Journal Of Mathematics And Science: Collaborative Explorations,
2010
Virginia Commonwealth University
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page, Introduction,
2010
Virginia Commonwealth University
Title Page, Introduction
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes,
2010
Norfolk State University
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Early Algebra And Mathematics Specialists,
2010
University of Virginia
Early Algebra And Mathematics Specialists, M. K. Murray
Journal of Mathematics and Science: Collaborative Explorations
This paper discusses early algebra as it relates to the Mathematics Specialist program. Early algebra is described based on research and readings from the body of literature focused on early algebra. Reasons why early algebra should be emphasized in elementary school mathematics are discussed, followed by a description of the role elementary school Mathematics Specialists must play if schools are to begin to focus on early algebraic instruction. Finally, some suggestions are made for ways the Mathematics Specialist program might encourage more explicitly an early algebraic approach to elementary school mathematics.
Geometry Examples Encountered In Various Everyday Experiences,
2010
Virginia Commonwealth University
Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Providing Real-World Experiences: The Virginia Tech Externship For Mathematics Specialists,
2010
Virginia Polytechnic Institute & State University
Providing Real-World Experiences: The Virginia Tech Externship For Mathematics Specialists, B. Kreye, J. L. M. Wilkins
Journal of Mathematics and Science: Collaborative Explorations
We describe the structure and implementation of the yearlong Externship experience associated with the Mathematics Specialist program at Virginia Polytechnic Institute & State University (Virginia Tech). We discuss the assignments and experiences included in the Externship, the alignment of those experiences with the job description developed by the Virginia Mathematics and Science Coalition Task Force, and teacher comments on the effectiveness of their Externship experiences [1].
Understanding The Transition Between High School And College Mathematics And Science,
2010
University of Colorado Denver
Understanding The Transition Between High School And College Mathematics And Science, S. A. Culpepper, C. Basile, C. A. Ferguson, J. A. Lanning, M. A. Perkins
Journal of Mathematics and Science: Collaborative Explorations
Mathematics and science education is gaining increasing recognition as key for the well-being of individuals and society. Accordingly, the transition from high school to college is particularly important to ensure that students are prepared for college mathematics and science. The goal of this study was to understand how high school mathematics and science course-taking related to performance in college. Specifically, the study employed a nonparametric regression method to examine the relationship between high school mathematics and science courses, and academic performance in college mathematics and science courses. The results provide some evidence pertaining to the positive benefits from high school …
The Relationship Between Core-Plus Mathematics Project And Student Achievement,
2010
Wayne State University
The Relationship Between Core-Plus Mathematics Project And Student Achievement, Karen Renee Treadway-Harvel
Wayne State University Dissertations
The Third International Mathematics and Science Study (TIMSS) study revealed that test scores from high school students were below average in mathematics and science. Studies show that part of it stem from the traditional methods of teaching rather than the standards-based teaching. According to the No Child Left Behind (NCLB) act, students should receive a rigorous and relevant curriculum. The High School Content Expectations (HSCE) is a set of objectives that meet this criteria but the current curriculum still uses traditionally-based curriculum. More than 80% of textbooks located in schools today are traditionally-based. Moreover, teachers who are teaching have been …
Coherence, Contradiction And The Development Of School Science Identities,
2010
Saint Joseph's University
Coherence, Contradiction And The Development Of School Science Identities, Stacy Olitsky, Linda Loman, Jessica Gardner, Markita Billups
Stacy Olitsky
This ethnographic study took place in a diverse eighth grade science classroom in an urban magnet school where students demonstrate significant variation in classroom achievement and participation. In this paper, we use an activity-theoretical framework to examine classroom events in order to identify and work toward reducing contradictions that can interfere with students developing positive school science identities. We discuss several contradictions for students in this classroom, including the conflicts between social and academic goals and the inconsistencies between science and math classes. We found that in situations where students could build and use social capital through learning science, they …
