Science and Mathematics Education Commons^™

Arts-Based Interdisciplinary Music And Mathematics Tasks: Exploring Conceptualizations Of Equitable Creative Learning In Teacher Education, Alesia Mickle Moldavan, Graham Johnson

Georgia Educational Researcher

Preservice teachers need opportunities in teacher education courses to explore arts-based interdisciplinary learning that can inspire connections between communities of practice and allow learners to integrate concepts and imagine creative possibilities. This study reports on preservice teachers engaged in a workshop on arts-based interdisciplinary music and mathematics tasks. Data included surveys, task-related artifacts, and participant observations to examine how preservice teachers conceptualize and engage in such tasks. Three resonating themes were identified, revealing that preservice teachers generally thought (a) music and mathematics are more engaging and relatable in interdisciplinary contexts than when taught alone, (b) interdisciplinary music and mathematics tasks …

Providing Virtual Mathematics Feedback: Connecting Research To Practice, David Glassmeyer, Mary Colclasure, Laura Alevy

Georgia Educational Researcher

Feedback is an essential form of communication between the student and teacher. Research has documented the importance of feedback in advancing student mathematical and critical thinking, with renewed recommendations to provide and use feedback in mathematical instruction during the era of COVID-19. Giving personalized feedback in an online environment can be a challenge – especially in a mathematics class. This article summarizes five core principles of feedback, associated strategies for mathematics teachers to provide students virtual feedback, and notes on how we have implemented these strategies in middle school mathematics classes.

Teaching Statistics For Social Justice - An Autoethnographic Research Report, Sheffield L. Dacia, Sierra Brooks, Basil M. Conway, Ha Nguyen

Georgia Educational Researcher

The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors’ personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics …

The Effects Of Schema-Based Instruction On Solving Mathematics Word Problems, Scarlet Hughes, Joshua Cuevas Dr.

Georgia Educational Researcher

The purpose of this study was to investigate the frequency with which students use math word problem strategies during and after schema-based instruction. It examines the extent to which students increase their ability to correctly solve word problems. It compares students’ attitudes toward mathematics problem solving before and after schema-based instruction. The study was conducted in a resource class with seven second-grade students on individualized education programs (IEPs). A single-subject research design was used. The schema-based instruction was implemented by the special education teacher in a small group setting. Students showed an increase in attempted and correct strategy use during …

Applying Quantitative Reasoning To Clarify Arc Measurements, David Glassmeyer, Daniel Barton

Georgia Educational Researcher

The importance of reasoning quantitatively is reflected in both mathematics education research and mathematical standards for K-12 students. In this article, we detail how a quantitative reasoning framework can be used to help differentiate two quantities we have found students often struggle with: arc length and the measure of a central angle. We argue that taking the time to define all four components of a quantity can support students’ understanding of theorems involving these quantities.

Introduction And Remembrance, Amanda Wall

Becoming: Journal of the Georgia Association for Middle Level Education

Introduction to the issue and remembrance for Dr. Lounsbury

Quaranteaching In The Time Of Covid-19: Exemplar From A Middle Grades Virtual Classroom, Amanda Woods, Stacie K. Pettit, Christi Pace

Becoming: Journal of the Georgia Association for Middle Level Education

The COVID-19 pandemic dropped educators across the world straight into remote learning with little time to prepare. As some have inevitably struggled, other middle grades educators have overcome beginning hurdles to not only survive, but thrive amidst this new challenge. One teacher in particular, despite being in her first year, has found innovative ways to connect and motivate her middle grades students in a virtual environment. This article extends the steps, tips, and resources article (Author 3, Author 2, & Barker, K. S. also in this issue?) to provide a personal example of the successes (and yet still challenges) that …

Supporting Middle School Students In Tier 2 Math Labs: Instructional Strategies, Emily C. Bouck, Jiyoon Park, Mary Bouck, Jim Alspaugh, Stacey Spitzley, Angela Buckland

Current Issues in Middle Level Education

Response to Intervention (RtI) has become a common support system for students; yet, no universal RtI model exists, especially for mathematics and specifically at the middle school level. This article focuses on a specific model for delivering Tier 2 mathematics supports and services at the middle school level: math labs. Evidence–based and research–supported interventions are discussed that support the delivery of Tier 2 services within a middle school math lab RtI structure. A fictionalized vignette, drawing from multiple actual cases, is presented to highlight the use of a Tier 2 math lab within a middle school setting.

Curriculum Integration: Twenty Questions- With Answers, Gert Nesin, John Lounsbury

Becoming: Journal of the Georgia Association for Middle Level Education

This is a digital edition of the book Curriculum Integration: Twenty Questions- With Answers, first published in 1999 by the Georgia Middle School Association.

