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Articles 1 - 30 of 51
Full-Text Articles in Science and Mathematics Education
Disenfractioned: How A Blind Spot For Fractions May Be A Hindrance To Democracy, Matthew Salomone
Disenfractioned: How A Blind Spot For Fractions May Be A Hindrance To Democracy, Matthew Salomone
Bridgewater Review
No abstract provided.
Developing Hands-On Physiology Labs For The Department Of Biology At The University Of Kentucky, Ann Cooper
Developing Hands-On Physiology Labs For The Department Of Biology At The University Of Kentucky, Ann Cooper
Kaleidoscope
No abstract provided.
A Mathematician Weighs In On The Evolution Debate, Kris H. Green
A Mathematician Weighs In On The Evolution Debate, Kris H. Green
Journal of Humanistic Mathematics
There are a variety of reasons underlying the lack of public acceptance for the theory of evolution in the United States. An overlooked cause is related to problems with the mathematics curriculum in the K-12 setting. In this essay, we examine this relationship and propose changes to the mathematics curriculum that could improve mathematical thinking while also providing a basis for understanding theories, like evolution, that are poorly understood.
On Doing Mathematics, Sue Vanhattum
On Doing Mathematics, Sue Vanhattum
Journal of Humanistic Mathematics
Who is a mathematician? What does it mean to do mathematics? I discuss my process in solving a math problem, and what it meant to me.
Parts Of The Whole: An Algebra Lesson, Dorothy Wallace
Parts Of The Whole: An Algebra Lesson, Dorothy Wallace
Numeracy
This column draws on research of Eon Harper to demonstrate how an understanding of his proposed stages of algebra acquisition would inform a systemic overhaul of algebra education. Harper's stages also explain why students may pass a series of algebra courses yet still be unable to make sense of calculus, as well as offering insight on what aspects of algebra support quantitative literacy.
Reducing Math Anxiety: Findings From Incorporating Service Learning Into A Quantitative Reasoning Course At Seattle University, Allison Henrich, Kristi Lee
Reducing Math Anxiety: Findings From Incorporating Service Learning Into A Quantitative Reasoning Course At Seattle University, Allison Henrich, Kristi Lee
Numeracy
How might one teach mathematics to math-anxious students and at the same time reduce their math anxiety? This paper describes what we found when we incorporated a service learning component into a quantitative reasoning course at Seattle University in Fall 2010 (20 students) and Spring 2011 (28 students). The course is taken primarily by humanities majors, many of whom would not take a course in math if they didn’t need to satisfy the university’s core requirement. For the service learning component, each student met with and tutored children at local schools for 1-2 hours per week (total about 15 service …
Quantitative Reasoning In The Contemporary World, 3: Assessing Student Learning, Stuart Boersma, Caren Diefenderfer, Shannon W. Dingman, Bernard L. Madison
Quantitative Reasoning In The Contemporary World, 3: Assessing Student Learning, Stuart Boersma, Caren Diefenderfer, Shannon W. Dingman, Bernard L. Madison
Numeracy
In this third paper in a series describing the Quantitative Reasoning in the Contemporary World course, the authors provide an adaptation of the Association of American Colleges and Universities quantitative literacy VALUE rubric. Describing achievement levels in six core competencies (interpretation, representation, calculation, analysis/synthesis, and communication), the resulting Quantitative Literacy Assessment Rubric (QLAR) is applicable to grading student work and has exhibited a high degree of reliability in two separate scoring tests (97% and 88% respectively). The distribution of the six core competencies across the 24 case studies in the authors’ quantitative reasoning casebook shows that interpretation, calculation, and analysis/synthesis …
Constructivist And Behaviorist Approaches: Development And Initial Evaluation Of A Teaching Practice Scale For Introductory Statistics At The College Level, Rossi A. Hassad
Numeracy
This study examined the teaching practices of 227 college instructors of introductory statistics from the health and behavioral sciences. Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching-practice scale, TISS (Teaching of Introductory Statistics Scale), was developed. The two dimensions (subscales) are characterized as constructivist and behaviorist; they are orthogonal. Criterion validity of the TISS was established in relation to instructors’ attitude toward teaching, and acceptable levels of reliability were obtained. A significantly higher level of behaviorist practice (less reform-oriented) was reported by instructors from the U.S., as well as instructors with academic degrees in mathematics and engineering, whereas …
