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1.
Measurement Instruction in the Context of Scientific Investigations With Diverse Student Populations
Karen Adamson Walter Secada Jaime Maerten‐Rivera Okhee Lee 《School science and mathematics》2011,111(6):288-299
The purpose of this study was to investigate the impact of a hands‐on science curriculum, which integrates mathematics and supports English language development, on third‐grade students' mathematics achievement—specifically the measurement subscale of the statewide assessment. The data drew from a larger five‐year research and development project consisting of reform‐based science curriculum units and teacher workshops designed to promote effective science instruction while integrating mathematics and supporting English language development. The third‐grade curriculum places a strong emphasis on measurement skills in the context of science inquiry. The third‐grade students' performance on the measurement subscale of the statewide mathematics assessment in the treatment schools was compared with that of comparison schools using a hierarchical linear model. Students at the treatment schools performed significantly higher than students at the comparison schools. The results provide evidence that an integrated approach to mathematics and science instruction can benefit diverse student groups. 相似文献
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Ray R. Buss 《School science and mathematics》2010,110(6):290-297
The study was conducted to examine preservice, elementary teachers' efficacy for teaching science and mathematics as compared with other elementary content. The instrument assessed efficacy for teaching (EFT) five elementary content areas: science, mathematics, reading, classroom management, and general instruction. Three hundred twenty‐five preservice, elementary teachers completed a 15‐item instrument assessing efficacy for teaching in these five areas. The instrument was found to be valid and reliable. Overall group results indicated participants' EFT science and mathematics were lower than for teaching other areas. Intra‐individual patterns showed there were six clusters including a group with low EFT mathematics and a group with low EFT mathematics and science. Implications for preservice, teacher preparation opportunities and experiences are discussed. 相似文献
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Catherine Wilcoxson 《School science and mathematics》1997,97(6):311-315
If the visions of the national mathematics and science standards are to be achieved, efforts must be taken to develop strategies for implementing standards-based curriculum and instruction. The Nebraska Mathematics/Science Framework Project used reflection and collaboration to develop a framework document that has been a significant motivator to enhance mathematics and science education in Nebraska. A teachers-teaching-teachers inservice model was used to connect the framework document with effective, innovative teaching practice and assessment strategies. The end result is an articulated program of mathematics and science which is guiding other state efforts to improve mathematics and science education. 相似文献
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Mathematics and science have similar learning processes (SLPs) and it has been proposed that courses focused on these and other similarities promote transfer across disciplines. However, it is not known how the use of these processes in lessons taught to children change throughout a preservice teacher education course or which are most likely to transfer within and between disciplines. Three hundred and ninety lesson plans written by 113 preservice teachers (PSTs) from 10 sections of an elementary mathematics/science methods course were analyzed. PSTs taught an eight‐lesson sequence to children: five science lessons followed by three mathematics lessons. The findings suggested that: (a) PSTs needed to only teach three mathematics lessons, after five science lessons, to reach the same number of SLPs used in the five science lessons; (b) some SLPs are highly correlated processes (HCPs) and are more likely to transfer within and between science and mathematics lessons; and (c) PSTs needed to teach no mathematics lessons, after four science lessons, to reach the same number of HCPs used in the four science lessons. Implications include centering courses on multiple and varied representations of learning processes within problem‐solving, and HCPs may be essential similarities of problem‐solving which promote transfer. 相似文献
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《School science and mathematics》2018,118(5):144-155
Professional development (PD) programs focused on increasing teachers' use of formative assessment generally provide a framework designed to help teachers understand the breadth and complexity of formative assessment, while advocating for teacher choice with respect to the specific implementation. This study examined the implementation patterns of 82 high school mathematics and science teachers to understand whether implementation approaches differed by content area. Results suggested that mathematics and science teachers significantly increased their self‐reported practice of formative assessment, in similar ways; however, the specific approaches that mathematics and science teachers chose to operationalize on a daily basis differed. These findings have implications for the design of PD and future research efforts. 相似文献
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David M. Davison Kenneth W. Miller Dixie L. Metheny 《School science and mathematics》1995,95(5):226-230
