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Physical Sciences and Mathematics Commons™
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Articles 1 - 30 of 56
Full-Text Articles in Physical Sciences and Mathematics
A Response To Dancis, Margaret Schaffer
A Response To Dancis, Margaret Schaffer
Humanistic Mathematics Network Journal
No abstract provided.
Another Response To Dancis, Ted Eisenberg
Another Response To Dancis, Ted Eisenberg
Humanistic Mathematics Network Journal
No abstract provided.
Evaluation In The Mathematics Classroom, Emam Hoosain, B. Naraine
Evaluation In The Mathematics Classroom, Emam Hoosain, B. Naraine
Humanistic Mathematics Network Journal
No abstract provided.
What Else Do We Forget To Tell Our Teachers?: A Response To Dancis, Stephen Sproule
What Else Do We Forget To Tell Our Teachers?: A Response To Dancis, Stephen Sproule
Humanistic Mathematics Network Journal
No abstract provided.
Is Mathematics Education Taking A Step Backward?, Frances Kuwahara Lang
Is Mathematics Education Taking A Step Backward?, Frances Kuwahara Lang
Humanistic Mathematics Network Journal
This article addresses the current political, socioeconomic, and educational state of mathematics education in California. The “back-to-basics” movement in mathematics mirrors the “back-to-phonics” movement in language arts. At a time when ethnic minorities have become the majority, the dominant culture has chosen to revert back to practices that are inequitable and empower the elite. Critical educators must carry on the dialogue necessary to empower the disenfranchised mathematically and undermine the social injustice and economic inequality that will result if this movement is embraced.
Research Papers In A Math Methods Course: A Window Into The Life Of Ramanujan, John Grant Mcloughlin
Research Papers In A Math Methods Course: A Window Into The Life Of Ramanujan, John Grant Mcloughlin
Humanistic Mathematics Network Journal
No abstract provided.
The Classroom Encounter, Reuben Hersh
The Classroom Encounter, Reuben Hersh
Humanistic Mathematics Network Journal
No abstract provided.
Contents
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.
Algebra And Calculus For All?, Z. Usiskin
Algebra And Calculus For All?, Z. Usiskin
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Shaping The Future Of Teacher Preparation In Science And Mathematics, M. George
Shaping The Future Of Teacher Preparation In Science And Mathematics, M. George
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Student Discovery And Learning Through Precalculus Cbl Projects, R. Farley, K. Wallo
Student Discovery And Learning Through Precalculus Cbl Projects, R. Farley, K. Wallo
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Demonstrations For Children Of All Age- The Cork Canon, S. Thornton
Demonstrations For Children Of All Age- The Cork Canon, S. Thornton
Journal of Mathematics and Science: Collaborative Explorations
Demonstrations are one of the most useful techniques for teaching science to anyone, regardless of age. Demonstrations attract attention and normally make the observer want to learn more about what is happening. This paper reports on The Cork Cannon, one of the favorite demonstrations done in the demonstration road show, Phun Physics, that travels to schools within about 60 miles of Charlottesville. The Department of Physics and the Center for Science, Mathematics, and Engineering Education sponsor this demonstration show, which was seen by about 8000 persons during the last school year. Although quite simple, the Cork Cannon demonstration is rich …
An Undergraduate Intern Model For Mathematics Teacher Preparation, R. Ford, W. Fisher
An Undergraduate Intern Model For Mathematics Teacher Preparation, R. Ford, W. Fisher
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
The Use Of Research To Inform The Evaluation Of The Maryland Collaborative For Teacher Preparation, J. Mcginnis, T. Watanabe
The Use Of Research To Inform The Evaluation Of The Maryland Collaborative For Teacher Preparation, J. Mcginnis, T. Watanabe
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Educational Research Abstracts, G. Bass Jr.
Educational Research Abstracts, G. Bass Jr.
Journal of Mathematics and Science: Collaborative Explorations
Editors' Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated …
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
A Summer Academy Program For Prospective Teachers: Model Teaching Experiences, M. Neathery
A Summer Academy Program For Prospective Teachers: Model Teaching Experiences, M. Neathery
Journal of Mathematics and Science: Collaborative Explorations
This article describes the project, A Summer Academy Program for Prospective Teachers: Model Teaching Experiences, of the Oklahoma Teacher Education Collaborative (O-TEC), one of the nation’s Collaboratives for Excellence in Teacher Preparation (CETP). To recruit highly qualified teachers in science and mathematics, O-TEC institutions promote a program of summer academies that provide prospective teachers with opportunities to become familiar with effective teaching methods. During the academy, high school juniors and seniors explore inquiry-based teaching strategies, exemplary curricula, science and math content, and state and national standards in math and science education-all under the tutelage of mentor teachers, a Master-Teacher-in- Residence, …
Addressing Prospective Elementary Teachers' Beliefs About The Nature Of Mathematics: A Case For Exploring Students' Conceptions Of Mathematics In A Math Education Course, K. Dorgan
Journal of Mathematics and Science: Collaborative Explorations
Our challenge in preparing Virginia’s K-8 teachers in mathematics is a complex one. Additional requirements, including more challenging math content courses or more innovative pedagogical courses, may provide part of the solution. It is the premise of this paper, however, that additional knowledge and skills are not enough. In order to prepare teachers who will engage in current best practice pedagogy, we must also address teachers’ attitudes and dispositions, their beliefs and conceptions of mathematics itself. This paper will attempt to justify this position. It will also describe strategies used in the Inquiry in Mathematics course in Mary Baldwin’s MAT …
Technology Integration In A Science And Mathematics Methods Course: Addressing Virginia's Computer/Technology Standards Of Learning, G. Meadows, M. Sheckels
Technology Integration In A Science And Mathematics Methods Course: Addressing Virginia's Computer/Technology Standards Of Learning, G. Meadows, M. Sheckels
Journal of Mathematics and Science: Collaborative Explorations
