Curriculum and Instruction Commons^™

Effects Of Creative Video Games On Creativity, Haiqal Sazalli, Sharil Sungkono, Mohammed Rashaun, Khalis Muzakir

Introduction to Research Methods RSCH 202

The purpose of this research is to find the effects of creative games on the Creativity Quotient of human beings. Assessing creativity is based on divergent thinking consisting of fluency, originality and uniqueness in thinking methods. The theoretical framework assesses the creative thinking of candidates through a 4-week gaming programme consists of a pre-and post-assessment of the Creativity Quotient Test which consists of 10 critical thinking questions. These questions will test the fluency, originality and uniqueness of the candidates. To provide a fair result, the same questions will be used for the pre-and post-assessment. Results will prove that games are …

Problematizing Perceptions Of Stem Potential: Differences By Cognitive Disability Status In High School And Postsecondary Educational Outcomes, Dara Shifrer, Daniel Mackin Freeman

Sociology Faculty Publications and Presentations

The STEM (science, technology, engineering, and mathematics) potential of youth with cognitive disabilities is often dismissed through problematic perceptions of STEM ability as natural and of youth with cognitive disabilities as unable. National data on more than 15,000 adolescents from the High School Longitudinal Study of 2009 first suggest that, among youth with disabilities, youth with medicated attention-deficit/hyperactivity disorder (ADHD) have the highest levels of STEM achievement, and youth with learning or intellectual disabilities typically have the lowest. Undergraduates with medicated ADHD or autism appear to be more likely to major in STEM than youth without cognitive disabilities, and youth …

Participation In Open Up Resources By Gender And Family Income Level On Mathematics Achievement Of Grades 7 And 8 Students, Timothy Brister

College of Education Dissertations

The purpose of this dissertation was to determine the effects by gender and by family-income level between students using Open Up Resources (OUR) curriculum (a Problem-Based Learning [PBL] curriculum) versus traditional curriculum on mathematics achievement of Grades 7 and 8 students. A stratified random sample of 320 students from four Central and Southeast Arkansas schools (n = 160 for Grades 7 and 8, respectively) was drawn for this study. Data analysis involved the use of 2 x 2 factorial ANOVAs. The key findings of the study were that the mathematics achievement of Grade 8 students using OUR was significantly higher …

Teaching Inquiry-Based Science Through The Critical Lens Of Social Justice, Tonya D. Jeffery, Isaac Aldrich, Jordan Anderson, Bailey Bettencourt, Lucy Castillo, Lily Carriger, Tosha Hawkins

Diversity Conference

In this session, the first presenter who is a teacher educator from a historically marginalized group, share their own experiences about what led them to teach their science methods course through the critical lens of social justice and through the theoretical frameworks of culturally responsive education. In addition, the presenter will discuss the tools and strategies utilized for teaching this course and for creating a safe space for preservice teachers’ dialogue and critical reflections about their own lives and experiences, identity, racism, biases, and the systemic and structural oppression among various groups in K-12 education.

Six (6) preservice teachers participated …

The Effect Of Using Web Quests And Learning Platforms For Teaching Mathematics On Developing The Mathematical Power Among Eighth Grade Students, Dr. Mofeed Ahmad Abumosa, Dr. Jafar Awad Saleh

International Journal for Research in Education

The study aimed to identify the effect of using web-quests and learning platforms to develop mathematical power among eighth-grade students. The study adopted the semi-experimental approach. A ninety-eight graders in the second semester 2018-2019 participated in this study. Participants were randomly distributed into three groups. The first group represented the first experimental group (web-quests), the second group represented the second experimental group (learning platforms), and the last group represented the control group (traditional). An achievement for mathematical power test was developed. The results showed statistical differences at (p < 0.05) among the average scores of the three study groups. Results showed that the second experimental group (learning platforms) was better than other groups. Moreover, the first experimental group (web-quests) was better than the third one (traditional). Recommendations to adopt learning platforms in teaching mathematics may help in developing mathematical power.

Book Review Of Motivation Matters And Interest Counts, Cassie Gannett

Colorado Mathematics Teacher

This book review of Motivation Matters and Interest Counts, written by by James A. Middleton and Amanda Jansen, yields insights for educators looking for ways to engage students in learning mathematics.

Mathematical Modeling: Part 1 Of Series, Catherine Martin

Colorado Mathematics Teacher

The Guidelines for Assessment and Instruction in Mathematical Modeling Education (GAIMME), released in April 2016, provides specific guidance and support to teachers as they incorporate the practice of mathematical modeling into classroom instruction.

