Science and Mathematics Education Commons^™

Dr. Skateboard’S Action Science: Teaching Physics In Context, William H. Robertson

William H. Robertson

Dr. Skateboard’s Action Science, a curriculum supplement which consists of video instruction and classroom activities is an example that focuses on the physical science concepts found in the areas of forces, motion, Newton’s Laws of Motion, and simple machines. The use of familiar activities, situations and objects, such as skateboarding and bicycle motocross (BMX), around which students can explore and explain scientific concepts can be defined as action science. Dr. Skateboard’s Action Science is an example of transformative education, a student-centered curriculum supplement built around interesting content linked to specific physic knowledge and skills in science. The videos and classroom …

Interagency Outdoor Education Programming: Quarterly Progress Report: Period Ending November 30, 2009, Margaret N. Rees

Reports (PLI Education)

Highlights of the university’s focused efforts during the past three months include the following:

• Evaluation results from the NEEI Certification program were presented at the North American Association for Environmental Education (NAAEE) National Conference on October 9, 2009.
• The Story of Gill graphic novel has been printed; a media release/bookstore signing is in the planning stages.
• A total of 60 people participated in Families in Nature events at Red Rock Canyon National Conservation Area and Winchester Cultural Center.
• Registration has opened for the Our Places Tell Stories Conference, February 24 -27, 2010.
• Forever Earth was scheduled for 33 days and …

An Optimal Choice Of Initial Solutions In The Homotopy Perturbation Method, Habibolla Latifizadeh

H. L. Zadeh

This paper proposes a reliable modification of the homotopy perturbation method which can serve as a promising tool for solving a large class of differential equations. In this approach only the highest order derivative is considered in the solution procedure, and the initial solution which can be obtained by the standard procedure is decomposed to optimally match the solution procedure. Some examples are given, showing that only one or few iterations lead to exact solutions using the new technology, while the standard HPM algorithm yields infinite series converging to the exact solutions.

Self-Efficacy And Instruction In Mathematics, Juana Patricia Ordonez-Feliciano

Graduate Student Dissertations, Theses, Capstones, and Portfolios

According to the National Mathematics Advisory Panel (2008) differences in students' mathematical achievement were attributed to differences in teacher characteristics, including the use of instructional methods and their self-efficacy beliefs. Concurrently, today's mathematics teachers face challenges arising from Federal and State mandates requiring students' proficiency to improve on standardized tests. This study considered the relationship between two characteristics, mathematics teachers' self-efficacy and their choice of instructional strategies. Further, the relationship between teachers' self-efficacy and their demographic characteristics as measured by a researcher-developed questionnaire was explored.

The researcher utilized the Teacher Self-Efficacy Scale (TSES) and the Teachers' Instructional Practices Survey (TIPS), …

Developmental Students' Perceptions Of Unsuccessful And Successful Mathematics Learning, Laurel Howard

Laurel Howard

The purpose of this phenomenological study was to describe what experiences, attitudes, and learning strategies developmental mathematics students believed contributed to their failure to gain basic math skill proficiency in the past and what experiences, attitudes, and learning strategies these students now believed were most likely to enhance the successful learning of basic math skills. To gain an understanding of the lived experiences of successful developmental mathematics students who were previously unsuccessful, structured, open-ended interviews were conducted, classroom observations were made, and formative and summative assessments for the students were collected. Fourteen students from a western 4-year college were selected …

Nebraskamath November 2009 Newsletter

NebraskaMATH Materials

NebraskaMATH November 2009 Newsletter

Table of Contents:

Common Core State Standards

NE Summit on Mathematics Education

NE Algebra accepts applications

NCTM seeks articles from teachers

New Central NE Math Teachers’ Circle

Highlight on Action Research

Resource: Teaching Teachers Mathematics

UNL Math Day on Nov. 12

Effects Of Participation In Inquiry Science Workshops And Follow-Up Activities On Middle School Science Teachers' Content Knowledge, Teacher-Held Misconceptions, And Classroom Practices, Linda F. Cepeda

Electronic Theses and Dissertations

An important aspect of developing science literacy for all students is developing science-literate teachers. With the implementation of the No Child Left Behind Act, many middle school teachers found themselves in a position where they were no longer qualified to teach middle school science. This study was designed to help science teachers increase their science content knowledge, identify and resolve misconceptions/errors they may have, and assist them in their teaching by providing strategies for inquiry-based teaching, science laboratory exercises, and science equipment.

Teachers enrolled in biology courses offered by the Rocky Mountain Middle School Math and Science Partnership participated in …

Reconstruction Of Variational Iteration Algorithms Using The Laplace Transform, Habibolla Latifizadeh

H. L. Zadeh

The variational iteration method is a very efficient tool for solving various kinds of nonlinear equations. The variational iteration algorithms are derived based on general Lagrange multipliers and variational theory, this paper suggests an alternative approach to derivation of the variational iteration formulations using the Laplace transform. Some illustrative examples are given to show the validity of this method.

