articles
No abstract provided.
Anchoring Number Talks, K. Biro, Lara Dick
Anchoring Number Talks, K. Biro, Lara Dick
Faculty Journal Articles
Number Talks (Parrish, 2010) have become a popular strategy for many teachers interested in establishing a culture of classroom discourse for developing number sense in their mathematics classrooms. Number Talks are traditionally a five- to fifteen-minute classroom discussion that follows a problem that children are asked to solve mentally. According to Berger (2017), when students are engaged in Number Talks, teachers “facilitate discourse among students about their thinking, help students build connections among strategies, and present students with opportunities to put their knowledge into practice as they solve problems” (p. 6). While it is known that Number Talks are a …
The Top 500 Mathematics Pins: Analysis Of Elementary Mathematics Activities On Pinterest, A G. Sawyer, Lara Dick, E J. Shapiro, T A. Wismer
The Top 500 Mathematics Pins: Analysis Of Elementary Mathematics Activities On Pinterest, A G. Sawyer, Lara Dick, E J. Shapiro, T A. Wismer
Faculty Journal Articles
A 2017 study found that 87% of elementary teachers reported consulting Pinterest when planning mathematical lessons (Hertel & Wessman-Enzinger, 2017). When searching for resources on Pinterest, preservice teachers identified looking at the number of pins to determine their quality (Sawyer & Meyers, 2018). This leaves teacher educators wondering, what is the quality of materials that preservice and inservice teachers are finding on Pinterest? We conducted a document analysis on the top 500 elementary mathematics pins found on Pinterest to determine what kinds of elementary mathematics materials are available, what mathematics topics are represented, the level of cognitive demand of the …
Bridging Distances: Professional Development For Higher Education Faculty Through Technology-Facilitated Lesson Study., Melissa Soto, Dittika Gupta, Lara Dick, Mollie Appelgate
Bridging Distances: Professional Development For Higher Education Faculty Through Technology-Facilitated Lesson Study., Melissa Soto, Dittika Gupta, Lara Dick, Mollie Appelgate
Faculty Journal Articles
Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five higher education faculty across the U.S. to engage in professional development and evolve into a virtual community of practice. Through the use of synchronous and asynchronous communication technology, we formulated goals, planned a common lesson, conducted research on our students’ learning, and reflected on our own teaching practice. For this paper, …
Using Design Experiments To Conduct Research On Mathematics Professional Development, Paola Sztajn, Holt Wilson, Cyndi Edgington, M Myers, Lara Dick
Using Design Experiments To Conduct Research On Mathematics Professional Development, Paola Sztajn, Holt Wilson, Cyndi Edgington, M Myers, Lara Dick
Faculty Journal Articles
In this paper, we propose that the emerging transformation of mathematics professional development from a practice-based to a research field would benefit from stronger connections to research on learning. In particular, we contend that design experiments represent a premier emerging methodology to study learning, and we argue that a better understanding of teacher learning through the use of design experiments in mathematics professional development can lead to improvement of mathematics professional development as both an area of practice and a field of research.