In this era of curriculum reconstruction, considerable attention is being focused on curriculum integration. The integration of science and mathematics continues to be interpreted in different ways. In this article, five different meanings of integration of science and mathematics–discipline specific, content specific, process, methodological and thematic–are investigated along with instructional implications of these different approaches to integration. 相似文献
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Sixty‐five preservice elementary teachers' math anxiety levels and confidence levels to teach elementary mathematics and science were measured. The confidence scores of subjects in different math anxiety groups were compared and the relationships between their math anxiety levels and confidence levels to teach mathematics and science were investigated. The results suggest that low math anxious preservice teachers are more confident to teach elementary mathematics and science than are their peers having higher levels of math anxiety. Negative correlations were found between preservice teachers' math anxiety and their confidence scores to teach elementary mathematics (r = ?.638) and between preservice teachers' math anxiety and their confidence scores to teach elementary science (r = ‐.417). Also, personal math and science teaching self‐efficacy scores of participants were found to be correlated at .01 level (r =.549). 相似文献
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A Study of STEM Assessments in Engineering,Science, and Mathematics for Elementary and Middle School Students 下载免费PDF全文
Michael Harwell Mario Moreno Alison Phillips S. Selcen Guzey Tamara J. Moore Gillian H. Roehrig 《School science and mathematics》2015,115(2):66-74
The purpose of this study was to develop, scale, and validate assessments in engineering, science, and mathematics with grade appropriate items that were sensitive to the curriculum developed by teachers. The use of item response theory to assess item functioning was a focus of the study. The work is part of a larger project focused on increasing student learning in science, technology, engineering, and mathematics (STEM)‐related areas in grades 4–8 through an engineering design‐based, integrated approach to STEM instruction and assessment. The fact that the assessments are available to school districts at no cost, and represent psychometrically sound instruments that are sensitive to STEM‐oriented curriculum, offers schools an important tool for gauging students' understanding of engineering, science, and mathematics concepts. 相似文献
9.
Brenda R. Brand George E. Glasson Andre' M. Green 《School science and mathematics》2006,106(5):228-236
The voices of African American students reveal sociocultural factors that influence their achievement in science and mathematics classes. Using a sociocultural theoretical framework ( Mercer & Covey, 1980 ), this ethnographic study interpreted the perspectives of five African American students as they discussed their learning experiences in science and mathematics classrooms. This framework acknowledges the vulnerability of the educational system to societal influences that inevitably assert cultural values and norms. The students' discussions provided insight into their beliefs about the varied ways in which sociocultural factors impact their learning in science and mathematics classrooms. 相似文献
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Autobiographies are an effective tool for assessing students' predispositions toward science and mathematics content and identifying any changes in attitude over time. The purpose of this study was to analyze autobiographies of students enrolled in elementary education methods classes to determine the kinds of K‐12 and college content course experiences affecting their perceptions of mathematics or science. Special attention was given to recollections of events that had positive or negative effects on students' interest in and attitudes toward science or mathematics, their confidence in these areas, and transitions in attitude throughout their experiences. Ninety‐eight autobiographies were collected and analyzed, revealing attitudes that were generally more positive than expected, five major emergent themes, and important information about when and why transitions in attitudes occurred. 相似文献
12.
Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments 下载免费PDF全文
The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item‐by‐item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an assessment constructed from PISA released items to 516 15‐year‐old middle school students in China. The findings suggest that while PISA attributes showed promise for providing insight into how students were classified in mathematics and science, when combined these attributes were not found. Our findings suggest that students do not seem to be applying attribute strengths to the dataset as a whole (i.e., mathematics and science items combined) in ways that differentiate them from students who appear weaker for those attributes. 相似文献
13.
André Heck Leendert Van Gastel 《International Journal of Mathematical Education in Science & Technology》2013,44(8):925-945
Lowering the dropout rate of incoming mathematics and science students, and enhancing the provision of mathematics support for freshmen are two important aims of the University of Amsterdam. The approach recently adopted to support first year students is to set up a diagnostic pretest and posttest and use these tests to identify students being at risk of failing their mathematics courses and other modules in the first year. Follow-up procedures are implemented and computer algebra based assessment and practise of mathematics skills play an important role in it. In this paper we describe this approach and its success. 相似文献
14.
