Science and Mathematics Education Commons^™

Introduction, Amanda Wall

Becoming: Journal of the Georgia Association for Middle Level Education

This is the first issue of Becoming in a digital format. Middle level educators are invited to share best practices, research, and reviews in the journal. The three articles in this issue are based on presentations during the Georgia Professors of Middle Level Education Best Practices Session at the 2018 Georgia Middle School Association conference in Valdosta.

Encouraging Teacher Candidates To Cultivate Habits Of Reflection, Amanda Wall

Becoming: Journal of the Georgia Association for Middle Level Education

The conceptual framework for the College of Education at Georgia Southern University is: Reflective Practitioners for a Diverse World. Three of the five Middle Level Teacher Preparation Standards from the Association of Middle Level Education (AMLE, 2012) also specify reflection as a habit. Standard 5 on Middle Level Professional Roles, for example, states: “Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals.” In order for teacher candidates to become reflective, they need multiple opportunities to engage in reflection.

Getting Students To Think Critically And Visibly, Alanna Bowie

Becoming: Journal of the Georgia Association for Middle Level Education

Students can sometimes find the classroom to be an uncomfortable environment; hence, it can be difficult to persuade them to voice their thinking in front of their peers. Students’ fear of accidentally recalling incorrect answers in a classroom setting may set a domino effect of instant ridicule from their classmates, which can consequentially inhibit many of them from participating in future classroom discourse. To reduce fears, educators should foster an environment of support that encourages students to think visibly and more critically. The purpose of this article is to explore the literature, which suggests an environment that promotes creative learning …

Perceptions Of Mathematics Teachers Regarding Common Core State Standards And Formative Assessment, Julie Gale Mest

Walden Dissertations and Doctoral Studies

The adoption of the Common Core State Standards has necessitated a change in the instructional practices used by many mathematics teachers. The new standards encourage problem solving and the development of conceptual understanding rather than rote memorization of formulas and rules. Researchers have demonstrated that formative assessment is a powerful instructional tool that, when implemented properly, can increase student achievement. The purpose of this quantitative study was to determine how mathematics teachers in Pennsylvania perceive the new standards; how they value and use formative assessment practices including involving students in their work, modeling quality work, providing feedback, and providing opportunities …

Middle School Parents' Beliefs Regarding Learning Management System Use In Mathematics, Vaughn Malcolm Bradley

Walden Dissertations and Doctoral Studies

Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as …

Gender Fairness Within The Force Concept Inventory, Adrienne Traxler, Rachel Henderson, John Stewart, Gay Stewart, Alexis Papak, Rebecca Lindell

Faculty & Staff Scholarship

Research on the test structure of the Force Concept Inventory (FCI) has largely ignored gender, and research on FCI gender effects (often reported as “gender gaps”) has seldom interrogated the structure of the test. These rarely crossed streams of research leave open the possibility that the FCI may not be structurally valid across genders, particularly since many reported results come from calculus-based courses where 75% or more of the students are men. We examine the FCI considering both psychometrics and gender disaggregation (while acknowledging this as a binary simplification), and find several problematic questions whose removal decreases the apparent gender …

Beyond Teacher Knowledge: Connections Between Content Knowledge, Mindset For Learning, And Teaching In Two-Year College Mathematics Faculty, Lucy Hernandez Michal

Open Access Theses & Dissertations

Addressing thousands of students entering unprepared to enroll in college freshman mathematics courses is a challenge two-year college mathematics faculty face every semester. The study addresses this challenge through a mixed methods sequential nested multi-case design to investigate what faculty need, beyond teacher knowledge, to teach mathematics effectively to students. The three-part study measured the mindset learning profile and content knowledge of a sample of mathematics faculty at a two-year college. The quantitative and qualitative data provided references to select four faculty typologies to interview and observe. Interviews reflected faculty perceptions of teaching and learning. Class observations captured images of …

Using Data Mining To Model Student Achievement On The 4th Grade Timss 2015 Mathematics Assessment: A Five Nation Sudy, Annette M. Siemssen

Open Access Theses & Dissertations

Data mining has been successfully used by financial and retail companies since the mid-1960's to create predictive models and reveal unexpected relationships. However, it remains underutilized as a tool in educational research. Large-scale standardized assessment programs such as the Trends in International Mathematics and Science Study (TIMSS) provide vast amounts of data with the potential for providing new insights in education. Five nations, the Republic of Korea, the United States, Germany, Kuwait, and Kazakhstan were selected based on General Response Style theory to represent a spectrum of cultural backgrounds, from acquiescent to midpoint to individualistic (Hastedt, D. & van de …