Quantitative Literacy At Michigan State University, 2: Connection To Financial Literacy, Dennis Gilliland, Vince Melfi, Alla Sikorskii, Edward Corcoran, Eleanor Melfi
Quantitative Literacy At Michigan State University, 2: Connection To Financial Literacy, Dennis Gilliland, Vince Melfi, Alla Sikorskii, Edward Corcoran, Eleanor Melfi
Numeracy
The lack of capability of making financial decisions has been recently described for the adult United States population. A concerted effort to increase awareness of this crisis, to improve education in quantitative and financial literacy, and to simplify financial decision-making processes is critical to the solution. This paper describes a study that was undertaken to explore the relationship between quantitative literacy and financial literacy for entering college freshmen. In summer 2010, incoming freshmen to Michigan State University were assessed. Well-tested financial literacy items and validated quantitative literacy assessment instruments were administered to 531 subjects. Logistic regression models were used to …
Quantitative Literacy At Michigan State University, 1: Development And Initial Evaluation Of The Assessment, Alla Sikorskii, Vince Melfi, Dennis Gilliland, Jennifer Kaplan, Suzie Ahn
Quantitative Literacy At Michigan State University, 1: Development And Initial Evaluation Of The Assessment, Alla Sikorskii, Vince Melfi, Dennis Gilliland, Jennifer Kaplan, Suzie Ahn
Numeracy
Development, psychometric testing, and the results of the administration of a quantitative literacy (QL) assessment to undergraduate students are described. Three forms were developed covering a wide range of skills, contexts, and quantitative information presentation formats. Following item generation and revision based on preliminary testing and cognitive interviewing, a total of 3,701 consented undergraduate students at Michigan State University completed one of the three forms. Two of the forms contained 14 multiple-choice items, and one form contained 17 multiple-choice items. All forms were completed by students in less than 30 minutes. Evidence of validity and reliability were obtained for the …
Development Of An Assessment Of Quantitative Literacy For Miami University, Rose Marie Ward, Monica C. Schneider, James D. Kiper
Development Of An Assessment Of Quantitative Literacy For Miami University, Rose Marie Ward, Monica C. Schneider, James D. Kiper
Numeracy
Quantitative Literacy is a competence as important as general literacy; yet, while writing requirements are seemingly ubiquitous across the college curriculum, quantitative literacy requirements are not. The current project provides preliminary evidence of the reliability and validity of a quantitative literacy measure suitable for delivery online. A sample of 188 undergraduate students from Miami University, a midsize university in the midwestern U.S., participated in the current study. Scores on the measure, were inversely related to statistical/mathematical anxiety measures, directly related to subjective assessment of numeracy, and did not differ across gender or year in school. The resulting measure provides a …
Communicating Quantitative Literacy: An Examination Of Open-Ended Assessment Items In Timss, Nals, Ials, And Pisa, Karl W. Kosko, Jesse L. M. Wilkins
Communicating Quantitative Literacy: An Examination Of Open-Ended Assessment Items In Timss, Nals, Ials, And Pisa, Karl W. Kosko, Jesse L. M. Wilkins
Numeracy
Quantitative Literacy (QL) has been described as the skill set an individual uses when interacting with the world in a quantitative manner. A necessary component of this interaction is communication. To this end, assessments of QL have included open-ended items as a means of including communicative aspects of QL. The present study sought to examine whether such open-ended items typically measured aspects of quantitative communication, as compared to mathematical communication, or mathematical skills. We focused on public-released items and rubrics from four of the most widely referenced assessments: the Third International Mathematics and Science Study (TIMSS-95): the National Adult Literacy …
A Quantitative Literacy View Of Natural Disasters And Nuclear Facilities, C. B. Connor
A Quantitative Literacy View Of Natural Disasters And Nuclear Facilities, C. B. Connor
Numeracy
The March 11, 2011 earthquake, tsunami, and nuclear disaster in Tohoku, Japan, highlights the need to improve quantitative literacy (QL) in natural hazard assessment. A critical understanding of natural hazard assessments requires a sophisticated perspective on the mathematical and statistical tools used to estimate the odds of disaster, and the roles of data quality, model development, and subjective probability in estimation of uncertainty. Thus, improved QL is a basic requirement for improved decision-making about the safety of critical infrastructure, such as nuclear facilities.