ISBN-13: 978-0967508108
ISBN-10: 096750810X

Introduction, Amanda Wall

Becoming: Journal of the Georgia Association for Middle Level Education

Introduction

Relationship Between Required Corequisite Learning And Success In College Algebra, Amy D. Smith

Georgia Journal of College Student Affairs

This study sought to answer if a relationship existed between required corequisite support and success in gateway College Algebra courses. Complete College America and Complete College Georgia initiatives over the last ten years have sought ways to increase access to higher education with high progression and completion rates. Efforts such as the Momentum Year in University System of Georgia schools utilize developmental corequisite courses for gateway English and Mathematics to ensure early success and progression. This study used a chi-squared test to analyze two groups of new freshmen and their success in College Algebra—one group who participated in corequisite learning …

The Effects Of Integrating Lego Robotics Into A Mathematics Curriculum To Promote The Development Of Proportional Reasoning, Shelli L. Casler-Failing

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

A mixed methods, action research case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. This study applied students’ prior knowledge of the distance, rate, and time formula as they used LEGO EV3 robots to calculate the rate of a robot. The information gained was applied to different iterations, and structures, of the formula to support the development of proportional reasoning skills. The purposefully designed lessons were integral to the development of the students’ understanding of the proportionality existing …

Getting Students To Think Critically And Visibly, Alanna Bowie

Becoming: Journal of the Georgia Association for Middle Level Education

Students can sometimes find the classroom to be an uncomfortable environment; hence, it can be difficult to persuade them to voice their thinking in front of their peers. Students’ fear of accidentally recalling incorrect answers in a classroom setting may set a domino effect of instant ridicule from their classmates, which can consequentially inhibit many of them from participating in future classroom discourse. To reduce fears, educators should foster an environment of support that encourages students to think visibly and more critically. The purpose of this article is to explore the literature, which suggests an environment that promotes creative learning …

From Worldviews To Classrooms: Framing Evolution Acceptance In Pre-Service Science Teachers In The Southeastern United States, Amanda Glaze

Georgia Educational Researcher

Research demonstrates that teachers' acceptance or rejection of evolution impacts whether they teach evolution in their classrooms. Furthermore, factors such as religiosity and nature of science understanding impact acceptance or rejection. What is absent from the literature is an exploration of experiences that inform choices made regarding acceptance or rejection, experiences that illuminate the counter-intuitive relationships demonstrated in quantitative studies. For this reason, we explore the lived experiences that inform the worldviews of Pre-Service Secondary Science Teachers (PSSTs) and how those worldviews might inform their acceptance or rejection of evolution. Coding and pattern analysis informed themes within the data explaining …

Stem Certification In Georgia’S Schools: A Causal Comparative Study Using The Georgia Student Growth Model, David E. Proudfoot, Ed.D., Michael Green, Ph.D., Jan W. Otter, Ph.D., David L. Cook, Ed.D.

Georgia Educational Researcher

The increase in demand for college and career ready students has driven the need for education reform to ensure K–12 schools can support student learning across all content areas and grade levels. A STEM Certification process was established by the Georgia Department of Education as part of an effort to reform public school STEM education. Additionally, an international STEM Certification procedure developed by AdvancED has been implemented in several Georgia schools. As a significant component of STEM certification guidelines, problem based learning has been incorporated to stimulate student interest in science, facilitate self-regulation, and increase pedagogical and content knowledge. As …

Encouraging Teacher Candidates To Cultivate Habits Of Reflection, Amanda Wall

Becoming: Journal of the Georgia Association for Middle Level Education

The conceptual framework for the College of Education at Georgia Southern University is: Reflective Practitioners for a Diverse World. Three of the five Middle Level Teacher Preparation Standards from the Association of Middle Level Education (AMLE, 2012) also specify reflection as a habit. Standard 5 on Middle Level Professional Roles, for example, states: “Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals.” In order for teacher candidates to become reflective, they need multiple opportunities to engage in reflection.

Online Teaching Module: Council For The Accreditation Of Educator Preparation (Caep) Key Assessment Example, Stacie K. Pettit, Susan Edwards

Becoming: Journal of the Georgia Association for Middle Level Education

The Augusta University Online Teaching Module is a key assessment administered once during one specified course in each educator preparation program. Augusta University teacher candidates are required to show proficiency in ISTE standards and CAEP standard 1.5. The online teaching model measures candidates’ ability to apply technology standards in order to design, implement, and assess learning experiences to engage students and improve learning. In order to pass the Online Teaching Module, candidates must score 3 out of 4 possible points on at least five of the six indicators. If a candidate does not pass this assessment, goals will be created …

Augmented Reality Chemistry: Transforming 2-D Molecular Representations Into Interactive 3-D Structures, Derek Behmke, David Kerven, Robert Lutz, Julia Paredes, Richard Pennington, Evelyn Brannock, Michael Deiters, John Rose, Kevin Stevens

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented …

Cover, Editors' Note And Table Of Contents, Lisa K. Millsaps

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

Cover, editors' note, and table of contents for volume 2 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference.