Evolving Identity: A Case Study Of Mentor Science Teachers, Melissa N. Ortega

Open Access Theses & Dissertations

This dissertation is a case study of how mentor science teachers understood and presented their experiences, challenges they faced, and learning of being and becoming a mentor teacher while they participated in a year-long district mentoring program. The purpose of this study is to examine what science teachers learn in their experiences as mentors and the role this learning played on their identities as professional educators. According to Bullough (1997), teacher identity is of vital concern to teacher education as it is the “basis of meaning making and decision making” (p. 21). Existing research on science teacher identity indicate that …

Expectations And Experiences In A Modern Physics Laboratory Course, Helen Mae Cothrel

Master's Theses and Doctoral Dissertations

This study examines students’ expectations for and experiences within a modern physics laboratory course. The course instructor and several students were interviewed using a semi-structured protocol at the beginning (pre) and end (post) of the semester. Interviews were video-recorded, then transcribed to text. This thesis presents the results of three students’ interviews as case studies; their interview transcripts were adapted to a more narrative style for inclusion in this report. An interpretation of each student’s responses from pre- to post-interview is given, followed by conclusions which incorporate all three students’ interviews. Particular attention is paid to students’ ideas about experimenting …

Question 1: Throwing Out Energy; Question 2: Blood Pressure, Larry Weinstein

Physics Faculty Publications

The article presents two questions on the amount of energy wasted by Americans whenever they throw out unused ice in their drinks, and why is blood pressure measured on the upper arm.

Girls Only Science: Motivating Adolescent Females To Pursue Stem Careers, Madeline Cuckow

Williams Honors College, Honors Research Projects

Over the last five years, much attention has been drawn to the large deficit of females in STEM careers and fields. Most attribute this failure to colleges not turning out enough female STEM majors. Contrary to this belief, research suggests a young woman's aptitude for STEM related fields begins much earlier, and declines without intervention.

This project details the research of why there is a gender gap in STEM, what is being done educationally, my unique case study to test the research conducted, and the implications of that research.

Labs For Calculus: Learning Through Collaborative Discovery, Ryan Mckinney

Summer Community of Scholars Posters (RCEU and HCR Combined Programs)

No abstract provided.

Revitalizing Labs For Physics 115, Kayli Wood

Summer Community of Scholars Posters (RCEU and HCR Combined Programs)

No abstract provided.

Eighth-Grade Students With Low Academic Performance In Middle School Science, Tennille Heath Fowler

Walden Dissertations and Doctoral Studies

The problem of low achievement and failure of 8th-grade students to attain state proficiency level in science in a local school district was addressed in this case study. Data from 2012-2016 revealed that 93% of 8th-grade students in 2 suburban middle schools in the targeted state failed to meet science proficiency standards on the science Criterion-Referenced Competency Tests and the state's Milestone Assessments. The purpose of conducting this qualitative case study was to develop an understanding of teachers' perceptions regarding high failure rate of 8th-grade students to meet state mandated standards in science. Piaget's constructs of developmental and operational learning …

Effects Of Applying Student-Centered Techniques In Mathematics Achievement: A Cameroon Case Study, Jomara Alexandra Laboy Rivera

Dissertations, Master's Theses and Master's Reports

Effects of Applying Student-Centered Techniques in Mathematics Achievement: A Cameroon Case Study

By:

Jomara A. Laboy Rivera

This study investigated the effects of using student-centered techniques in math Form 2 (Eighth Grade) and the relationship among English literacy, Math Literacy, interest in math, study habits, home background and owning the Cameroonian math textbook with mathematical achievement. Data were collected from four different schools in the North West region of Cameroon. The experimental schools (GHS Shisong and GHS Kiyan) used student-centered techniques while the control schools (St. Peters and St. Francis) used teacher–centered techniques. Results showed that there was an improvement …

Stem And The Local Economy: Do Regions Reap The Benefits Of A Stem-Educated Workforce?, Fran Stewart

Employment Research Newsletter

No abstract provided.