Undergraduate Engineering Students' Understanding Of Heat, Temperature, And Radiation, Katharyn E.K. Nottis, Michael Prince, Margot Vigeant, Sarah Nelson, Kathryn Hartsock

NERA Conference Proceedings 2009

Difficulty understanding heat and temperature concepts has been recognized in engineering education. Confusion has been shown to persist after instruction. The purpose of this study was to determine whether undergraduate engineering students’ knowledge of four heat transfer concept areas significantly changed with instruction and whether this varied by major and GPA. Two hundred twenty-eight undergraduate engineering students from six institutions were assessed prior to and after instruction. Results showed significant improvement in most concept areas but mean scores were below mastery. Previously documented misconceptions persisted after instruction. Significant differences were found by major and GPA. Suggestions for future research provided.

Ret Site: Sensors!, John F. Vetelino, Constance Holden

University of Maine Office of Research Administration: Grant Reports

This award provides funding for a 3 year standard award to support a Research Experiences for Teachers (RET) Site program at the University of Maine entitled, "RET Site: Sensors!," under the direction of Dr. John F. Vetelino. This site will provide 10 high school teachers per year from rural Maine with 8-week summer research experiences involving intensive, team-based sensor research projects with an intellectual focus on sensor theory, design fabrication, testing, and/or applications.

Best Practices For Inclusive Science Instruction, Lucinda S. Spaulding, Jenny Sue Flannagan

Faculty Publications and Presentations

The purpose of this session is to provide an overview of evidence based best practices for inclusive science instruction and to equip teachers with applicable strategies for scaffolding instruction and responding to learner needs based on research in special education and science instruction. As a result of this session, participants will learn strategies and methods for helping students learn to independently design experiments, use the scientific process, and develop critical thinking skills. There will also be an emphasis on effective co-teaching practices and employing instructional strategies for reinforcing skills and content knowledge across the curriculum, providing more time for instruction …

The Effect Of Mathematics Self-Efficacy On Mathematics Achievement Of High School Students, Xing Liu, Hari Koirala

NERA Conference Proceedings 2009

The purpose of this study was to investigate the relationship between mathematics self-efficacy and mathematics achievement of high school sophomores across the United States. Using regression analysis for complex sample survey data from the Educational Longitudinal Study of 2002 (ELS, 2002) (n = 11726), the current study indicated that mathematics self-efficacy and mathematics achievement were positively related, and mathematics self-efficacy was a significantly positive predictor of mathematics achievement. Results from this study, which is generalizable to the population of approximately three million high school sophomores, suggest that mathematics self-efficacy of high school students should be promoted to increase their achievement.

Integrating Upper Level Content With Introductory Material For Better Learning, With An Example From Mineralogy, Charles W. Carrigan, Priscilla Field Skalac

Faculty Scholarship – Geology

At the start of upper-level courses, many students have difficulty with advanced material that requires a base knowledge of essential concepts in geology and supporting disciplines, along with critical thinking skills. Students have difficulty in 1) recalling introductory course material and connecting it to deeper content, and 2) integrating concepts from supporting courses. We advocate incorporating a broadening concept review into upper level courses. Emphasis is on mastery of introductory material needed to acquire advanced concepts that follow.

Encomium: Rolliin Harold Baker: 1916-2007, Carleton J. Phillips, Robert J. Baker, Hugh H. Genoways

University of Nebraska State Museum: Mammalogy Papers

Rollin H. Baker passed away on November 12, 2007, one day after reaching his 91st birthday. Rollin was a living legend, famous for his pioneering research on biogeography and natural history of Mexican mammals, especially rodents, for his contributions to the understanding of Michigan mammals, and for being a mentor and friend to all young, aspiring mammalogists. Rollin Baker’s career lasted way beyond his traditional retirement, and in his final months he was still active in the Texas Society of Mammalogists and in conservation issues in Texas. Indeed, when he was 89 years old he presented a guest lecture in …

Nebraskamath October 2009 Newsletter

NebraskaMATH Materials

NebraskaMATH October 2009 Newsletter

Table of Contents

Progress Report on the Revised Nebraska Mathematics Standards

Joint Meeting of Nebraska’s Ed Leaders

NE Summit on Mathematics Education

Math Challenge Corner

Resources

Common Core Standards

Iowa Academy Of Science: The New Bulletin, V05n3, Autumn 2009, Iowa Academy Of Science

New Bulletin

Inside This Issue:

--Message from the Executive Director

--Lois Hattery Tiffany

--Norman Borlaug

--Iowa Science Teaching Section Fall Conference

--2009 IAS Speaker Series at the Saylorville Visitor Center

--Announcements, Events & Deadlines

--IAS Corporate Memberships

--New REAP Plates Coming Soon

--GLOBE Database

--Membership Update

Science Galls Me: What Is A Niche Anyway?, Kristy L. Halverson, Deanna Marie Lankford

Faculty Publications

No abstract provided.

