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Science and Mathematics Education Commons™
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Articles 1 - 30 of 377
Full-Text Articles in Science and Mathematics Education
An Examination Of Factors That Support Sustainable Cultural And Curricular Change In Stem Teaching And Learning, Erica Slate Young, Peaches Hash, Sarah Schott, Jack Bookman
An Examination Of Factors That Support Sustainable Cultural And Curricular Change In Stem Teaching And Learning, Erica Slate Young, Peaches Hash, Sarah Schott, Jack Bookman
Journal of Mathematics and Science: Collaborative Explorations
Using a mixed-methods design, this body of work from the SUMMIT-P consortium explores possible effective conditions for the sustainable reform of STEM teaching and learning at the collegiate level. A model of catalysts for successful and sustainable change is proposed, based on five years of data collection and observations. These catalysts include institutional support, intrinsic and extrinsic motivation of faculty involved, measures of student success, institution size, prior faculty experience, faculty buy-in, and institutional culture. The discussion ends with a delve into the potential broader impacts of this work. For example, this model may help institutions better understand how to …
An Exploration Of The Use Of Science Specialists And Elementary Students’ Science Achievement, Wesley Roach, Jillian L. Wendt
An Exploration Of The Use Of Science Specialists And Elementary Students’ Science Achievement, Wesley Roach, Jillian L. Wendt
Journal of Mathematics and Science: Collaborative Explorations
The purpose of this causal-comparative study was to examine the effect of using science specialists in elementary schools on science achievement scores. The sample population consisted of 282 fifth grade students enrolled in Georgia public schools. The data for this study was collected from four public elementary schools’ end-of-year state assessments and analyzed as archival data. An analysis of covariance (ANCOVA) was used to determine if there was a difference between science achievement scores in elementary schools that use science specialists compared to those that do not. Results indicate that no statistically significant difference exists between the science achievement scores …
Connected At A Distance: Experiences And Efforts Within A Synchronous, Online Mathematics Specialist Program, Laura E. Bitto, Pamela E. Johnson, Beth Terry
Connected At A Distance: Experiences And Efforts Within A Synchronous, Online Mathematics Specialist Program, Laura E. Bitto, Pamela E. Johnson, Beth Terry
Journal of Mathematics and Science: Collaborative Explorations
Online learning offers flexibility and convenience to students regardless of their proximity to a traditional campus. However, online programs can also feel isolating. Beth, a mathematics specialist candidate, completed a graduate program while living 7000 miles and seven time zones away from her instructor and peers. Through intentional planning by instructors, Beth found community by making personal connections, celebrating life experiences, and sharing a passion for mathematics education with her peers. Furthermore, Beth felt empowered to take academic risks and expose professional vulnerabilities in the learning community. The instructors within the program valued learning as a social construct and therefore …
An Examination Of Middle School Students’ Attitudes Toward Science, Michelle L. Schpakow, Jillian L. Wendt, Kelly Paynter
An Examination Of Middle School Students’ Attitudes Toward Science, Michelle L. Schpakow, Jillian L. Wendt, Kelly Paynter
Journal of Mathematics and Science: Collaborative Explorations
For more than 40 years, researchers have been studying the persistent underrepresentation of women in science. Today, the gender gap has narrowed in some, but not all, disciplines of science. To better understand the impetus of this continuing problem, the attitudes of middle school students toward science were examined using a causal-comparative design based on biological sex across four attitude constructs: attitudes toward school science, desire to become a scientist, value of science to society, and perceptions of scientists. A sample of 450 sixth-, seventh-, and eighth-grade science students located in suburban, central New Jersey responded to Likert-type items on …
The Roles And Benefits Of Using Undergraduate Student Leaders To Support The Work Of Summit-P, Janet Bowers, Bryan D. Poole, Caroline Maher-Boulis, Ashley Schwartz, Angelica Bloomquist, Erica Slate Young
The Roles And Benefits Of Using Undergraduate Student Leaders To Support The Work Of Summit-P, Janet Bowers, Bryan D. Poole, Caroline Maher-Boulis, Ashley Schwartz, Angelica Bloomquist, Erica Slate Young
Journal of Mathematics and Science: Collaborative Explorations
The article by Poole, Turner, and Maher-Boulis (2020) describes one way in which undergraduates have been used to support the SUMMIT-P goal of investigating examples of how mathematics and statistics are applied in partner discipline courses. Two other universities in the SUMMIT-P consortium, San Diego State University and Oregon State University, also use undergraduates in different ways to support the work of integrating science applications into math classes. In this article, we compare and contrast these three uses to further highlight this somewhat untapped resource.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page, In Memory Of Donna Sterling, Ph.D.