Arcs: Activities With Rigor And Coherence, Janet Oien

Colorado Mathematics Teacher

ARCs are Activities with Rigor and Coherence. They integrate a wide array of resources from the National Council of Teachers of Mathematics to optimize opportunities for learning.

How I See Addition Facts, Jason Zimba

Colorado Mathematics Teacher

At a "Saturday School," work with flashcards is customized to a student’s current state of mastery.

Procedural Fluency, Sandie Gilliam

Colorado Mathematics Teacher

This article presents main points from Diane Briars’ session, Supporting Teachers in Building Procedural Fluency from Conceptual Understanding, presented at the 2016 Annual Conference of the National Council of Supervisors of Mathematics.

Committing To Equity: Going Beyond Teaching Mathematics, Nora Ramirez

Colorado Mathematics Teacher

There are many actions that can impact the goal of achieving equity in—and access to—school mathematics. A few actions are presented, some not often addressed, because one might not think them directly related to the teaching and learning of mathematics.

Math Discourse, Joanie Funderburk

Colorado Mathematics Teacher

Meaningful mathematical discourse can serve to build shared understanding of mathematical ideas.

From The Editor's Desk, Sandie Gilliam

Colorado Mathematics Teacher

The Colorado Mathematics Teacher received the 2016 Publication Award for best newsletter from the National Council of Teachers of Mathematics.

Connecting Algebra To Geometry: A Transition Summer Camp For At-Risk Students, Mary E. Pilgrim, John Bloemker

Colorado Mathematics Teacher

The authors share how they designed curriculum for a summer algebra camp, for eighth graders in a district serving high proportions of Latino students. They discuss the impact the algebra camp had on students’ confidence in mathematics and mathematical ability.

Nctm 2015 Summer High School Institute, Jennifer Perego, Mary E. Pilgrim

Colorado Mathematics Teacher

NCTM’s 2015 High School Interactive Institute engaged teachers in learning opportunities to promote effective mathematics teaching. Through keynote speeches, interactive workshops, and facilitated task discussion groups, teachers reflected on current and best practices, participated in classroom-ready lessons, and collaborate with other educators.

Book Review Of Mathematical Mindsets, Leigh Ann Kudloff

Colorado Mathematics Teacher

This book review of Jo Boaler's Mathematical Mindsets yields insight into how teachers can build their students’ mindsets to improve math achievement.

Why Zombies Love Me: Shifting Mathematical Mindsets, Stephanie Hammes

Colorado Mathematics Teacher

An elementary teacher shares how a year of mindset lessons and messages impacted students’ mathematics experiences.

President's Message, Joanie Funderburk

Colorado Mathematics Teacher

Avoid temptation to keep students from experiencing struggle. Promote students’ productive struggle, by providing rich tasks and problems for students to engage with, anticipating student difficulties, and planning questions and supports.

From The Editor's Desk, Sandie Gilliam

Colorado Mathematics Teacher

Reflect on the 2015-2016 school year and plan for the summer.

Problem Centered Teaching By Tomorrow, Cassandra Armstrong

Publications & Research

Problem Centered Instruction is a great way to engage students, integrate content, and inspire learning. However, true problem centered instruction requires a major shift in both teaching and learning, requiring the one thing teachers don't have: time. In today's session, we will look at some simple strategies that teachers can put to immediate use within the classroom to help start the shift towards a student-led, problem centered learning environment.

National Numeracy Network Officers And Board Of Directors, Milo Schield

Numeracy

National Numeracy Network Officers and Board of Directors in the year 2020.

Binary Math Basics, Kelly Remijan

Teacher Resources

This resource helps to explain what the binary number system (base 2) is, how it compares to the decimal system (base 10), how to convert a base 10 number to base 2, and how to translate a message from binary code to words.

Scaffolding Middle And High School Students’ Engineering Design Experiences: Quality Problem-Scopeing Promoting Successful Solutions, Andrew Hughes, Cameron Denson

Educational Leadership & Technology Faculty Publications

Highly proficient expert engineers begin the iterative process of design by thoroughly investigating the design problem. Engineering students are often distracted by surface details, leading to a faulty conception of the problem and inappropriate solution strategies. Adequate problem-scoping is arguably the most important step in the design process. To address this issue, the researchers developed an instructional framework to help teachers scaffold students’ cognitive and metacognitive processes during the problem-scoping phase of a design challenge. The purpose of this quasi-experimental study was to investigate the impact that scaffolded instruction related to the SCOPE process had on students’ solution success during …

Exploring Cybersecurity Education At The K-12 Level, Weiru Chen, Yuming He, Xin Tian, Wu He, E. Langran (Ed.), D. Rutledge (Ed.)

Information Technology & Decision Sciences Faculty Publications

K-12 cybersecurity education is receiving growing attention with the growing number of cyberattacks and a shortage of cybersecurity professionals. However, there are many barriers for teachers to implement effective cybersecurity education in formal classroom environments. This study conducts a systematic literature review to examine the current state-of-the-art on K-12 cybersecurity education. Through the systematic literature review, we identified 20 closely relevant papers and recognized that a well-designed curriculum in cybersecurity education at the K-12 level is strongly needed to motivate students to pursue cybersecurity pathways and careers. The challenge and suggestions of curriculum design, teaching strategy, and learning assessment are …

Interdisciplinary Thinking: Financial Literacy Crosses Disciplinary Boundaries, Marla A. Sole

Publications and Research

Financial literacy is ideally suited to be integrated into mathematics courses and taught in an interdisciplinary manner. Students learn best and are motivated when tackling real-world meaningful questions. This article shares how elementary mathematics was applied to better understand the debate about raising the minimum wage and the United States National Debt. To serve as a guide for other teachers who wish to incorporate financial literacy into their mathematics courses and take an interdisciplinary approach, this article suggests readings, data sets, and pedagogical practices. Students were engaged and enthusiastic to work on problems that challenged their thinking about financial issues.

Interdisciplinary Thinking: Financial Literacy Crosses Disciplinary Boundaries, Marla A. Sole

Publications and Research

Financial literacy is ideally suited to be integrated into mathematics courses and taught in an interdisciplinary manner. Students learn best and are motivated when tackling real-world meaningful questions. This article shares how elementary mathematics was applied to better understand the debate about raising the minimum wage and the United States National Debt. To serve as a guide for other teachers who wish to incorporate financial literacy into their mathematics courses and take an interdisciplinary approach, this article suggests readings, data sets, and pedagogical practices. Students were engaged and enthusiastic to work on problems that challenged their thinking about financial issues.

How Instructors Can Enhance Biology Students' Motivation, Learning, And Grades Through Brief Relevance Writing And Worked-Example Interventions, Kyle R. Mara, Avi Kaplan, Michael J. Balsai, Jennifer G. Cromley, Tony Perez, Ting Dai

Educational Leadership & Workforce Development Faculty Publications

The high failure rate of students in "gateway" science, technology, engineering, and mathematics (STEM) courses has been a persistent problem for biology programs nationwide. Common wisdom contends that addressing this problem requires major curricular overhauls. While desirable, such large systematic changes are often expensive or impractical. We propose an alternative approach: supplementing the regular instruction with brief online modules targeting specific cognitive (learning) and motivational mechanisms. We conducted an intervention study to test the effects of different combinations of cognitive and motivational modules on undergraduate introductory biology students' learning, motivation, achievement, and intentions to remain in science. Introductory biology students …

Designing An Integrated Stem Semester For Pre-Service Elementary Teachers, Amanda Thomas, Matt Flores, Michael Hart, Elizabeth Hasseler, Tammera Mittelstet, Danae Peterson, Amy Sokoll Bauer

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Teacher educators in an undergraduate elementary teacher certification program at a large university in the United States redesigned the traditional program to integrate STEM learning across multiple courses. During this Integrated STEM Semester, typically taken during the fifth semester of the undergraduate program, pre-service teachers (PSTs) enroll in mathematics content, mathematics methods, science methods, instructional technology, and practicum courses.

Understanding Competency Based Learning For Mathematical Literacy, Sri Aurobindo Society, Australian Council For Educational Research (Acer)

ACER India

Competency-based learning, unlike curriculum-based learning, emphasizes a student-centred approach to education. It is heavily driven by experience and discovery rather than lecture and memorization. The focus of competency-based learning is on what students understand and how they apply what they learn in real-life situations rather than what they remember. This learning framework for mathematical literacy is an effort to introduce competency-based learning to classroom teaching and learning in India to prepare Indian students for the rapidly changing future. It provides resources that can be used by schools and teachers for supporting secondary school students to acquire mathematical literacy and problem-solving …

Understanding Competency Based Learning For Scientific Literacy, Sri Aurobindo Society, Australian Council For Educational Research (Acer)

ACER India

Competency-based learning, unlike curriculum-based learning, emphasizes a student-centred approach to education. It is heavily driven by experience and discovery rather than lecture and memorization. The focus of competency-based learning is on what students understand and how they apply what they learn in real-life situations rather than what they remember. This learning framework for scientific literacy is an effort to introduce competency-based learning to classroom teaching and learning in India to prepare Indian students for the rapidly changing future. It provides resources that can be used by schools and teachers for supporting secondary school students to acquire scientific literacy and problem-solving …