Jeffrey R. Lehman 《School science and mathematics》1994,94(2):58-64
One hundred and sixty-one undergraduate elementary education majors and sixty elementary teachers completed an eight-item questionnaire designed to assess their perceptions toward integrating science and mathematics in the elementary grades. The two groups of subjects differed significantly on their responses to five of the eight items. Chi square analyses suggest that practicing elementary teachers felt they had more background in mathematics and science, were more aware of curriculum materials in this area, did not think that integration was currently a common practice, and were more likely to indicate that there was not sufficient time in the school day to integrate the subjects. Preservice teachers were more likely to indicate that integrating the disciplines was preferred to teaching them separately. In addition to the analyses of data, a list of recommendations are provided for teachers, curriculum developers, and policy makers interested in advancing the concept of integrating science and mathematics in instruction. 相似文献
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Creating standards-based teacher education programs for mathematics and science teachers continues to be on the forefront of discussion in US colleges and universities. Yet prior to reforming teacher education programs, self-studies should be conducted to evaluate the status of such programs. This article describes how mathematics and science education specialists in Arizona examined their programs to determine avenues for reform. Both qualitative and quantitative research methods were employed to explore five areas pertaining to initial certification programs in mathematics and science. Mission statements, the composition of initial certification programs, and curriculum, instruction, and assessment practices of faculty were examined. In addition, profiles were created pertaining to faculty, staff, and students who participate in the programs. From this self-study, it became evident that various components of initial certification programs in Arizona may not be consistent with the national reforms in mathematics, science, and teacher education. This paper provides an overview of the self-study and findings and reflects upon the process of self-study. 相似文献
17.
Madelyn W. Colonnese 《School science and mathematics》2020,120(3):129-143
Mathematical writing recently has been defined as writing to reason and communicate mathematically. But mathematics instructional resources lack guidance for teachers as to how to implement such writing. The purpose of this paper is to describe how methods of design-based research were used to develop an instructional resource when one does not currently exist. Thirty-four participants—including teachers, mathematics coaches, mathematics curriculum developers, literacy coaches, a mathematician, and academics in elementary mathematics education, mathematics education, writing education, and science education—participated in a multi-step process to recommend, revise, and confirm instructional guidelines for elementary mathematical writing. The development process began with thirty-two recommendations from science writing and language arts writing. Through multiple cycles of feedback, five instructional guidelines and related considerations and techniques for implementation of elementary mathematical writing emerged. 相似文献
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DeAnn Huinker 《School science and mathematics》1996,96(7):340-349
Elementary teachers from a large urban school district with a 74 percent minority student population were surveyed to assess their capacity to provide quality mathematics and science instruction. Forty-nine percent of the surveys distributed to a random sample of teachers were returned. Both strengths and barriers to capacity building were identified. Strengths included use of collaborative student work, manipulatives, informal learning environments, and alternative assessment practices; availability of calculators and computers; and high expectations for student learning. Barriers included lack of professional development, infrequent science instruction, limited calculator use, lack of planning time, inadequate resources, and the perception that science was not valued as highly as mathematics. 相似文献
20.
Eugene Judson 《School science and mathematics》2013,113(2):56-68
It has long been noted in research literature that there does not exist a shared definition of integration of science and mathematics. Classifying a particular set of integration practices by one of many labels has limited value. Moving past the definition debate, this study describes the development and testing of the Mathematics Integrated into Science: Classroom Observation Protocol (MISCOP). The MISCOP consists of 20 items separated into five constructs. The instrument was found to be internally consistent and has strong construct‐to‐total correlations. Factor analyses revealed five factors that, while not completely aligned with the five designed categories, did have notable correspondence. The pilot testing and analyses reveal the MISCOP to be a useful instrument for measuring the degree to which mathematics is integrated into student‐centered learning of science. 相似文献