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Articles 61 - 90 of 379
Full-Text Articles in Science and Mathematics Education
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].
What Counts In The Preparation Program Of Mathematics Specialists And What Lessons Have We Learned About What Needs To Be Added?, S. S. Overcash
What Counts In The Preparation Program Of Mathematics Specialists And What Lessons Have We Learned About What Needs To Be Added?, S. S. Overcash
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page, Introduction
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Impact Of Elementary Mathematics Specialists, P. F. Campbell, N. N. Malkus
The Impact Of Elementary Mathematics Specialists, P. F. Campbell, N. N. Malkus
Journal of Mathematics and Science: Collaborative Explorations
Elementary Mathematics Specialists are placed in schools to construct leadership roles and to provide on-site professional development addressing mathematical content and pedagogy in order to enhance instruction and to improve student achievement. A three-year, randomized, control study found that, over time, Specialists had a significant positive impact on student achievement in Grades 3, 4, and 5. This effect on student achievement was not evident at the conclusion of the Specialist's first year of placement. It emerged as knowledgeable Specialists gained experience and as the schools' instructional and administrative staffs learned and worked together. Specialists who were highly engaged with a …
Early Algebra And Mathematics Specialists, M. K. Murray
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.
K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington
K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington
Journal of Mathematics and Science: Collaborative Explorations
This paper describes the fraction-based mathematical activities of two teachers who are part of 3 Mathematics Specialist preparation program. Their work with fractions is traced from two perspectives: 1) their interactions with students as they struggle with fraction concepts; and, 2) their personal journeys to develop deeper understandings of fractions as participants in the Rational Numbers course that is part of their degree program. Through their stories, we gain a better understanding of the complex nature of their work with students and how their participation in the Mathematics Specialist program helps support their work in the school buildings.
Mathematics Specialists Increasingly Appreciated And Sought, D. Blount, J. Singleton
Mathematics Specialists Increasingly Appreciated And Sought, D. Blount, J. Singleton
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Formulating A State Approach To Professional Development, R. E. Howard, S. Sarani, J. Woods
Formulating A State Approach To Professional Development, R. E. Howard, S. Sarani, J. Woods
Journal of Mathematics and Science: Collaborative Explorations
When viewed from the perspective of an entire state's needs, the challenges of designing professional development to meet the requirements of the federal No Child Left Behind legislation of 2001 are daunting. In Oklahoma, the concerns about delivering to rural and urban populations which contain a variety of underserved populations are further complicated by the differences in the way science and mathematics are structured as disciplines. We describe two model programs, one in science and one in mathematics, which take much different approaches. However, the programs have three common elements that make them highly successful. Each program engages teachers strongly, …
Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith
Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith
Journal of Mathematics and Science: Collaborative Explorations
This article describes professional development for middle-level mathematics teachers offered through the Math in the Middle Institute Partnership, a National Science Foundation-funded project to build teachers’ capacities to improve mathematics learning for all students. An overview of the project, including descriptions of its goals and curriculum are provided. Detailed descriptions of two mathematics courses and one pedagogy course are offered. The mathematics courses included here are the introductory course to the Math in the Middle Institute, as well as one of the final math courses of the Institute in which participants apply mathematical knowledge and processes to real-world problems. The …
The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle
The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle
Journal of Mathematics and Science: Collaborative Explorations
The University of Pennsylvania’s Master of Chemistry Education (MCE) program graduated five cohorts of approximately twenty teachers between 2002 and 2006. One year after the teachers in the last cohort earned their degrees, the Penn Science Teacher Institute (Penn STI) initiated a follow-up study to ascertain if the goals of the MCE program had been sustained. For example, were the teachers incorporating updated content knowledge into their lessons and were their students learning more chemistry? A total of seventy-four of the eighty-two graduates participated in some aspect of this study. Because baseline data were not available for the MCE teachers …
Let's Observe!, S. W. Brown
Let's Observe!, S. W. Brown
Journal of Mathematics and Science: Collaborative Explorations
Teaching the non-science major how to teach science is a challenge! No matter what science course is being taught, professors must model good teaching strategies that promote an inquiry approach that incorporates prior knowledge, connections, a social environment, relevance, and time to actively construct new understandings of scientific concepts.
Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire
Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal
Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal
Journal of Mathematics and Science: Collaborative Explorations
This report is a descriptive study of the role that on-line courses might have on the development of Professional Learning Communities (PLC’s) that support national leadership initiatives of participating high school biology teachers. The one hundred teachers involved in the Life Sciences for a Global Community (LSGC) Institute are expected not only to deepen their content knowledge, but also impact their district and state biology curricula. Additionally, the dispersion of Institute participants across the country presents a unique opportunity to develop, communicate. and implement a national coherent reform agenda. However, the geographic distance presents a barrier to collaborative design of …
The Impact Of The Lead Teacher Professional Learning Community Within The Rice University Mathematics Leadership Institute, J. Sack, N. Kamau
The Impact Of The Lead Teacher Professional Learning Community Within The Rice University Mathematics Leadership Institute, J. Sack, N. Kamau
Journal of Mathematics and Science: Collaborative Explorations
Now in its fourth year, Rice University’s Mathematics Leadership Institute (MLI) has developed over sixty high school mathematics Lead Teachers. We focus on how membership in MLI has impacted participant teachers’ professional lives. The Lead Teacher community that emerged during MLl’s first Summer Leadership Institute embodies the characteristics of a sustaining and coherent knowledge community where teachers are able to share their secret “stories of practice in safe places . . . in order to make their personal practical knowledge explicit to themselves and to others” [1]. This article includes stories of individual teachers who refused to sacrifice hours of …
Helping Kindergarteners Make Sense Of Numbers To 100, L. B. Jaslow, V. R. Jacobs
Helping Kindergarteners Make Sense Of Numbers To 100, L. B. Jaslow, V. R. Jacobs
Journal of Mathematics and Science: Collaborative Explorations
The authors share what was learned about kindergarteners' abilities to make sense of numbers to 100 when one of the authors, Linda Jaslow, took over a kindergarten class from February through the end of the school year. Through examples of how she engaged her students in nine weeks of problem solving and discussions focused on making sense of the number system, we provide evidence that the children grew substantially in their ability to count and show understanding when counting by 10's and using 10's during problem solving. Suggestions for tasks to promote continued growth are also provided. Throughout this teaching …
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Understanding Elementary Teachers' Use Of Science Teaching Time: Lessons From The Big Sky Science Partnership, R. Jones, E. Swanson
Understanding Elementary Teachers' Use Of Science Teaching Time: Lessons From The Big Sky Science Partnership, R. Jones, E. Swanson
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.