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Physical Sciences and Mathematics Commons™
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Full-Text Articles in Physical Sciences and Mathematics
Making Connections Between Science And Equity: A Motivation To Teach Science In Elementary Grades, Grinell Smith, Colette Rabin
Making Connections Between Science And Equity: A Motivation To Teach Science In Elementary Grades, Grinell Smith, Colette Rabin
Faculty Publications
Teacher quality is among the strongest correlates of student outcomes. However, only about a quarter of the nation’s elementary teachers consider themselves qualified to teach science. In this descriptive and exploratory study, we investigated whether helping pre-service teacher candidates explore connections between science and issues of equity, particularly around sustainability issues, could help them see the importance of teaching science to their students more often. Qualitative and quantitative data were collected from 59 students enrolled in revised science methods courses at a large public university. Our findings suggest that positioning science instruction thusly was perceived as a strong motivator to …
Perspectives On Deepening Teachers’ Mathematics Content Knowledge: The Case Of The Oregon Mathematics Leadership Institute, Libby Knott, Martha Vancleave
Perspectives On Deepening Teachers’ Mathematics Content Knowledge: The Case Of The Oregon Mathematics Leadership Institute, Libby Knott, Martha Vancleave
Faculty Publications
The Oregon Mathematics Leadership Institute (OMLI) project served 180 Oregon teachers, and 90 administrators, across the K-12 grades from ten partner districts. OMLI offered a residential, three-week summer institute. Over the course of three consecutive summers, teachers were immersed in a total of six mathematics content classes– Algebra, Data & Chance, Discrete Mathematics, Geometry, Measurement & Change, and Number & Operations—along with an annual collegial leadership course. Each content class was designed and taught by a team of expert faculty from universities, community colleges, and K-12 districts. Each team chose a few “big ideas” on which to focus the course. …
Providing Preservice Teachers With Worthwhile Field-Based Experiences In Mathematics, Glenn Nelson
Providing Preservice Teachers With Worthwhile Field-Based Experiences In Mathematics, Glenn Nelson
Faculty Publications
Providing preservice teachers with worthwhile field-based experiences is recognized as an important component in their development as good teachers. Because mathematics instruction in general has moved from a teacher-directed, procedurally-focused process to a more student-centered, conceptually-oriented approach, preservice mathematics education classes – especially methods courses - should reflect this shift as well. Field-based opportunities can be instances for preservice teachers to personally experience such a shift to real-world relevance.