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Articles 31 - 60 of 379
Full-Text Articles in Science and Mathematics Education
Principal And Mathematics Coaches' Journey To Improve Mathematics Learning, R. Cox
Principal And Mathematics Coaches' Journey To Improve Mathematics Learning, R. Cox
Journal of Mathematics and Science: Collaborative Explorations
My educational career path began as an elementary school teacher, then as an assistant principal, and now as a principal. With the educational experiences that I had at each level of my career, I was certain I would be able to handle an increase in the mathematical rigor presented to our students through the new Mathematics Standards of Learning for Virginia Public Schools (SOL) [1]. I found that, yes, I was able to understand the rigor. However, I found the challenge was providing the needed assistance to bring about results that would ultimately help our teachers and students be successful. …
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
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.
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 …
Recruitment, Retention, And Replacement Of Partner School Divisions, J. Singleton, D. Blount
Recruitment, Retention, And Replacement Of Partner School Divisions, J. Singleton, D. Blount
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.
Aims & Scope
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 …
Title Page, Coordinating Editor's Remarks
Title Page, Coordinating Editor's Remarks
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
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 …