A Leap Forward For Quantitative Literacy, H. L. Vacher
A Leap Forward For Quantitative Literacy, H. L. Vacher
Numeracy
The Association of American College and Universities’ Learning Education and America’s Promise (LEAP) initiative has identified quantitative literacy (QL) as one of its Essential Learning Outcomes and classified it amongst five other Intellectual and Practical Skills such as inquiry and analysis, critical and creative thinking, and written and oral communication. This brings to mind a spreadsheet in which these transdisciplinary intellectual and practical skills are rows and academic disciplines are columns. With the view that the learning outcome QL is a row crossing mathematics and other disciplinary columns, this editorial considers how the papers in this and previous issues of …
Experiential Learning Curricular Development Model For Stimulating Student Interest In Green Collar Careers, Sally E. Arnett, Allen Kitchel, John G. Cannon
Experiential Learning Curricular Development Model For Stimulating Student Interest In Green Collar Careers, Sally E. Arnett, Allen Kitchel, John G. Cannon
Online Journal for Workforce Education and Development
Green jobs are in high demand, yet there is lack of a trained workforce for the green industries. Early exposure to green careers can stimulate future employment interest among students. The purpose of this study was to evaluate the effectiveness of an experiential learning unit of instruction designed to expose students to and develop knowledge about the green collar workforce. The study used a mixed method research design. A purposive sample of 101 (n=101) secondary students in career development type classes were given a pre-test, treatment, and post-test that involved both quantitative and qualitative responses. The findings revealed that the …
Section Abstracts: Education
Virginia Journal of Science
Abstracts of the Education Section for the 89th Annual Meeting of the Virginia Academy of Science, May 25-27, 2011, University of Richmond, Richmond VA.
‘New Directions For Traditional Lessons’: Can Handheld Game Consoles Enhance Mental Mathematics Skills?, Susan Main, John O’Rourke
‘New Directions For Traditional Lessons’: Can Handheld Game Consoles Enhance Mental Mathematics Skills?, Susan Main, John O’Rourke
Australian Journal of Teacher Education
This paper reports on a pilot study that compared the use of commercial off-the-shelf (COTS) handheld game consoles (HGCs) with traditional teaching methods to develop the automaticity of mathematical calculations and self-concept towards mathematics for year 4 students in two metropolitan schools. One class conducted daily sessions using the HGCs and the Dr Kawashima’s Brain Training software to enhance their mental maths skills while the comparison class engaged in mental maths lessons using more traditional classroom approaches. Students were assessed using standardised tests at the beginning and completion of the term and findings indicated that students who undertook the Brain …
Title Page - Table Of Contents
One Big Bite: Teaching Elementary Students To Classify Objects Using Animal Teeth, Katelyn Boser, Nicole Eberhard, Amanda Gerhardy
One Big Bite: Teaching Elementary Students To Classify Objects Using Animal Teeth, Katelyn Boser, Nicole Eberhard, Amanda Gerhardy
Iowa Science Teachers Journal
This activity helps students learn the skills of sorting, organizing and classifying using images or models of various animal teeth. The authors used this activity in a Second Grade classroom, however it could be modified for other primary grades. This activity promotes National Science Education Content Standards A and C, and Iowa Teaching Standards 1, 2, 3, 4, and 5.
What’S My Motivation? Ideas For Rethinking Student Assessment, Jerrid Kruse
What’S My Motivation? Ideas For Rethinking Student Assessment, Jerrid Kruse
Iowa Science Teachers Journal
Three of the articles in this issue of the Iowa Science Teachers Journal address assessment in the science classroom. Jesse Wilcox and Frank Noschese each discuss standards-based grading (SBG). Frank provides examples of his approach to SBG in his physics classes and makes a strong case for SBG while Jesse adds detail by sharing the frameworks he uses to inform and implement his SBG practices. Joe Bower goes a bit further by encouraging readers to consider why we assign grades at all. Each of the articles raises important, and related, points about the connection between assessment and motivation.
The Trouble With Grading: From Concealing To Revealing Real Learning, Joe Bower
The Trouble With Grading: From Concealing To Revealing Real Learning, Joe Bower
Iowa Science Teachers Journal
Traditional grading, such as multiple choice and bubble filling testing, cannot provide the sort of information needed by the teacher to assess a student’s understanding. There is a better way. This article explains the author’s move to break away from traditional grading and replace it with a zero-question project-based assessment strategy.
A Better Road: Improve Teaching And Student Morale Through Standards-Based Grading, Frank Noschese
A Better Road: Improve Teaching And Student Morale Through Standards-Based Grading, Frank Noschese
Iowa Science Teachers Journal
This article explores the benefits of using a standards-based grading system. Examples of how such a system is used in a high school physics course are also provided.
Hot Conceptual Change - You’Ve Got To Have Faith, Jerrid Kruse, Michael P. Clough
Hot Conceptual Change - You’Ve Got To Have Faith, Jerrid Kruse, Michael P. Clough
Iowa Science Teachers Journal
In the last editorial (Kruse and Clough, 2010), we addressed some common concerns educators raise when considering inquiry-based instruction. Addressing such concerns is of utmost importance to address the plausibility, intelligibility and fruitfulness of inquiry-based teaching. Unfortunately, such issues are not all that affect willingness to enact inquiry-based teaching. More personal and contextual factors also play a part in all learning, including learning how to teach more effectively.