The Standards of Learning for Virginia Public Schools [1] require a high level of knowledge in the use of computers and technology on the part of both students and educators. The Education Department at Mary Washington College has decided to prepare its students to meet this challenge by adopting a strategy of program wide integration of technology, bringing appropriate uses of technology into each education course. This strategy calls for the use of technology by both students and instructors. The course Instructional Skills in the Elementary Classroom, a science and mathematics planning course, served as a proving ground for this …
Title Page
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Challenges For Science And Mathematics Faculty, S. T. Thornton
Challenges For Science And Mathematics Faculty, S. T. Thornton
Journal of Mathematics and Science: Collaborative Explorations
The increased science and mathematics teacher licensure requirements for K-8 teachers are clearly necessary to prepare teachers to appropriately teach the new Virginia SOLs [1]; The expectations of a program equivalent to 12 hours of science and 12 hours of mathematics for the PreK-6 endorsement and the 21 hours each of math and science to teach middle school math and science must be chosen very carefully indeed if future teachers are to be prepared to teach the specific SOL content, as well as "practical applications and the use of appropriate technology“. Most Virginia colleges and universities are not currently offering …
Title Page, Editor's Note
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Education School Challenges: The Increasing Demands On K-8 Teachers, A. J. Benson
Education School Challenges: The Increasing Demands On K-8 Teachers, A. J. Benson
Journal of Mathematics and Science: Collaborative Explorations
The educational needs of future K-8 teachers in the areas of mathematics and science are greater as a result of the increased (and, I would add, appropriate) student expectations in the area of mathematics and science as enunciated in the SOL and the specific content areas as described in the new licensure requirements. The sophistication and understanding of science and mathematics that is needed at both the elementary school and middle school levels is indeed substantial. However, proficiency in science and mathematics is only one portion of the total needs of new teachers. How are we all, from the Colleges …
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Virginia Commonwealth University's Program For K-6 And 6-8 Teachers: The Interdisciplinary B.S. In Science, R. W. Farley
Virginia Commonwealth University's Program For K-6 And 6-8 Teachers: The Interdisciplinary B.S. In Science, R. W. Farley
Journal of Mathematics and Science: Collaborative Explorations
Virginia Commonwealth University (VCU) has very recently revised its requirements for the K-6 Certification to include a total of 21 hours in mathematics and science as well as a three credit hour methods course in mathematics and science. This requirement includes a physical science and a biological science course, each with a laboratory component, a contemporary mathematics course with extensive student projects, collaborative work and applications, a statistics course and interdisciplinary science and mathematics course. We believe that as students complete these requirements they will meet the new State K-6 licensure requirements in all areas, with the exception of geometry. …
Liberal Studies At Longwood College: Preparing Teachers For Virginia's Future, J. D. Smith
Liberal Studies At Longwood College: Preparing Teachers For Virginia's Future, J. D. Smith
Journal of Mathematics and Science: Collaborative Explorations
The Liberal Studies Major provides future teachers studying at Longwood College with an excellent opportunity to prepare for all aspects of teaching in elementary school classrooms. In the area of mathematics and science, the Liberal Studies Major contains a total of 24 hours of mathematics and science, and prepares future K-6 classroom teachers to teach all components of the Virginia Standards of Learning (SOL) in these disciplines. Longwood College is currently studying how requirements can be modified within the Liberal Studies Program to make it possible for students to complete the discipline specific course work that will be necessary for …
Higher Education's Greatest Current Opportunity And Responsibility, R. F. Watson
Higher Education's Greatest Current Opportunity And Responsibility, R. F. Watson
Journal of Mathematics and Science: Collaborative Explorations
Preparing the next generation of teachers at all levels from kindergarten through college is higher education’s greatest current opportunity. Getting it right may be our greatest challenge. The face of science and technology is by definition changing constantly. Today, many feel that the most important work in science is going on increasingly at and across the interfaces of the traditional discipline. To serve our society well, education in the sciences, mathematics, engineering, and technology must change accordingly. In my view, curricula at all levels (K-16) too often continue to reflect only the narrow traditional disciplinary approaches that science has taken …
A New Interdisciplinary Mathematics And Science Course, P. E. Mcneil
A New Interdisciplinary Mathematics And Science Course, P. E. Mcneil
Journal of Mathematics and Science: Collaborative Explorations
As Norfolk State University has been considering how to adequately prepare students to teach the challenging new mathematics and science called for the Virginia Standards of Learning [1], we have reached the conclusion that the student programs need to provide interdisciplinary experiences linking mathematics and science. We reached the conclusion for two reasons. First, even with the larger number of courses called for in the new licensure regulations, there are not enough course hours available to teach all of the different mathematics and science topics that future teachers need to have studied. Second, elementary and middle school students do not …
Scientists And The Science Educators: Collaborating To Develop Conceptual Change Teaching Strategies, G. E. Glasson
Scientists And The Science Educators: Collaborating To Develop Conceptual Change Teaching Strategies, G. E. Glasson
Journal of Mathematics and Science: Collaborative Explorations
Research in science education has identified conceptual change teaching strategies that may enhance pre-service teachers’ understanding of scientific concepts and processes. These strategies, supported by constructivist learning theory in the social and cognitive sciences, include the use of discrepant events to engage students’ prior knowledge, the learning cycle, and collaborative learning. Science educators have used these strategies to challenge alternative conceptions of pre-service K-8 teachers in methods courses in an effort to facilitate learning scientific concepts. Pre-service K-8 teachers, motivated to explore scientific phenomena and clarify their own understandings, gain confidence in their ability to learn science and are better …