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Articles 61 - 90 of 398
Full-Text Articles in Science and Mathematics Education
Scientific Argumentation As A Foundation For The Design Of Inquiry-Based Science Instruction, A. Falk, L. Brodsky
Scientific Argumentation As A Foundation For The Design Of Inquiry-Based Science Instruction, A. Falk, L. Brodsky
Journal of Mathematics and Science: Collaborative Explorations
Despite the attention that inquiry has received in science education research and policy, a coherent means for implementing inquiry in the classroom has been missing [1]. In recent research, scientific argumentation has received increasing attention for its role in science and in science education [2]. In this article, we propose that organizing a unit of instruction around building a scientific argument can bring inquiry practices together in the classroom in a coherent way. We outline a framework for argumentation, focusing on arguments that are central to science—arguments for the best explanation. We then use this framework as the basis for …
Scientific Inquiry And The Nature Of Science Task Force Report: Preface
Scientific Inquiry And The Nature Of Science Task Force Report: Preface
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Teaching About Scientific Inquiry And The Nature Of Science: Toward A More Complete View Of Science
Teaching About Scientific Inquiry And The Nature Of Science: Toward A More Complete View Of Science
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Challenging Pre-Service Students' Teaching Perspectives In An Inquiry-Focused Program, J. L. Pecore, A. Shelton
Challenging Pre-Service Students' Teaching Perspectives In An Inquiry-Focused Program, J. L. Pecore, A. Shelton
Journal of Mathematics and Science: Collaborative Explorations
Inquiry teaching based on constructivist learning theory has been an emphasis in pre-service education for over a decade. In general, a developmental teaching perspective supports inquiry-based instruction where teachers view learners as constructors of knowledge and teaching as providing questions, problems, and challenges that form a bridge from the learners' prior knowledge to a new, more sophisticated form of reasoning. Since teaching perspectives influence student learning, teacher effectiveness, and teacher attrition, challenging pre-service teachers to overcome experience-based convictions of a transmission perspective is necessary in teacher education. In this study, we examined the teaching perspectives of secondary, pre-service methods students …
Right Triangles Of Gian Francesco Malfatti, J. Boyd
Right Triangles Of Gian Francesco Malfatti, J. Boyd
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Understanding Mathematics And Science Advice Networks Of Middle School Teachers, D. White, A. Ruff
Understanding Mathematics And Science Advice Networks Of Middle School Teachers, D. White, A. Ruff
Journal of Mathematics and Science: Collaborative Explorations
We report findings from a research project designed to examine the mathematics and science advice networks of teachers who participated in professional development under the auspices of the NSF-funded Rocky Mountain-Middle School Math and Science Partnership. We provide descriptive statistics of results. Additionally, we reflect on the research process and discuss some of the practical challenges involved.
Strong Support For Mathematics Specialists In Virginia, J. Singleton, D. Blount
Strong Support For Mathematics Specialists In Virginia, J. Singleton, D. Blount
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Inquiry Teaching: It Is Easier Than You Think!, S. Key, D. Owens
Inquiry Teaching: It Is Easier Than You Think!, S. Key, D. Owens
Journal of Mathematics and Science: Collaborative Explorations
This article is a survey of the literature on inquiry teaching. Many teachers do not participate in inquiry teaching for various reasons. The following are the main reasons: it takes too much time; students do not learn what they need for the state test; and, the teachers do not know how to grade projects and presentations. These reasons sound like rhetoric from long ago, but it is very current. In this article, research is used to show that students who participate in inquiry learning or any type of problem-based education do much better than students who do not have that …
How Does Leadership Matter? Developing And Teaching A Definition Of Hands-On Science, A Prerequisite For Effective Inquiry Teaching, D. R. Sterling
How Does Leadership Matter? Developing And Teaching A Definition Of Hands-On Science, A Prerequisite For Effective Inquiry Teaching, D. R. Sterling
Journal of Mathematics and Science: Collaborative Explorations
This descriptive case study describes leadership skills and planning for setting clear directions by program leaders for a statewide professional development initiative to extend improvement in science teaching and learning. For science teachers and leaders in Virginia, a critical part of setting clear goals that everyone can understand is defining key science terms. One of the four key terms, "hands-on science," is defined here. Materials to develop teachers' understanding of the term for effective implementation of classroom inquiry activities are shared, along with a rubric for evaluation by and for teachers. Understanding of the term "hands-on science" is necessary before …
Executive Summary — Teaching About Scientific Inquiry And The Nature Of Science
Executive Summary — Teaching About Scientific Inquiry And The Nature Of Science
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Infusing Problem-Based Learning (Pbl) Into Science Methods Courses Across Virginia, K. R. Thomas, P. L. Horne, S. M. Donnelly, C. T. Berube
Infusing Problem-Based Learning (Pbl) Into Science Methods Courses Across Virginia, K. R. Thomas, P. L. Horne, S. M. Donnelly, C. T. Berube
Journal of Mathematics and Science: Collaborative Explorations
This article outlines the results of a collaborative study of the effects of infusing problem-based learning (PBL) into K-12 science methods courses across four universities in Virginia. Changes in pre-service teachers' attitudes surrounding science teaching were measured before and after completing a science methods course in which they experienced PBL first-hand as participants, and then practiced designing their own PBL units for use in their future classrooms. The results indicate that exposure to PBL enhances pre-service teachers' knowledge of inquiry methods and self-efficacy in teaching science.