One Touchy Topic: Targeting Students’ Sense Of Touch Through Multiple Activities, Ally Shinar, Rabihah Simmons, Megan Ross
One Touchy Topic: Targeting Students’ Sense Of Touch Through Multiple Activities, Ally Shinar, Rabihah Simmons, Megan Ross
Iowa Science Teachers Journal
This article provides exploratory experiences for First Grade students to refine their understanding of their sense of touch and develop their observation skills. The activities scaffold from open-ended exploratory investigations to application activities in which students categorize items using their understanding of touch. The activities also make explicit links to help students develop language and writing skills. This activity promotes National Science Education Content Standards A and B, and Iowa Teaching Standards 1, 2, 3, 4, 5, and 6.
Title Page - Table Of Contents
Learning Under Pressure: Teaching Boyle’S Law Through Inquiry, Meagan Woestman, Adam Kent
Learning Under Pressure: Teaching Boyle’S Law Through Inquiry, Meagan Woestman, Adam Kent
Iowa Science Teachers Journal
Boyle’s law is commonly addressed in chemistry and physical science textbooks, but rarely in a manner consistent with what we know best promotes learning (Bransford, Brown & Cocking, 2000). We present the standard syringe activity as an exploratory inquiry experience followed by a more formal development of the relationship. The activity starts and concludes by having students examine how the volume of a crushed pop bottle changes in a vacuum. Through iterative concrete experiences and guided discussions, students construct Boyle’s law to account for the class data. This article address National Science Education Standards A, B, E, G, and Iowa …
Growing Minds: Planting A Lasting Seed Using The Learning Cycle, Jennifer Nicole Prindle, Lori Marie Ihrig
Growing Minds: Planting A Lasting Seed Using The Learning Cycle, Jennifer Nicole Prindle, Lori Marie Ihrig
Iowa Science Teachers Journal
This article highlights modifying a common early elementary activity to move instruction beyond isolated activities into a full unit of instruction using the learning cycle. The unit is designed to tackle students' misconceptions and deepen their understanding of scientific inquiry and the growing requirements of plants. This activity promotes National Science Education Standards A and C, and Iowa Teaching Standards 1, 2, 3, 4, and 5.
All Bottled Up: An Inquiry Activity Using Bottles To Teach The Effect Of Water Temperature On Dissolved Gas, Collin Reichert, Curtis Titter
All Bottled Up: An Inquiry Activity Using Bottles To Teach The Effect Of Water Temperature On Dissolved Gas, Collin Reichert, Curtis Titter
Iowa Science Teachers Journal
This article describes an inquiry activity that promotes an accurate and deep understanding of key components of the carbon cycle, namely the exchange of carbon dioxide (CO2) gas between the atmosphere and the ocean, and how temperature affects this exchange. The crucial role of the teacher during this activity is described, including key questions and interactions that help students arrive at deep and robust understandings of the carbon cycle and nature of science ideas. This article promotes High School National Science Education Content Standards A, B, D, and G, Iowa Core Curriculum 1 and 3, and Iowa Teaching …
How Do You Mass What You Cannot See? Using Paper Clips To Help Students Learn How Electron Mass Was First Measured, Rob Hingstrum, Jacob Pleasants, Shannon Mclaughlin
How Do You Mass What You Cannot See? Using Paper Clips To Help Students Learn How Electron Mass Was First Measured, Rob Hingstrum, Jacob Pleasants, Shannon Mclaughlin
Iowa Science Teachers Journal
Many students wrongly presume that scientific knowledge is mysteriously discovered and often believe the development of this knowledge is beyond their ability to comprehend. The activity presented here – appropriate for high-school chemistry and physics students – challenges these misconceptions. Students are engaged in thinking and creativity similar to how the first scientists accurately measured the mass and charge of an electron. Through this process, students develop a deep understanding of how the mass and charge of an individual electron was determined. This activity addresses National Science Education Standards A, B, E, and G and Iowa teaching Standards 1, 2, …
Cloudy Judgment: Helping Students Deeply Understand Cloud Formation, Katie Borton, Hallie Satre, Jesse Wilcox
Cloudy Judgment: Helping Students Deeply Understand Cloud Formation, Katie Borton, Hallie Satre, Jesse Wilcox
Iowa Science Teachers Journal
Weather is ubiquitously experienced, yet generally misunderstood by students. We present the well known “cloud in the bottle” activity, but do so in a manner that mentally engages students to a greater extent, identifies commonly held misconceptions, and moves students to a deeper understanding of cloud formation. This activity promotes National Science Education Standards A, B, D and G and Iowa Teaching Standards 1, 2, 3, 4, and 5.