Ecoevo-Maps: An Ecology And Evolution Assessment For Introductory Through Advanced Undergraduates, Mindi M. Summers, Brian A. Couch, Jennifer K. Knight, Sara E. Brownell, Alison J. Crowe, Katharine Semsar, Christian D. Wright, Michelle K. Smith

School of Biological Sciences: Faculty Publications

A new assessment tool, Ecology and Evolution–Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate’s-, bachelor’s-, master’s-, and doctoral-granting institutions. The …

What Types Of Instructional Shifts Do Students Experience? Investigating Active Learning In Science, Technology, Engineering, And Math Classes Across Key Transition Points From Middle School To The University Level, Kenneth Akiha, Emilie Brigham, Brain A. Couch, Justin Lewin, Marilyne Stains, Mackenzie R. Stetzer, Erin L. Vinson, Michelle K. Smith

School of Biological Sciences: Faculty Publications

Despite the need for a strong Science, Technology, Engineering, and Math (STEM) workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon moving from secondary to post-secondary STEM courses. This study compares classroom observation data collected using the Classroom Observation Protocol for Undergraduate STEM from over 450 middle school, high school, introductory-level university, …

Science At Engineer Cantonment, Hugh H. Genoways, Brett C. Ratcliffe, Carl R. Falk, Thomas E. Labedz, Paul R. Picha, John R. Bozell

University of Nebraska State Museum: Mammalogy Papers

Conclusions

It is our contention that Thomas Say, Titian Peale, Edwin James, and their colleagues of the Stephen Long Expedition of 1819–1820 were heavily engaged in scientific research, which took the form of the first biodiversity inventory undertaken in the United States. This accomplishment has been overlooked both by biologists and historians, but it should rank among the most significant accomplishments of the expedition. The results of this inventory continue to inform us today about environmental, faunal, and floral changes along the Missouri River in an area that is known to be an ecotone between the deciduous forests of the …

Concepts In Animal Parasitology: Example Chapter Section, Manuscript Of The Aspidogastrea By Klaus Rohde, Klaus Rohde

Concepts in Animal Parasitology

This is an example chapter section for Concepts in Animal Parasitology. It is a manuscript of the section titled The Aspidogastrea, written by by Klaus Rohde. This is an example of a section written without using the optional template for Parts 2-5 of the textbook. The associated images are included in a supplemental file.

Assessment For Feedback And Achievement Growth For Middle School Math Students, Katie Jo Pemberton

Walden Dissertations and Doctoral Studies

Inconsistent math assessment practices do not accurately represent and communicate student mathematics achievement. Because of inconsistencies in assessment practices, local middle school mathematics teachers in an urban school district in the northwestern United States piloted the use of multiple formative assessments. The purpose of this study was to compare mathematics achievement, growth, and course percentage grades for students who have multiple formative assessment attempts compared to students who are not provided multiple assessment attempts. Theoretical foundations originated from Black and Wiliam, supporting the use of formative assessment for a positive impact on student learning. A quantitative, ex post facto quasi-experimental …

Custom Advising's Effect On Success And Retention Of Developmental Math Students, Jason Peter Barr

Walden Dissertations and Doctoral Studies

The number of high school graduates entering college needing to take developmental math courses is increasing. Gilmer State College (a pseudonym) introduced customized scheduling in which students identified as at risk after scoring low on the math entrance exam are placed in the developmental math course and additional courses that traditionally have a pass rate of 75% or better. The purpose of this study was to examine the difference in passing and retention rates between 1st-time college freshmen who attended Gilmer State College before the customized scheduling and after the customized scheduling was implemented. This study was based on Adelman's …

Planning A Family Math Night-The How To's: A Checklist For Success, Joseph M. Furner Ph.D.

Transformations

This paper shares the “how to’s” of putting on a family math night at an elementary school in South Florida. The paper discusses the importance of parent involvement and knowing about the standards and how math, science, and literacy are taught in schools today. The paper provides concrete steps for setting up a family night with suggested activities and organizational ideas to involve teachers, students, and parents at the school. Several checklists are provided along with websites and ideas for activities for the family night booths. Today family nights at schools can provide a real powerful means for promoting parent …

Connected Education: Teachers' Attitudes Towards Student Learning In A 1:1: Technology Middle School Environment, Tian Luo, Alexander Murray

