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Full-Text Articles in Physical Sciences and Mathematics
Development Of Case Stories By Interviewing Students About Their Critical Moments In Science, Math, And Engineering Classes, Vicki V. May, Thomas H. Luxon, Kathy Weaver, Rachel Esselstein, Cynthia Char
Development Of Case Stories By Interviewing Students About Their Critical Moments In Science, Math, And Engineering Classes, Vicki V. May, Thomas H. Luxon, Kathy Weaver, Rachel Esselstein, Cynthia Char
Numeracy
Dartmouth’s Critical Moments project is designed to promote discussions among faculty and graduate students about the retention of students, particularly women and minorities, in science, math, and engineering (SME) disciplines. The first phase of the ongoing project has been the development of four case stories, which are fictionalized composites drawn from surveys and interviews of real Dartmouth students. The surveyed population was 125 students in general chemistry. Of the 77 who agreed to be interviewed, 61 reported having experienced a critical moment – i.e., a positive or negative event or time that had a significant impact on the student’s academic …
Teachers Talk: Pressure Points In The K-8 Mathematics Curriculum, Kim Rheinlander, Dorothy Wallace, Wells Morrison, Daniel Ansari, Donna Coch, B. Venus Williams
Teachers Talk: Pressure Points In The K-8 Mathematics Curriculum, Kim Rheinlander, Dorothy Wallace, Wells Morrison, Daniel Ansari, Donna Coch, B. Venus Williams
Numeracy
Forty K-8 teachers participated in small, in-depth, facilitated discussions about "pressure points" in the curriculum. We define a pressure point as a topic, skill, or concept that is crucial to future mathematics learning but which many or most students do not master to the extent expected at a given grade level. They are issues that persist from one grade level to the next; eventually they impair the ability of students to succeed in technical disciplines. The teachers identified a number of pressure points; we focus on an understanding of place value and "reasonableness" of answer as two examples that were …
Scientifically Based Research In Quantitative Literacy: Guidelines For Building A Knowledge Base, Richard L. Scheaffer
Scientifically Based Research In Quantitative Literacy: Guidelines For Building A Knowledge Base, Richard L. Scheaffer
Numeracy
Research in quantitative literacy (QL) is in its infancy, so now is the time to begin a regimen for healthy growth into adulthood. As a new discipline still defining itself, QL has the opportunity to build a sound infrastructure for accumulating a solid body of interconnected research that will serve the discipline well in years to come. To that end, much can be learned from recent studies of the weaknesses of mathematics education research and recommendations on how to overcome them. Mathematics education lacks a strong research foundation, one that is scientific, cumulative, interconnected, and intertwined with teaching practice. These …
Evolution Of Numeracy And The National Numeracy Network, Bernard L. Madison, Lynn Arthur Steen
Evolution Of Numeracy And The National Numeracy Network, Bernard L. Madison, Lynn Arthur Steen
Numeracy
The National Numeracy Network grew from heightened awareness of the complex and sophisticated nature of quantitative literacy and the resulting need for interdisciplinary attention to education for quantitative literacy in schools and colleges. This complexity and sophistication applies especially to the US where it is fueled by an agile economy and the needs of a democratic society. This paper describes the environment surrounding the National Numeracy Network’s establishment, some of its activities, and some complementary and synergistic actions by other professional societies. The paper concludes with a sample of quantitative literacy programs in colleges and universities
Gender Disparity In Mathematical Performance Revisited: Can Training In Problem Solving Bring Difference Between Boys And Girls?, M.A. Adeleke
Essays in Education
This study examined the problem solving performance of male and female students’ mathematical problem-solving performances using Conceptual Learning Strategy (CLS) and Procedural Learning Strategy PLS). A sample of 124 science students assigned into CLS, PLS and Conventional Method (CM) groups were involved in the study making use of pretest, post test control group design. The sample was drawn from three intact Senior Secondary School Two (SSII) classes from three local government Areas of Osun State in Nigeria and were taught for a period of eight weeks. Findings of the study showed a non significant difference in the performance of boys …