“Theoric Transformations” And A New Classification Of Abductive Inferences,
2010
Georgia Institute of Technology - Main Campus
“Theoric Transformations” And A New Classification Of Abductive Inferences, Michael H.G. Hoffmann
Michael H.G. Hoffmann
Based on a definition of “abductive insight” and a critical discussion of G. Schurz’s (2008) distinction of eleven “patterns of abduction” that he organizes in four groups, I suggest an even more comprehensive classification that distinguishes 15 forms in an alternative structure. These forms are organized, on the one hand, with regard to what is abductively inferred—singular facts; types; laws; theoretical models; or representation systems—and, on the other, with regard to the question whether the abductive procedure is selective or creative (including a distinction between “psychologically creative,” as in school learning, or “historically creative”). Moreover, I argue that theoretical-model abduction—which …
Lam Map Of Nagel's Core Argument In "The Problem Of Global Justice" (2005),
2010
Georgia Institute of Technology - Main Campus
Lam Map Of Nagel's Core Argument In "The Problem Of Global Justice" (2005), Michael H.G. Hoffmann
Michael H.G. Hoffmann
This map is also available online: http://tinyurl.com/23vweqm
Lam Map Of Thomas Nagel (2005), The Problem Of Global Justice,
2010
Georgia Institute of Technology - Main Campus
Lam Map Of Thomas Nagel (2005), The Problem Of Global Justice, Michael H.G. Hoffmann
Michael H.G. Hoffmann
This map is also available online: http://tinyurl.com/22o9q9q
The Debate About The Stern-Review And The Economics Of Climate Change,
2010
Georgia Institute of Technology - Main Campus
The Debate About The Stern-Review And The Economics Of Climate Change, Michael H.G. Hoffmann
Michael H.G. Hoffmann
This map is -- in a different form, with linked sub-maps -- also available online: http://tinyurl.com/y9jlsxv
A Mathematician's Overview Of The Virginia Elementary Mathematics Specialist Program,
2010
University of Virginia
A Mathematician's Overview Of The Virginia Elementary Mathematics Specialist Program, L. D. Pitt
Journal of Mathematics and Science: Collaborative Explorations
This article discusses the mathematics component of the Mathematics Specialist master's degree program in the "Virginia Mathematics Specialist Project" (VMSP). It includes my personal views on the significant mathematical knowledge and skills that Mathematics Specialists need, the mathematics that is taught in the Mathematics Specialist courses, and my thoughts on what appear to be the substantial mathematical abilities and aptitudes that are required by successful Mathematics Specialists in their work. The interpretations I present are highly personal and are undoubtedly dependent on my personal history, a short description of which is given (see Appendix A).
Coaching: One Mathematics Specialist's Story,
2010
Richmond Public Schools
Coaching: One Mathematics Specialist's Story, C. B. Doyle
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Challenge: Magazine Of The Center For Gifted Studies (No. 24, Winter 2010),
2010
Western Kentucky University
The Challenge: Magazine Of The Center For Gifted Studies (No. 24, Winter 2010), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
Matching Functions And Graphs At Multiple Levels Of Bloom’S Revised Taxonomy,
2010
St. John Fisher University
Matching Functions And Graphs At Multiple Levels Of Bloom’S Revised Taxonomy, Kris H. Green
Mathematical and Computing Sciences Faculty/Staff Publications
This paper illustrates the power of Bloom's revised taxonomy for teaching, learning and assessing [3] in aligning our curriculum expectations and our assessment tools in multivariable calculus. The particular assessment tool considered involves a common matching problem to evaluate students' abilities to think about functions from graphical and formulaic representations. Through this analysis we gain additional understanding of why students may have difficulty in performing well on certain activities.
Confronting Doubts About The Intelligibility, Plausibility, And Fruitfulness Of Inquiry-Based Instruction,
2010
Iowa Academy of Science
Confronting Doubts About The Intelligibility, Plausibility, And Fruitfulness Of Inquiry-Based Instruction, Jerrid Kruse, Michael P. Clough
Iowa Science Teachers Journal
Our two prior ISTJ editorials in the Iowa Science Teacher Journal (Clough & Kruse, 2010a & 2010b) have applied a conceptual change framework (Posner, Strike, Hewson & Gertzog, 1983; Pintrich et al., 1993; Abd-El-Khalick & Akerson, 2004; Clough, 2006a) to understand the difficulties students have in abandoning their intuitive ideas about the natural world and, for the same reasons, the difficulties teachers have in jettisoning their intuitive and learning. Our last editorial noted that in both cases, dissatisfaction with prior ways of thinking must be achieved before alternative ways of thinking will be seriously sought and considered. To initiate a …
Title Page - Table Of Contents,
2010
University of Northern Iowa
Title Page - Table Of Contents,
2010
University of Northern Iowa