STEMPS Faculty Publications

Online and blended forms of learning has been increasingly common in K-12 settings, along with the technological advancement with always-on and connected devices. The study purports to understand teachers’ attitudes towards the middle school’s 1:1 policy and students’ frequent use of always-on and connected technology, as well as their concerns about middle school students’ capabilities of using mobile devices and technologies in 1:1 environments. Using a transcendental phenomenological approach, data was obtained through semi-structured interviews, pre- and post- teacher open-ended surveys, along with classroom and lab observations. The study concluded that teachers typically embraced student use of school issued connected …

Distance Education And Technology Infrastructure: Strategies And Opportunities, Robert L. Moore, B. P. Fodrey

STEMPS Faculty Publications

Distance education provides a wealth of opportunities and areas for innovation, but it also presents unique challenges for implementation and eventual success. To mitigate these challenges, this chapter will present four critical components—systems, objectives, evaluation, and personnel—that combine into one to create a technology infrastructure that can support distance delivery. Through this chapter, e-learning leaders will gain the knowledge to not only identify key features of tools used for distance delivery, but also understand and appreciate the correlation between a holistic infrastructure approach and quality distance delivery. The absence of one of these critical components will likely result in an …

Virginia Technology And Engineering Education Association 1978-2018: Celebrating Six Decades Of Progress, Ron Vickers, Philip A. Reed, George R. Willcox

STEMPS Faculty Publications

(First Paragraph) Technology and engineering education in Virginia and the nation is coming to a crossroads. Recent growth in state directives, new courses, and ever-changing funding for science, technology, engineering, and mathematics (STEM) education influences the supply of Technology Education teachers, leading to what some say is a dire future for our profession and association. This history is gathered to emphasize the importance and value of what we teach in Virginia public schools. It also captures who was involved with the association leadership over the years.

From Science Student To Scientist: Predictors And Outcomes Of Heterogeneous Science Identity Trajectories In College, Kristy A. Robinson, Tony Perez, Amy K. Nuttall, Cary J. Roseth, Lisa Linnenbrink-Garcia

STEMPS Faculty Publications

This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent …

การศึกษาความสามารถในการอ่านทางคณิตศาสตร์ การรู้เรื่องการอ่าน และผลสัมฤทธิ์ทางการเรียนคณิตศาสตร์ของนักเรียนมัธยมศึกษาตอนต้น, ดวงดาว ทรัพย์คณารักษ์

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อ 1) ศึกษาความสามารถในการอ่านทางคณิตศาสตร์ และการรู้เรื่องการอ่านของนักเรียนมัธยมศึกษาตอนต้น 2) ศึกษาความสัมพันธ์ระหว่างความสามารถในการอ่านทางคณิตศาสตร์ การรู้เรื่องการอ่าน และผลสัมฤทธิ์ทางการเรียนคณิตศาสตร์ของนักเรียนมัธยมศึกษาตอนต้น 3) สร้างสมการทำนายผลสัมฤทธิ์ทางการเรียนคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาตอนต้น กลุ่มตัวอย่าง คือ นักเรียนชั้นมัธยมศึกษาปีที่ 3 ในโรงเรียนมัธยมศึกษา สังกัดคณะกรรมการการศึกษาขั้นพื้นฐาน ศึกษาธิการจังหวัดบุรีรัมย์ จำนวน 423 คน เครื่องมือที่ใช้ในการวิจัย ได้แก่ 1) แบบวัดความสามารถในการอ่านทางคณิตศาสตร์ 2) แบบวัดการรู้เรื่องการอ่าน 3) แบบวัดผลสัมฤทธิ์ทางการเรียนคณิตศาสตร์ วิเคราะห์ข้อมูลโดยการหาค่าเฉลี่ย ค่าเฉลี่ยร้อยละ ส่วนเบี่ยงเบนมาตรฐาน การวิเคราะห์สหสัมพันธ์ และสร้างสมการทำนายด้วยวิธีถดถอยพหุคูณแบบเพิ่มตัวแปรเป็นลำดับขั้น ผลการวิจัยพบว่า 1) ความสามารถในการอ่านทางคณิตศาสตร์และการรู้เรื่องการอ่านของนักเรียนชั้นมัธยมศึกษาตอนต้นอยู่ในระดับผ่านเกณฑ์ขั้นต่ำ 2) ความสามารถในการอ่านทางคณิตศาสตร์กับการรู้เรื่องการอ่าน ความสามารถในการอ่านทางคณิตศาสตร์กับผลสัมฤทธิ์ทางการเรียนคณิตศาสตร์ และการรู้เรื่องการอ่านกับผลสัมฤทธิ์ทางการเรียนคณิตศาสตร์ มีความสัมพันธ์กันทางบวกเป็นคู่ๆ อย่างมีนัยสำคัญทางสถิติที่ระดับ .05 3) ปัจจัยที่เป็นตัวทำนายผลสัมฤทธิ์ทางการเรียนคณิตศาสตร์ (X'[subscript achieve] ) คือ ความสามารถในการอ่านทางคณิตศาสตร์ (x) โดยสามารถทำนายได้ร้อยละ 20.2 และได้สมการถดถอยในรูปคะแนนดิบ และคะแนนมาตรฐาน คือ (X'[subscript achieve] ) = 7.609 + 0.197x และ (Y'[subscript achieve] ) = 0.450x ตามลำดับ

