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Kosko, Karl W. – School Science and Mathematics, 2019

Visual representations and manipulatives are a highly advocated mathematical tool for the teaching and learning of multiplication and division. Although there is some prior research on elementary teachers' general use of manipulatives and visual representations, there is little to no specific focus on use of such representations on a specific…

Descriptors: Grade 3, Elementary School Teachers, Mathematical Concepts, Mathematics Instruction

Jung, Hyunyi; Newton, Jill A. – School Science and Mathematics, 2018

Mathematical modeling has been highlighted recently as Common Core State Standards for Mathematics (CCSSM) included Model with Mathematics as one of the Standards for Mathematical Practices (SMP) and a modeling strand in the high school standards. This common aspect of standards across most states in the United States intended by CCSSM authors and…

Descriptors: Preservice Teacher Education, Preservice Teachers, Student Teacher Attitudes, Mathematical Models

Stohlmann, Micah – School Science and Mathematics, 2018

The integration of science, technology, engineering, and mathematics (STEM) education has received increased attention in the last decade. This is in part because of the need for students to increase in their STEM knowledge and competencies. Research is still needed to determine effective implementation models and curriculum for integrated STEM.…

Descriptors: Mathematical Models, Science Education, Technology Education, Engineering Education

Patel, Rita Manubhai; McCombs, Paul; Zollman, Alan – School Science and Mathematics, 2014

Novice students have difficulty with the topic of limits in calculus. We believe this is in part because of the multiple perspectives and shifting metaphors available to solve items correctly. We investigated college calculus instructors' personal concepts of limits. Based upon previous research investigating introductory calculus student…

Descriptors: College Mathematics, Calculus, Mathematical Concepts, College Faculty

Patel, Nimisha; Franco, Suzanne; Miura, Yoko; Boyd, Brian – School Science and Mathematics, 2012

This paper examines professional development workshops focused on Connected Math, a particular curriculum utilized or being considered by the middle-school mathematics teachers involved in the study. The hope was that as teachers better understood the curriculum used in their classrooms, i.e., Connected Math, they would simultaneously deepen their…

Descriptors: Familiarity, Mathematics Teachers, Professional Development, Pedagogical Content Knowledge

Ellington, Aimee J.; Whitenack, Joy W.; Inge, Vickie L.; Murray, Megan K.; Schneider, Patti J. – School Science and Mathematics, 2012

This article describes the design and implementation of an assessment instrument for Numbers and Operations, the first course in a program to train elementary mathematics specialists. We briefly describe the course and its content, and then we elaborate on the process we used to develop the assessment instrument and the corresponding rubric for…

Descriptors: Mathematics Education, Teacher Leadership, Evaluation, Elementary School Mathematics

Leatham, Keith R. – School Science and Mathematics, 2012

This paper discusses one step from the scientific method--that of identifying independent and dependent variables--from both scientific and mathematical perspectives. It begins by analyzing an episode from a middle school mathematics classroom that illustrates the need for students and teachers alike to develop a robust understanding of…

Descriptors: Misconceptions, Mathematics Education, Scientific Methodology, Textbooks

Hudson, Rick Alan; Kloosterman, Peter; Galindo, Enrique – School Science and Mathematics, 2012

With increased study of teachers' beliefs about science and mathematics teaching in recent years, there is a need for instruments that assess beliefs in both content areas. Moreover, early field experiences in schools and professional development efforts may influence the beliefs that preservice and in-service teachers develop, and instruments for…

Descriptors: Field Experience Programs, Preservice Teachers, Mathematics Education, Science Education

Haag, Susan; Megowan, Colleen – School Science and Mathematics, 2012

The nation's middle schools suffer from a shortage of qualified science and mathematics teachers. To address this need, one university in the southwest has developed the Modeling Institute, a master's degree program for in-service elementary educators interested in teaching science and mathematics at the middle school level. Identifying the…

Descriptors: Profiles, Science Teachers, Middle Schools, Mathematics Teachers

Stonier, Francis W.; Dickerson, Daniel L.; Lucking, Robert – School Science and Mathematics, 2012

The purpose of the study was to examine what science views were accepted or rejected by the Chinese university students. We administered the Thinking about Science Survey Instrument (TSSI) to 75 Chinese students in the Sichuan province who were enrolled in Science and Technology English classes. The TSSI focuses on nine key areas of science and…

Descriptors: Public Health, Statistical Analysis, English (Second Language), Foreign Countries

Shanahan, Marie-Claire; Pedretti, Erminia; DeCoito, Isha; Baker, Lindsay – School Science and Mathematics, 2011

This paper describes a subset of results from a large-scale two-year independent evaluation study conducted with the "Scientists in School" (SiS) outreach program and two large school boards in Ontario, Canada. Specifically, it explores the responses of elementary students (n= 811) from typically underrepresented groups in science…

Descriptors: Role Models, Females, Outreach Programs, Career Choice

Shores, Melanie L.; Smith, Tommy – School Science and Mathematics, 2010

This review of literature covers attribution studies in mathematics from 1974 through 2008. Thus far, mathematics education research in this area has been rather limited over the past few years. Attribution is discussed as it is defined by researchers, as being internal or external and its relation to mathematics achievement. In order for teachers…

Descriptors: Preservice Teachers, Mathematics Education, Mathematics Achievement, Literature Reviews

Saderholm, Jon; Ronau, Robert; Brown, E. Todd; Collins, Gary – School Science and Mathematics, 2010

The Diagnostic Teacher Assessment in Mathematics and Science (DTAMS) was developed to measure the content knowledge and pedagogical content knowledge of middle-school teachers. Its reliability and validity were initially established by reviewing national standards for content and use of expert question writing teams and reviewers. DTAMS was…

Descriptors: Structural Equation Models, Mathematics Achievement, Pedagogical Content Knowledge, Item Response Theory

Superfine, Alison Castro – School Science and Mathematics, 2009

Prior research has established that teachers' use of curriculum materials is affected by a range of factors, such as teachers' conceptions of mathematics teaching, and the nature and extent of their teaching experience. What is less clear, and far less examined, in prior research is the role that the teacher guide (TG) may play in mediating the…

Descriptors: Teaching Guides, Grade 6, Teaching Experience, Mathematics Instruction

Eick, Charles J.; Dias, Michael; Smith, Nancy R. Cook – School Science and Mathematics, 2009

A new National Science Foundation supported curriculum, Interactions in Physical Science[TM], was evaluated on students' conceptual change in the twelve concept areas of the national physical science content standard (B) for grades 5-8. Eighth grade students (N = 66) were evaluated pre and post on a 31-item multiple-choice test of conceptual…

Descriptors: Multiple Choice Tests, Physical Sciences, Effect Size, Grade 8