Open Access. Powered by Scholars. Published by Universities.®
Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Science and Mathematics Education
Inferring Impulsive-Analytic Disposition From Written Responses, Kien Lim, Miguel Mendoza
Inferring Impulsive-Analytic Disposition From Written Responses, Kien Lim, Miguel Mendoza
Kien H Lim
Impulsive disposition refers to one’s proclivity to spontaneously proceed with an action that comes to mind without checking its relevance. Analytic disposition refers to one’s proclivity to analyze a problem situation and establishes a goal to guide one’s actions. An instrument, called the likelihood-to-act survey, was developed to measure students’ impulsive-analytic disposition. In this study, we sought to test and refine this instrument by analyzing 92 participants’ written responses to open-ended questions that were adapted from items in the likelihood-to-act survey. We found relatively strong correlations between participants’ disposition scores for written responses and those from the likelihood-to-act survey.
Continuing Discussion Of Mathematical Habits Of Mind, Annie Selden, Kien H. Lim
Continuing Discussion Of Mathematical Habits Of Mind, Annie Selden, Kien H. Lim
Kien H Lim
The idea of “mathematical habits of mind” has been introduced to emphasize the need to help students think about mathematics “the way mathematicians do.” There seems to be considerable interest among mathematics educators and mathematicians in helping students develop mathematical habits of mind. The objectives of this working group are: (a) to continue the discussion of various views and aspects of mathematical habits of mind begun at PME-NA 31, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic. In the Proceedings of PME-NA 31, we provided an overview of …
Project Stimmulis: Science Teachers Integrating Mathematical Modeling For Undergraduate Learning And Instruction In Schools, William H. Robertson, David Carrego
Project Stimmulis: Science Teachers Integrating Mathematical Modeling For Undergraduate Learning And Instruction In Schools, William H. Robertson, David Carrego
William H. Robertson
Computer-based mathematical modeling in Physics is a process of constructing models of concepts and the relationships between them in the scientific characteristics of work. In this manner, computer-based modeling integrates the interactions of natural phenomenon through the use of models, which provide structure for theories and a base for experimentation. Utilizing this method, scientists construct knowledge, and in like manner, students in science construct their understandings in significant ways, addressing their preconceptions and their knowledge of concepts in physics. Project STIMMULIS provides a mathematical modeling context for pre-service mathematics and science teachers’ conceptual and applied understanding of motion. Project STIMMULIS …
Dr. Skateboard’S Action Science: Increasing Science Knowledge And Skills For Middle School Teachers, William H. Robertson
Dr. Skateboard’S Action Science: Increasing Science Knowledge And Skills For Middle School Teachers, William H. Robertson
William H. Robertson
Dr. Skateboard’s Action Science maps to the physical science Texas Essential Knowledge & Skills (TEKS) standards that all middle school students need to learn. Dr. Skateboard’s Action Science explores scientific concepts in a curriculum supplement that is designed to address both physical science content and process skills. The video instruction focuses on fundamental concepts found in the areas of motion, forces, Newton’s Laws of Motion, and simple machines. The use of familiar activities, situations and objects, such as skateboarding and bicycle motocross (BMX), around which students can explore and explain scientific concepts can be defined as action science. The main …