Selecting, Sequencing, And Connecting: Using Technology To Support Area Measurement Through Tasks, Strategies, And Discussion, Eryn M. Stehr, Jia He, Ha Nguyen

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

This paper supports grades 3-5 mathematics teachers and considers how technology in the classroom can be used to support "low threshold, high ceiling" tasks and productive discussion. We present a description of a card-sorting task to support the “5 Practices of Productive Mathematics Discussions” focused on an online task designed to: be open to multiple levels of strategies, reveal misconceptions, and support students in developing more sophisticated conceptual understandings of area measurement. We present a sampling of strategies created by teachers (who were pretending to be elementary students) in past activities. We discuss approaches to connecting strategies for deeper understanding …

Integrating Lego Robotics Into A 5th Grade Cross Curricular Unit To Promote The Development Of Narrative Writing Skills, Shelli L. Casler-Failing

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

This paper describes a unit designed to promote the development of narrative writing skills among 5^th grade students through the use of LEGO robotics. Over the course of four, two and one-half hour sessions (one day per week for four consecutive weeks), the students learned how to construct and program robots, write and present a proposal to complete a mission, and connected the learning to their personal experiences with Hurricane Irma. The students began the activity with prior knowledge of World War II and Hiroshima. After learning the basics of building and programming robots, they were presented with a …

Using Active Learning Strategies In Calculus To Improve Student Learning And Influence Mathematics Department Cultural Change, Melissa A. Dagley, Michele Gill, Erin Saitta, Brian Moore, Jacquelyn Chini, Xin Li

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

An interdisciplinary team of physics, education, math and chemistry faculty developed MATH-GAINS (Growing as Adaptive INstructors) creating an ecosystem where mathematics faculty persistently and sustainably apply active learning strategies in their teaching of calculus courses. As a result of implementation, MATH-GAI NS proposed to positively affect the wide-spread adaptation of active learning strategies by department faculty as well as student learning, retention and graduation of over 900 students annually. The objective of this paper is to provide details on how the project was conceived and implemented; instruments, research methodologies and active learning strategies used; and examples of faculty projects and …

Deepening Place Value Understanding In K-2 Through Explanation And Justification, Andria Disney, Heidi Eisenreich

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

This paper seeks to describe the importance of using the context of a candy shop and how focusing on discourse can deepen place value understanding in the base ten number system. Using the language of pieces (ones), rolls (tens), and boxes (hundreds) helps situate place value in a familiar context for K-2 students. Best practice in mathematics instruction is also addressed, including examining the progression of learning for place value concepts, using effective tools to support place value learning, and using explanation and justification to help students deepen their understanding of place value. The authors focus not only on content …

Graph It Out! Create Graphing Manipulatives To Explore Evolutionary Selection: A Lesson For High School Biology Students, Cassie Lawrimore, Emily A. Surber

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

Students often struggle with the relationship between mathematical graphs and the data they represent. To truly understand types of evolutionary selection, students need to be proficient with several different skills in math, science, and literacy contexts. With math, students must be able to identify variables, design appropriate graphs based on those variables, and convert data to graphical format. With science, students must be able to relate identified variables to scientific classifications and interpret those classifications based on evaluation of the scenarios presented. With literacy, students must be able to comprehend, dissect, and interpret a given passage. This presentation provides a …

Back Cover

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

Back Cover for V.2 2018

Volume 2. Proceedings Of The Interdisciplinary Stem Teaching And Learning Conference

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)

Full version of volume 2 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference

A Study On Science Achievement And Motivation Using Computer-Based Simulations Compared To Traditional Hands-On Manipulation, Stacey L. Hannel, Joshua Cuevas

Georgia Educational Researcher

This study was conducted to investigate whether or not computer-based simulations had a greater impact on science achievement compared to traditional hands-on methods for middle school students in an on-level science course. The study also sought to determine if either method had an impact on retention as well as motivation. The participants in the study were 6^th grade students attending a public middle school in suburban metro-Atlanta. A variety of statistical analyses were utilized to measure science achievement, retention, and motivation. Results indicated that there was no significant difference on science achievement between the traditional hands-on method and the …

Using School Choice To Connect To Mathematics Learning In A Statistics And Probability Course For K-8 Pre-Service Teachers, Ha Nguyen, Heidi Eisenreich

Georgia Educational Researcher

This pilot qualitative study explored K-8 pre-service teachers (PSTs)’ learning experience in a Statistics and Probability course and their ability to make connections between mathematics and their everyday lives when given opportunities to investigate mathematics through a social issue. Data from student surveys, assessments, and written reflections will be reported, analyzed, and discussed. The researchers also describe approaches and reflect upon experiences for PSTs while studying school choice voucher programs.

The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas

Georgia Educational Researcher

This study examined whether students were reaching automaticity with single digit multiplication facts. A fourteen question interview was used to collect data. The first three questions asked the student basic information about themselves and their current math teacher. The next seven questions were math facts. The math facts chosen for the interview were a range of difficulty, starting with a simple problem like 1 x 9 and increasing in difficulty to 6 x 9. The last four questions were open-ended with the intent of gaining insight into whether the students were using strategies to complete the problems or if they …

Introduction, Amanda Wall

Becoming: Journal of the Georgia Association for Middle Level Education

This is the first issue of Becoming in a digital format. Middle level educators are invited to share best practices, research, and reviews in the journal. The three articles in this issue are based on presentations during the Georgia Professors of Middle Level Education Best Practices Session at the 2018 Georgia Middle School Association conference in Valdosta.