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Journal of Mathematics and Science: Collaborative Explorations

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Articles 91 - 120 of 422

Full-Text Articles in Teacher Education and Professional Development

Understanding Mathematics And Science Advice Networks Of Middle School Teachers, D. White, A. Ruff Jan 2013

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.

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Strong Support For Mathematics Specialists In Virginia, J. Singleton, D. Blount Jan 2013

Strong Support For Mathematics Specialists In Virginia, J. Singleton, D. Blount

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Inquiry Teaching: It Is Easier Than You Think!, S. Key, D. Owens Jan 2013

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 …

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How Does Leadership Matter? Developing And Teaching A Definition Of Hands-On Science, A Prerequisite For Effective Inquiry Teaching, D. R. Sterling Jan 2013

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 …

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Executive Summary — Teaching About Scientific Inquiry And The Nature Of Science Jan 2013

Executive Summary — Teaching About Scientific Inquiry And The Nature Of Science

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Infusing Problem-Based Learning (Pbl) Into Science Methods Courses Across Virginia, K. R. Thomas, P. L. Horne, S. M. Donnelly, C. T. Berube Jan 2013

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.

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Grappling With Issues Of Learning Science From Everyday Experiences: An Illustrative Case Study, A.-L. Tan, M. Kim, F. Talaue Jan 2013

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 …

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A Lesson Plan With An Arc Midpoint, G. V. Akulov, O. G. Akulov Jan 2013

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.

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Building A Case For Mathematics Specialist Programs, D. Blount, J. Singleton Jan 2013

Building A Case For Mathematics Specialist Programs, D. Blount, J. Singleton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Unlocking Undergraduate Problem Solving, D. Cline, K. Peterson Jan 2013

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.

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Reform Teaching In Mathematics And Science Courses — A Follow-Up Evaluation, G. M. Bass Jr. Jan 2013

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.

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Journal Of Mathematics And Science: Collaborative Explorations Jan 2013

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Mathematics Professional Development Workshop For Middle School Teachers: Concept Versus Memorization, D. Taylor, R. W. Farley Jan 2010

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 …

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Aims & Scope Jan 2010

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes Jan 2010

How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Journal Of Mathematics And Science: Collaborative Explorations Jan 2010

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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A Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors, J. Reyes Jan 2010

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.

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Coaching: One Mathematics Specialist's Story, C. B. Doyle Jan 2010

Coaching: One Mathematics Specialist's Story, C. B. Doyle

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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What We Are Learning About The Elementary Mathematics Specialist's Role: Some Reflections About Math Coaching, J. Whitenack, A. Ellington Jan 2010

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.

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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 Jan 2010

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 …

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A Mathematician's Overview Of The Virginia Elementary Mathematics Specialist Program, L. D. Pitt Jan 2010

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).

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Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley Jan 2010

Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Reflections On What You Have Learned: A Rapporteur's Report On Virginia's "What We Have Learned Symposium", D. B. Erchick Jan 2010

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.

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Providing Real-World Experiences: The Virginia Tech Externship For Mathematics Specialists, B. Kreye, J. L. M. Wilkins Jan 2010

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].

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What Counts In The Preparation Program Of Mathematics Specialists And What Lessons Have We Learned About What Needs To Be Added?, S. S. Overcash Jan 2010

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.

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Contents Jan 2010

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Title Page, Introduction Jan 2010

Title Page, Introduction

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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The Impact Of Elementary Mathematics Specialists, P. F. Campbell, N. N. Malkus Jan 2010

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 …

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Early Algebra And Mathematics Specialists, M. K. Murray Jan 2010

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.

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K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington Jan 2009

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.

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