Sixth Grade Lesson Plan: Heat Moves, Getaway Special Team 2009

Education and Outreach

No abstract provided.

Fifth Grade Lesson Plan: Solid, Liquid, And Gas, Getaway Special Team 2009

Education and Outreach

No abstract provided.

Ists E-Newsletter, September 15, 2009, Iowa Academy Of Science

ISTS Newsletter

In this issue:

--Message from the ISTS Chair, De Anna Tibben

--Message from the Fall Conference Chair, Morgan Masters

--Message from the Vice Chair, Kathy Megivern

--Announcements

--Opportunities

--Book Reviews/Activities

--News

--Your ISTS Leadership Team

Student Reviewer Training For Western Undergraduate Research Journal: Health And Natural Sciences, Tricia Gray

Biology Presentations

No abstract provided.

Grades 7-8 Solving Equations, Joseph Kalata

Math

This is a math lesson for middle school students on solving equations. Through this lesson students will be able to find a single answer from multiple algebra equations, be able to create visual representations to illustrate a system of equations, and understand the concept that similar figures may have different sizes. This lesson spans over a fourteen day period where students apply math knowledge to an architect project. The students are tiered by ability.

Nebraskamath September 2009 Newsletter

NebraskaMATH Materials

NebraskaMATH September 2009 Newsletter

Table of Contents:

Fast Moving Educational Initiatives

NebraskaMATH Summer Activities

Book Review

Math Quote

Highlight on Action Research

Math in the Middle Cohort 4 Graduation

Mathematical Habits Of Mind, Kien H. Lim, Annie Selden

Kien H Lim

The idea of “mathematical habits of mind” has been introduced to emphasize the need to help students think about mathematics “the way mathematicians do.” There seems to be considerable interest among mathematics educators and mathematicians in helping students develop mathematical habits of mind. The objectives of this working group are: (a) to discuss various views and aspects of mathematical habits of mind, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic. To facilitate the discussion during the working group meetings, we provide an overview of mathematical habits of mind, …

Mathematical Habits Of Mind: A Working Group At The 2009 Pme-Na Conference, Kien Lim, Annie Selden

Kien H Lim

The objectives of this working group are: (a) to discuss various views and aspects of mathematical habits of mind, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic. To facilitate the discussion during the working group meetings, we provide an overview of mathematical habits of mind, including concepts that are closely related to habits of mind—ways of thinking, mathematical practices, knowing-to act in the moment, cognitive disposition, and behavioral schemas. We invite mathematics educators who are interested in habits of mind, and especially those who have conducted research related …

Assessing Problem-Solving Dispositions: Likelihood-To-Act Survey, Kien Lim, Osvaldo Morera, Mourat Tchoshanov

Kien H Lim

This paper reports an ongoing study that is aimed at developing an instrument for measuring two particular problem-solving dispositions: (a) impulsive disposition refers to students’ proclivity to spontaneously proceed with an action that comes to mind, and (b) analytic disposition refers to the tendency to analyze the problem situation. The instrument is under development and consists of likelihood-to-act items in which participants indicate on a scale of 1 to 5 how likely they are to take a particular action in a given situation. The instrument was administered to 318 college students, mainly pre-service teachers. Statistical analysis indicates that likelihood-to-act items …

Provoking Intellectual Need

Kien H Lim

Consensus Is The Answer Key: Liberating Science And Math Education, Sarah A. Bertucci

MALS Final Projects, 1995-2019

There is a pervasive hidden curriculum about science and math intelligence. It teaches students that being smart in these subjects means independently and effortlessly getting quick, correct answers. This hidden curriculum is inaccurate, disempowering, and unjust. A classroom dynamic called "Consensus is the Answer Key" is an effective way to rewrite this hidden curriculum. By solving complex problems and using group discussion that calls for logic and communication skills, students effectively learn science and math content, as well as gaining the skills and confidence to be successful in these subjects.

Education In The Environment: A Strategy For Continued Interagency Outdoor Education Programming: Quarterly Progress Report: Period Ending August 31, 2009, Environmental Education Strategy For Nevada

Reports (PLI Education)

Highlights of the university’s focused efforts during the past three months include the following:

• Evaluation results from the NEEI Certification program will be presented at the North American Association for Environmental Education National Conference on October 9-10, 2009.
• A grant was received from the Nevada Community Foundation for the printing of The Story of Gill graphic novel.
• A total of 75 people participated in Families in Nature events at the Spring Mountains and Lake Mead National Recreation Areas.
• A third Nevada Environmental Education & Interpretation Certification program was held August 12-18, 2009 for twelve participants.
• A third Our Places Tell …

The Language Of Mathematics: Virginia Standards Of Learning Mathematical Pictionary For Grades K-3., Amanda Rashelle Collins-Browning

Electronic Theses and Dissertations

My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia …