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Articles 1 - 7 of 7
Full-Text Articles in Science and Mathematics Education
Physics Inventory Of Quantitative Literacy: A Tool For Assessing Mathematical Reasoning In Introductory Physics, Suzanne W. Brahmia, Alexis Olsho, Trevor I. Smith, Andrew Boudreaux, Philip Eaton, Charlotte Zimmerman
Physics Inventory Of Quantitative Literacy: A Tool For Assessing Mathematical Reasoning In Introductory Physics, Suzanne W. Brahmia, Alexis Olsho, Trevor I. Smith, Andrew Boudreaux, Philip Eaton, Charlotte Zimmerman
Physics & Astronomy
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and skills involved in reasoning productively about physics quantities, which is different from either understanding of physics concepts or problem-solving abilities. We introduce the Physics Inventory of Quantitative Literacy (PIQL) as a tool for measuring Quantitative Literacy, a foundation of mathematical reasoning, in the context of introductory physics. We present the development of the PIQL and evidence of its validity for use in calculus-based introductory physics courses. Unlike …
Defining Understanding: Perspectives From Biology Instructors & Biology Education Researchers, Jeremy L. Hsu, Stanley M. Lo, Brian K. Sato
Defining Understanding: Perspectives From Biology Instructors & Biology Education Researchers, Jeremy L. Hsu, Stanley M. Lo, Brian K. Sato
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
Promoting student understanding of biological concepts is a key part of biology education, and the ability to “understand” a concept forms one of the six categories of the oft-used Bloom’s Taxonomy. Despite this, there remains no consensus as to what it means to understand a concept. While several formal definitions have been offered, we investigated how biology instructors and biology education researchers define the term and how they perceived the skill sets needed for a student to understand a concept in the context of assessments. We found that there was no agreement on the definition of understanding, and that responses …
Modeling Through Model-Eliciting Activities: An Analysis Of Models, Elements, And Strategies In High School. The Cases Of Students With Different Level Of Achievement, Jair J. Aguilar
Teaching and Learning Faculty Publications and Presentations
A mathematical client-driven task known as Model-Eliciting Activities was implemented with students of different levels of achievement (i.e., low, average, and high) at the high-school level. The study strived to prove that Model-Eliciting Activities can be solved by students at any achievement level and be used as an assessment tool. Students collaborated in teams of three to develop solutions that met the client’s needs. The model-solutions were compared and contrasted among several dimensions and achievement levels, considering the quality of the final product-solution based on the Quality Assessment Guide, the intermedia product composed of the type of models created, the …
Stem For Everyone: A Mixed Methods Approach To The Conception And Implementation Of An Evaluation Process For Stem Education Programs For Students With Disabilities, Amy Jane Griffiths, John Brady, Nicholas Riley, James Alsip, Vanessa Trine, Lauren Gomez
Stem For Everyone: A Mixed Methods Approach To The Conception And Implementation Of An Evaluation Process For Stem Education Programs For Students With Disabilities, Amy Jane Griffiths, John Brady, Nicholas Riley, James Alsip, Vanessa Trine, Lauren Gomez
Education Faculty Articles and Research
Some students with autism spectrum disorder and other learning differences may have superior visual acuity, increased attentional focus, and logical thinking abilities, lending to an affinity for science, technology, engineering, and mathematics (STEM) fields. At the same time, economists report that, the United States will experience a 28.2% increase in STEM-related jobs between 2014 and 2024. Although students with disabilities (SWD) can help to fill those positions, 85% of SWD graduates are either underemployed or unemployed as they enter young adulthood. Thus, there is a need to develop, evaluate, and report outcomes of STEM preparation programs specifically tailored to SWD. …
Overcoming Challenges In Assessing Mathematical Reasoning, Sandra Herbert
Overcoming Challenges In Assessing Mathematical Reasoning, Sandra Herbert
Australian Journal of Teacher Education
Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing …
Preschool Mathematics Performance And Executive Function: Rural-Urban Comparisons Across Time, Jacob A. Esplin, Ann M. Berghout Austin, Belinda Blevins-Knabe, Brionne G. Neilson, Robert F. Corwyn
Preschool Mathematics Performance And Executive Function: Rural-Urban Comparisons Across Time, Jacob A. Esplin, Ann M. Berghout Austin, Belinda Blevins-Knabe, Brionne G. Neilson, Robert F. Corwyn
Faculty Publications
This longitudinal study examined the relationship between executive function (EF) and mathematics with rural and urban preschool children. A panel of direct and indirect EF measures were used to compare how well individual measures, as well as analytic approaches, predicted both numeracy and geometry skill. One hundred eighteen children, ages 39 to 68 months, were given EF and mathematics assessments twice, approximately six months apart, concurrent to their teachers completing an indirect assessment of EF for each child. Results suggest: (1) the child’s age determines if a panel of direct EF measures is a better predictor of numeracy and geometry …
Designing Performance Tasks In Mathematics Using Technological Tools, Ma. Louise Antonette N. De Las Peñas, Debbie Marie Versoza, Maria Alva Q. Aberin, Agnes Garciano, Jumela F. Sarmiento, Mark Anthony C. Tolentino
Designing Performance Tasks In Mathematics Using Technological Tools, Ma. Louise Antonette N. De Las Peñas, Debbie Marie Versoza, Maria Alva Q. Aberin, Agnes Garciano, Jumela F. Sarmiento, Mark Anthony C. Tolentino
Mathematics Faculty Publications
In the Philippines, the performance task is one of the major summative assessments in the K to 12 curriculum. This paper discusses how performance tasks may utilize mathematical apps within the context of blended learning. Guidelines on designing performance tasks; as well as the GRASPS framework; are discussed. Performance tasks that cut across various grade levels and strands of mathematics are presented. These involve divisibility (Numbers); integer and polynomial operations (Algebra); triangle centers (Geometry); and statistics (Statistics). The performance tasks described in this paper can provide an initial idea for the design of other summative assessments and contribute to the …