ผลของการจัดกิจกรรมการเรียนรู้ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิด ที่มีต่อความสามารถในการแก้ปัญหาและการให้เหตุผลทางคณิตศาสตร์ ของนักเรียนมัธยมศึกษาชั้นปีที่ 3, นฤพันธุ์ เพ่งพิศ

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อ 1) เปรียบเทียบความสามารถในการแก้ปัญหาทางคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาปีที่ 3 ก่อนและหลังการจัดกิจกรรมการเรียนรู้ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิด 2) เปรียบเทียบความสามารถในการแก้ปัญหาทางคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาปีที่ 3 หลังการจัดกิจกรรมการเรียนรู้ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิดเทียบกับเกณฑ์ร้อยละ 60 3) เปรียบเทียบความสามารถในการให้เหตุผลทางคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาปีที่ 3 ก่อนและหลังการจัดกิจกรรมการเรียนรู้ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิด 4) เปรียบเทียบความสามารถในการให้เหตุผลทางคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาปีที่ 3 หลังการจัดกิจกรรมการเรียนรู้ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิดเทียบกับเกณฑ์ร้อยละ 60 โดยกลุ่มตัวอย่างเป็นนักเรียนมัธยมศึกษาปีที่ 3 ของโรงเรียนขนาดใหญ่ สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษาเขต 1 กรุงเทพมหานคร จำนวน 48 คน เครื่องมือที่ใช้ในการทดลอง คือ แผนการจัดกิจกรรมการเรียนรู้คณิตศาสตร์ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิด เครื่องมือที่ใช้ในการเก็บรวบรวมข้อมูล คือ แบบวัดความสามารถในการแก้ปัญหาทางคณิตศาสตร์ และแบบวัดความสามารถในการให้เหตุผลทางคณิตศาสตร์ วิเคราะห์ข้อมูลโดยหาค่าเฉลี่ยเลขคณิต ส่วนเบี่ยงเบนมาตรฐาน และการทดสอบค่าที ผลวิจัยพบว่า 1) นักเรียนที่ได้รับการจัดกิจกรรมการเรียนรู้ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิดมีความสามารถในการแก้ปัญหาทางคณิตศาสตร์หลังเรียนสูงกว่าก่อนเรียน อย่างมีนัยสำคัญทางสถิติที่ระดับ .05 2) นักเรียนที่ได้รับการจัดกิจกรรมการเรียนรู้ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิดมีความสามารถในการแก้ปัญหาทางคณิตศาสตร์หลังเรียนสูงกว่าเกณฑ์ร้อยละ 60 อย่างมีนัยสำคัญทางสถิติที่ระดับ .05 3) นักเรียนที่ได้รับการจัดกิจกรรมการเรียนรู้ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิดมีความสามารถในการให้เหตุผลทางคณิตศาสตร์หลังเรียนสูงกว่าก่อนเรียน อย่างมีนัยสำคัญทางสถิติที่ระดับ .05 4) นักเรียนที่ได้รับการจัดกิจกรรมการเรียนรู้ตามกระบวนการสำรวจเชิงคณิตศาสตร์ร่วมกับคำถามปลายเปิดมีความสามารถในการให้เหตุผลทางคณิตศาสตร์หลังเรียนสูงกว่าเกณฑ์ร้อยละ 60 อย่างมีนัยสำคัญทางสถิติที่ระดับ .05