Grappling With Issues Of Learning Science From Everyday Experiences: An Illustrative Case Study, A.-L. Tan, M. Kim, F. Talaue
Grappling With Issues Of Learning Science From Everyday Experiences: An Illustrative Case Study, A.-L. Tan, M. Kim, F. Talaue
Journal of Mathematics and Science: Collaborative Explorations
There are different perceptions among researchers with regard to the infusion of everyday experience in the teaching of science: 1) it hinders the learning of science concepts; or, 2) it increases the participation and motivation of students in science learning. This article attempts to contemplate those different perspectives of everyday knowledge in science classrooms by using everyday contexts to teach grade 3 science in Singapore. In this study, two groups of grade 3 students were presented with a scenario that required them to apply the concept of properties of materials to design a shoe. Subsequently, the transcripts of classroom discussions …
A Lesson Plan With An Arc Midpoint, G. V. Akulov, O. G. Akulov
A Lesson Plan With An Arc Midpoint, G. V. Akulov, O. G. Akulov
Journal of Mathematics and Science: Collaborative Explorations
The article introduces an explicit way of locating the arc midpoint in the Cartesian plane, which is consistent for both x- and y-coordinates and is technically accessible for students starting as young as fifteen. The authors give the proof of the statement using two trigonometry identities, and discuss some materials for innovative lessons on the arc midpoint computation that could enrich and enhance curriculum.
Building A Case For Mathematics Specialist Programs, D. Blount, J. Singleton
Building A Case For Mathematics Specialist Programs, D. Blount, J. Singleton
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Unlocking Undergraduate Problem Solving, D. Cline, K. Peterson
Unlocking Undergraduate Problem Solving, D. Cline, K. Peterson
Journal of Mathematics and Science: Collaborative Explorations
It is difficult to find good problems for undergraduates. In this article, we explore an interesting problem that can be used in virtually any mathematics course. We then offer natural generalizations, state and prove some related results, and ultimately end with several open problems suitable for undergraduate research. Finally, we attempt to shed some light on what makes a problem interesting.
Reform Teaching In Mathematics And Science Courses — A Follow-Up Evaluation, G. M. Bass Jr.
Reform Teaching In Mathematics And Science Courses — A Follow-Up Evaluation, G. M. Bass Jr.
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.
Mathematics Professional Development Workshop For Middle School Teachers: Concept Versus Memorization, D. Taylor, R. W. Farley
Mathematics Professional Development Workshop For Middle School Teachers: Concept Versus Memorization, D. Taylor, R. W. Farley
Journal of Mathematics and Science: Collaborative Explorations
This article includes professional development topics for middle school mathematics and science teachers from two week-long Urban Teacher Institutes. These Institutes were held at J. Sargeant Reynolds Community College (JSRCC) and its partner institution, Virginia Commonwealth University (VCU), during the summers of 2007 and 2008, and were supported by a grant obtained by Dr. Harriet Morrison (JSRCC). Co-author Dr. Dewey Taylor directed the 2007 workshop, and both authors served as faculty leaders in both workshops. The workshops focused on teaching in an urban environment and "community mapping" (understanding the details of a certain locale to make the teacher more knowledgeable …
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes
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.
A Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors, J. Reyes
A Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors, J. Reyes
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Coaching: One Mathematics Specialist's Story, C. B. Doyle
Coaching: One Mathematics Specialist's Story, C. B. Doyle
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
What We Are Learning About The Elementary Mathematics Specialist's Role: Some Reflections About Math Coaching, J. Whitenack, A. Ellington
What We Are Learning About The Elementary Mathematics Specialist's Role: Some Reflections About Math Coaching, J. Whitenack, A. Ellington
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
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
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 …
A Mathematician's Overview Of The Virginia Elementary Mathematics Specialist Program, L. D. Pitt
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).
Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley
Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Reflections On What You Have Learned: A Rapporteur's Report On Virginia's "What We Have Learned Symposium", D. B. Erchick
Reflections On What You Have Learned: A Rapporteur's Report On Virginia's "What We Have Learned Symposium", D. B. Erchick
Journal of Mathematics and Science: Collaborative Explorations
In this Rapporteur's Report on Virginia's "What We Have Learned Symposium" about a statewide Mathematics Specialist program, I discuss emergent topics resulting from presentations and discussion at the Symposium. Topics include defining Mathematics Specialists and coaches, addressing mathematics content in the program, providing ongoing support for Specialists and coaches, and supporting principals. I also provide suggestions, discuss absences in the program, and comment on cautions in revision and needs in dissemination.
Providing Real-World Experiences: The Virginia Tech Externship For Mathematics Specialists, B. Kreye, J. L. M. Wilkins
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].