Title Page, In Memory Of Donna Sterling, Ph.D.
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Science Education In Virginia, E. Rhoades
Science Education In Virginia, E. Rhoades
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Experiences With Problem-Based Learning: Virginia Initiative For Science Teaching And Achievement, C. Phillips, R. Zimmerman, A. Martin
Experiences With Problem-Based Learning: Virginia Initiative For Science Teaching And Achievement, C. Phillips, R. Zimmerman, A. Martin
Journal of Mathematics and Science: Collaborative Explorations
The Virginia Initiative for Science Teaching and Achievement (VISTA) provides high-quality professional development for teachers and administrators to enhance the quality of their science instructional programs. One emphasis of this program is helping teachers learn to implement Problem-Based Learning in the elementary science classroom. Problem-Based Learning (PBL) has the potential to produce significant positive outcomes for students, such as increased student engagement, and opportunities for in-depth critical thinking [1]. Teachers find PBL challenging because it does take additional time for planning and material acquisition, but experience has shown that the benefits outweigh these challenges. Setting clear goals, identifying specific learning …
New Vistas In Science Education, K. Waite, B. Healy
New Vistas In Science Education, K. Waite, B. Healy
Journal of Mathematics and Science: Collaborative Explorations
In the summer of 2012, a colleague and I attended the four-week Virginia Initiative for Science Teaching and Achievement (VISTA) Elementary Summer Science Institute where we were trained to conduct inquiry-based science teaching in a problem-based learning setting. We then implemented our training in our own academic classrooms by developing a Problem-Based Learning unit meeting the objectives of our Virginia standards-based science curriculum and selecting a topic with tics to our local community. Toward demonstrating that students, teachers, and educational systems stand to benefit from the implementation of this methodology, this article clarifies the following aspects: 1) outlines the problem, …
Science Leadership: Impact Of The New Science Coordinators Academy, E. W. Edmondson, A. Mannarino, V. Reid, D. R. Sterling
Science Leadership: Impact Of The New Science Coordinators Academy, E. W. Edmondson, A. Mannarino, V. Reid, D. R. Sterling
Journal of Mathematics and Science: Collaborative Explorations
This article discusses the impact of the New Science Coordinators Academy (NSCA) on two cohorts of participants. The NSCA is one of four components of the Virginia Initiative for Science Teaching and Achievement (VISTA), a United States Department of Education (USED) science education reform grant. The NSCA is designed to support new school district science coordinators (with less than five years of experience) and to continue building the state science education infrastructure. Research in education leadership traditionally focuses on teacher leaders, principals, and district office personnel. Interestingly, research on district office personnel rarely distinguishes between the different roles of district …
The Stability Of Boats: A Science, Technology, Engineering, And Mathematics (Stem) Exercise, G. Rublein
The Stability Of Boats: A Science, Technology, Engineering, And Mathematics (Stem) Exercise, G. Rublein
Journal of Mathematics and Science: Collaborative Explorations
In what might be called genuine Science, Technology, Engineering, and Mathematics (STEM), an engineering construct subject to well-understood physical principles is analyzed mathematically to yield predicted behavior. In this article, we provide just such an example. The mathematics is at the high school level. Among other things, one actually sees an application of the quadratic formula. Experimental verification of the results may be realized with simple materials.
