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Salado, Alejandro; Chowdhury, Ahsan Habib; Norton, Anderson – School Science and Mathematics, 2019

Problem solving lies at the core of engineering and remains central in school mathematics. Word problems are a traditional instructional mechanism for learning how to apply mathematics to solving problems. Word problems are formulated so that a student can identify data relevant to the question asked and choose a set of mathematical operations…

Descriptors: Thinking Skills, Mathematics Instruction, Problem Solving, Word Problems (Mathematics)

Asempapa, Reuben S. – School Science and Mathematics, 2019

This article describes the development, initial validation, and psychometric evaluation of the mathematical modeling attitude scale (MMAS). Specifically, both qualitative and quantitative techniques were used to generate relevant items. The MMAS assesses K-12 teachers' attitude toward mathematical modeling and examines their experiences with…

Descriptors: Attitude Measures, Mathematical Models, Test Construction, Psychometrics

Kim, Eunjeong; Oliver, J. Steve; Kim, Young Ae – School Science and Mathematics, 2019

The goal of this article is to inform professional understanding regarding preservice science teachers' knowledge of engineering and the engineering design process. Originating as a conceptual study of the appropriateness of "knowledge as design" as a framework for conducting science teacher education to support learning related to…

Descriptors: Engineering, Engineering Education, Preservice Teachers, Science Teachers

Mentzer, Gale A.; Czerniak, Charlene M.; Duckett, T. Ryan – School Science and Mathematics, 2019

Alternative pathways to teaching licensure were developed to address teacher shortages. These programs differ widely, making it difficult to generalize the effects. This study compares the impact of two alternative licensure programs on the development of fundamental elements of science teacher preparation and persistence. The fast-track programs…

Descriptors: STEM Education, Alternative Teacher Certification, Science Teachers, Teacher Persistence

Du, Wenbin; Liu, Denghui; Johnson, Carla C.; Sondergeld, Toni A.; Bolshakova, Virginia L. J.; Moore, Tamara J. – School Science and Mathematics, 2019

This study of a state-funded, 3-year implementation of an integrated STEM professional development (PD) program for teachers from two middle schools in the midwestern U.S. examined if participants in the PD were enabled to transform their practice and perceptions of STEM. An integrated STEM approach includes a focus on the STEM disciplines, along…

Descriptors: Instructional Effectiveness, STEM Education, Faculty Development, Teacher Effectiveness

Baliram, Nalline; Ellis, Arthur K. – School Science and Mathematics, 2019

The purpose of this study is to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants consisted of a convenience sample of students in honors geometry. An analysis of variance with repeated measures was employed to address the research questions. For both the…

Descriptors: Instructional Effectiveness, Metacognition, Feedback (Response), Academic Achievement

Brandl, Rayelynn; Alvarado, Arlene; Peltomaa, Abigail – School Science and Mathematics, 2019

The Clark Fork Watershed Education Program (CFWEP) goals are: (a) increasing students' understanding of the nature of ecological impacts within their watershed as related to historic mining damage; and (b) increasing students' sense of stewardship of newly restored landscapes. Data from 2012 to 2016 were evaluated for student knowledge gains (46…

Descriptors: Environmental Education, Student Attitudes, Mining, Conservation (Environment)

Bicer, Ali; Capraro, R. M. – School Science and Mathematics, 2019

The purpose of this study is to compare students' mathematics achievement growth rate in Texas science, technology, engineering, and mathematics (T-STEM) academies to students' mathematics achievement growth rate in traditional public high schools. Forty-six schools, 23 of which were T-STEM academies and 23 of which were matched non-STEM schools,…

Descriptors: Mathematics Achievement, Secondary School Mathematics, STEM Education, Comparative Analysis

Olson, Amy M.; Stoehr, Kathleen Jablon – School Science and Mathematics, 2019

This paper presents qualitative and quantitative approaches to exploring teachers' experiences of mathematics anxiety (for learning and doing mathematics) and mathematics teaching anxiety (for instructing others in mathematics), the relationship between these types of anxiety and test/evaluation anxiety, and the impacts of anxiety on experiences…

Descriptors: Student Experience, Numbers, Mathematics Instruction, Preservice Teachers

Hong, Dae S.; Choi, Kyong Mi; Runnalls, Cristina; Hwang, Jihyun – School Science and Mathematics, 2019

Among dozens of factors that influence mathematics teaching in the elementary classroom, textbooks endure as a significant contributor to the conversation. While teachers have many considerations while lesson planning, the textbook often forms an important launch point in determining what to include in lessons and how to do so. It follows that…

Descriptors: Common Core State Standards, Mathematics Instruction, Elementary School Students, Textbooks

Killough, Joy K.; Stuessy, Carol L. – School Science and Mathematics, 2019

Can participation in a 4-day workshop change science teachers' beliefs about reformed science teaching? We observe a significant difference between pre- and post-workshop surveys and explore an unexpected relationship involving teaching experience. Results of this exploratory study indicate a significant correlation between high school science…

Descriptors: Teacher Attitudes, Attitude Change, Science Teachers, Teacher Workshops

Carpenter, Stacey L.; Iveland, Ashley; Moon, Sungmin; Hansen, Alexandria K.; Harlow, Danielle B.; Bianchini, Julie A. – School Science and Mathematics, 2019

We investigated beginning secondary science teachers' understandings of the science and engineering practice of developing and using models. Our study was situated in a scholarship program that served two groups: undergraduate STEM majors interested in teaching, or potential teachers, and graduate students enrolled in a teacher education program…

Descriptors: Preservice Teachers, Secondary School Teachers, Science Teachers, Undergraduate Students

Nixon, Ryan S.; Toerien, Rene; Luft, Julie A. – School Science and Mathematics, 2019

Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers' subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know more about the science subject matter than their…

Descriptors: Science Instruction, Pedagogical Content Knowledge, Knowledge Base for Teaching, Secondary School Teachers

Fisher, Molly H.; Thomas, Jonathan; Jong, Cindy; Schack, Edna O.; Dueber, David – School Science and Mathematics, 2019

This paper examines the implementation of an instructional module on preservice elementary teachers' professional noticing of children's mathematical thinking. The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video vignettes from whole class instruction in authentic…

Descriptors: Comparative Analysis, Teaching Methods, Thinking Skills, Elementary School Teachers

I, Ji-Yeong – School Science and Mathematics, 2019

Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of…

Descriptors: Bilingualism, Preservice Teachers, Mathematics Instruction, Difficulty Level