Views Of Coaching Practice Expressed By School-Based Coaches, D. A. Yopp, E. A. Burroughs, A. Barlow, J. T. Sutton
Views Of Coaching Practice Expressed By School-Based Coaches, D. A. Yopp, E. A. Burroughs, A. Barlow, J. T. Sutton
Journal of Mathematics and Science: Collaborative Explorations
This study reports on the views of coaching expressed by school-based coaches and coaching experts in response to observing the practice of a novice coach featured in a video. Researchers hypothesized that a coach participant's observations about another coach's practice would be a useful tool for examining participants' beliefs about coaching. Researchers compared responses from school-based coaches to the responses of coaching experts and views expressed in leading coaching literature in order to examine the variation in school-based coaches' views. Analysis of responses from both practicing coaches and coaching experts revealed eight themes that describe components of the videotaped coaching …
A Note On Knights, Knaves, And Truth Tables, H. Reinhart, J. Boyd
A Note On Knights, Knaves, And Truth Tables, H. Reinhart, J. Boyd
Journal of Mathematics and Science: Collaborative Explorations
Student and teacher (in the order above) have taken on a project of trying to understand something about Boolean algebra, logic circuits, and applications with the aid of Mathematica. We quickly recognized that the logical puzzles popularized by Raymond Smullyan that involve Knights (truth tellers) and Knaves (liars) are ideally suited for analysis by Boolean methods and truth tables. with a big boost from Mathematica. Not only is there a lot of mathematics to be learned, there is a great deal of fun to be had. The topic seems to us to be an ideal vehicle for exposing young high …
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Impact Of A Science Methods Course On Pre-Service Elementary Teachers' Knowledge And Confidence Of Teaching With Scientific Inquiry And Problem-Based Learning, L. Y. Whiteman, T. M. Walker, T. L. Spencer
Impact Of A Science Methods Course On Pre-Service Elementary Teachers' Knowledge And Confidence Of Teaching With Scientific Inquiry And Problem-Based Learning, L. Y. Whiteman, T. M. Walker, T. L. Spencer
Journal of Mathematics and Science: Collaborative Explorations
The purpose of this study was to measure the impact of an elementary science methods course on pre-service teachers' knowledge and confidence of teaching with inquiry and problem-based instructional strategies. Changes in pre-service teachers' knowledge and confidence were measured before and after completing the course activities using a pilot survey entitled "Science Pedagogical Content Knowledge & Confidence (PCKC) Survey." An integrated lecture/laboratory elementary science methods course engaged participants with hands-on activities designed to increase their pedagogical content knowledge: including theory, planning and implementation of inquiry, and problem-based learning. The results indicated that pre-service teachers' knowledge and confidence improved as a …
Women Of Faith In Science: The Double Glass Ceiling, K. Y. Michael
Women Of Faith In Science: The Double Glass Ceiling, K. Y. Michael
Journal of Mathematics and Science: Collaborative Explorations
The majority of female pre-service elementary school teachers pursuing licensure is choosing English as their cognate rather than mathematics or science. The reason females are not choosing science as their cognate may be due to the fact that science has long been considered a masculine pursuit. To complicate the issue, pre-service female teachers of deep religious faith are further challenged to navigate the dichotomy of science and religion. As a result, women, and especially women of deep religious faith, are at risk of not participating in science studies. The author suggests that there is room in the science classroom for …
Stemteach: Preparing The Next Generation Of Mathematics And Science Teachers, G. Bunn, D. Dailey, A. Cotabish
Stemteach: Preparing The Next Generation Of Mathematics And Science Teachers, G. Bunn, D. Dailey, A. Cotabish
Journal of Mathematics and Science: Collaborative Explorations
With an increasing demand for individuals prepared in Science, Technology, Engineering, and Mathematics (STEM), one university responded to this call by changing its teacher preparation program. Better-prepared mathematics and science teachers have the opportunity to engage and excite students, thereby preparing and promoting more of them to enter the STEM professions. The described program is a replication of the national UTeach model that recruits content majors in mathematics and science to explore the teaching profession during a first-semester course that includes an early field experience in the elementary grades. This field experience is designed to be engaging for both the …
Analyzing The Gender Gap On An Entrance Exam For Mathematically Talented Students, J. Butterfield, H. Keynes, J. Rogness, J. Sukiennik
Analyzing The Gender Gap On An Entrance Exam For Mathematically Talented Students, J. Butterfield, H. Keynes, J. Rogness, J. Sukiennik
Journal of Mathematics and Science: Collaborative Explorations
We investigate the qualifying entrance exam for the University of Minnesota Talented Youth Mathematics Program (UMTYMP), a five-year accelerated program covering high school- and undergraduate-level mathematics. The exam is used to assess the computational, numerical reasoning, and geometric skills of hundreds of fifth-, sixth-, and seventh-grade students annually. It has accurately identified qualified students in past years, but female participants consistently have had lower overall scores. Based on our belief that they are equally well qualified, in 2011 we began an extensive investigation into the structure and content of the exam to determine the possible sources for these differences. After …
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Principals Partnering To Build A Vision For School Mathematics, V. Inge, V. Hodges, P. Robertson
Principals Partnering To Build A Vision For School Mathematics, V. Inge, V. Hodges, P. Robertson
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Learning Together: Using Action Research To Design Professional Development, M. Alger, R. White
Learning Together: Using Action Research To Design Professional Development, M. Alger, R. White
Journal of Mathematics and Science: Collaborative Explorations
After being part of a week-long math institute, both the principal and the Mathematics Specialist from an urban school district partnered to develop a professional development plan. It incorporated a Lesson Study Model that supported collaborative learning teams, focused on the instructional process, and incorporated reflection and feedback. Although the faculty had engaged in other forms of professional development, the lesson study process was seen as a powerful vehicle that invited a level of coaching and cross-collaboration. This article focuses on the shared viewpoints of the principal and the Mathematics Specialist who worked together to build a mechanism for professional …
Partnering With Principals Through Formal And Informal Professional Development, V. Bohidar
Partnering With Principals Through Formal And Informal Professional Development, V. Bohidar
Journal of Mathematics and Science: Collaborative Explorations
Mathematics Specialists and administrators need to define what they should see students and teachers doing in classrooms that promote proficiency and understanding in mathematics. Formal, divisionwide professional development on this topic can quickly guide and inform a large group of administrators in one setting. However, potentially more powerful professional development can occur on a small scale one building at a time through mathematics department learning walks.
A Collaborative Approach: Two Perspectives, B. Chong, M. Farrelly
A Collaborative Approach: Two Perspectives, B. Chong, M. Farrelly
Journal of Mathematics and Science: Collaborative Explorations
This article is a story of collaboration between a principal, Baek Chong, and the mathematics coach, Megan Farrelly. This article shows both perspectives: Baek's thoughts are written in regular typeface, whereas Megan's perspective is italicized. Both educators work at Mark Twain Middle School in Fairfax County Public Schools in Virginia which has nearly 900 seventh- and eighth-grade students. Twain Middle School serves a diverse population, of which about 35% of the students arc on free or reduced lunch, 15% receive special education services, 14% receive English language services, and 40% of the students are in the advanced academics program.
The Greater Sum Of Collaboration: Adding Value To Mathematics Education Through Teamwork, J. Deinhart, T. Hulen, B. Butler, D. Kerr
The Greater Sum Of Collaboration: Adding Value To Mathematics Education Through Teamwork, J. Deinhart, T. Hulen, B. Butler, D. Kerr
Journal of Mathematics and Science: Collaborative Explorations
The role of a Mathematics Specialist can vary from pre-K through grade 8 schools. One of the most distinguishing factors involves the relationship between the Mathematics Specialists, administrators, and teachers. In this article, we share our experiences in a school culture that supports common language, collective commitments, trust, and transparency. Using this model, we have experienced high levels of teacher professionalism and student success. As lifelong learners, we continually reflect upon our practices and look for ways to meet the needs of our students. This occurs by implementing purposeful meeting structures that allow us to facilitate discussions around mathematics content, …
Developing A New Partnership, T. Martino, S. Chuang
Developing A New Partnership, T. Martino, S. Chuang
Journal of Mathematics and Science: Collaborative Explorations
Many factors contribute to the success and impact of a Mathematics Resource Teacher on K-5 mathematics instruction. Developing a strong partnership with stakeholders and sharing a common vision for quality mathematics instruction are key factors in the successful implementation of the Mathematics Resource Teacher program. In this article, we share the experience of elementary school principal, Timothy Martino, as he prepared to open a new elementary school in August 2012. Frederick Douglass Elementary opened with a full-time, school-embedded Mathematics Resource Teacher, Mrs. Cindy Brady. Timothy Martino and Mrs. Brady developed a partnership with division-level central office staff and with the …
Cluster-Grouping, Co-Teaching, And Professional Learning Communities Focused On Mathematics Instruction Lead To Improved Engagement And Achievement In Mathematics For Students, K. Schaffner, L. West, A. Miknis, R. Ward, A. Foreman
Cluster-Grouping, Co-Teaching, And Professional Learning Communities Focused On Mathematics Instruction Lead To Improved Engagement And Achievement In Mathematics For Students, K. Schaffner, L. West, A. Miknis, R. Ward, A. Foreman
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.