Three modes of STEM integration for middle school mathematics teachers

Of the four subjects in an integrated science, technology, engineering, and mathematics (STEM) approach, mathematics has not received enough focus. This could be in part because mathematics teachers may be apprehensive or unsure about how to implement integrated STEM education in their classrooms. There are benefits to integrated STEM in a mathematics classroom though, including increased motivation, interest, and achievement for students. This article discusses three methods that middle school mathematics teachers can utilize to integrate STEM subjects. By focusing on open‐ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology middle school students are more likely to see mathematics as relevant and valuable. Important considerations are discussed as well as recent research with these approaches.     

Empirically supporting school STEM culture—The creation and validation of the STEM Culture Assessment Tool (STEM‐CAT)

School STEM Culture—an aspect of culture within a school community—is defined as the beliefs, values, practices, and resources in STEM fields as perceived by students, parents, teachers, and administrators and counselors within a school. This study validates the STEM Culture Assessment Tool (STEM‐CAT), an instrument intended to advance the use of the School STEM Culture construct within the research community. Internal consistency was determined through the use of Cronbach's alpha and factor analyses, and the instrument was found to be a reliable measure of School STEM Culture. The instrument can be used in future research to quantify School STEM Culture to determine if interventions change the culture of a school to further STEM education.     

High school students' use of representations in physics problem solving

Findings from physics education research strongly point to the critical need for teachers’ use of multiple representations in their instructional practices such as pictures, diagrams, written explanations, and mathematical expressions to enhance students' problem‐solving ability. In this study, we explored use of problem‐solving tasks for generating multiple representations as a scaffolding strategy in a high school modeling physics class. Through problem‐solving cognitive interviews with students, we investigated how a group of students responded to the tasks and how their use of such strategies affected their problem‐solving performance and use of representations as compared to students who did not receive explicit, scaffolded guidance to generate representations in solving similar problems. Aggregated data on students' problem‐solving performance and use of representations were collected from a set of 14 mechanics problems and triangulated with cognitive interviews. A higher percentage of students from the scaffolding group constructed visual representations in their problem‐solving solutions, while their use of other representations and problem‐solving performance did not differ with that of the comparison group. In addition, interviews revealed that students did not think that writing down physics concepts was necessary despite being encouraged to do so as a support strategy.     

Preservice teachers’ mathematics task modification for emergent bilinguals

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 students is rapidly growing. This study investigated how two mathematics preservice teachers (PSTs) support middle school emergent bilinguals to understand cognitively demanding mathematical problems through task modification. Fieldwork with a concurrent intervention was designed for the PSTs to work with emergent bilinguals in a one‐on‐one setting. The PSTs modified cognitively demanding mathematics tasks and designed a lesson for the emergent bilinguals based on the modified tasks. The results revealed that the task modification made by the PSTs tended to shift from reducing cognitive demands in mathematics and language to maintaining the demands through learning strategies of contextual support.     

Critical perspectives of the ‘new’ difference equation solution method of Rivera-Figueroa and Rivera-Rebolledo

Recently, claims of a ‘new and straightforward’ method of solution to second-order linear difference equations have appeared in the mathematics education literature from Rivera-Figueroa and Rivera-Rebolledo. The claim of novelty is based on an assumption that ‘since the equation is worked in its canonical form’, the method within this context must be new. In addition, the assertion of straightforwardness is based on the position that ‘the solution comes naturally’ through this method, rather than artificially. In this article, we subject these claims and assumptions to closer scrutiny, examination and analysis. We note that the method has been published before, and we present the method in a more succinct form. We also discuss how the method can be extended to solve difference equations with non-constant coefficients, illustrating this via a discussion of an example.     

A study of early career teachers’ practices related to language and language diversity during mathematics instruction

The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers’, and especially early career teachers’ (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students’ mathematical vocabulary use and development. Yet, there was variability in ECTs’ focus on how to teach mathematical vocabulary, expectations for students’ precise use of mathematical terminology, and the use of multiple languages during instruction. These findings indicate that ECTs need more targeted support during teacher preparation and early career teaching in order to better support all students’ language development in the mathematics classroom.     

Pre-university students square-root from squared things: A commognitive account of apparent conflicts within learners' mathematical discourses

This study explores the grasp of square roots among eleven students in a remedial mathematics course, with a special focus on where the same student generated apparently conflicting responses. Building on the commognitive framework, the analysis distinguished between routines that individual students consistently implemented in situations where roots “stood alone” and where they were incorporated in more compound exercises, where roots were extracted from square numbers and from squared radicands, where roots were applied to monomials and binomials, and where parameters named with different letters were involved. Differences were found in routines’ degree of objectification, procedures, and tasks. These differences are explained with a theoretical account, suggesting that what may seem as a conflict within a student’s discourse could be a sensible difference of actions taken in situations that this student construed as different. The contribution of this study to the body of knowledge on teaching and learning of roots and to commognitive research is discussed.     

光信息科学与技术专业实践教学的探索

在四年办学经验的基础上,探索了适合地方经济建设的光信息科学与技术的本科专业的实践教学体系,进一步提升了办学水平。     

Would Introductory Chemistry Courses Work Better with a New Philosophical Basis?

One of the main functions that introductory chemistry courses havefulfilled during the past century has been to provide evidence for the generalvalidity of 'the atomic hypothesis.' A second function has been to demonstratethat an analytical approach has wide applicability in rationalizing many kindsof phenomena. Following R.G. Collingwood, these two functions can be recognizedas related to a philosophical 'cosmology' (worldview, weltanshauung) thatbecame dominant in the late Renaissance. Recent developments in many areasof science, and in chemistry, have emphasized the central importance of understandingsynthetic, developmental, and evolutionary aspects of nature. This paperargues that these scientific developments, and changes in other aspects of culture,amount to a widespread shift to an alternative cosmology, a quite different generalworldview. To the extent that this is the case, introductory chemistry coursesought to be changed in fundamental ways. Rather than having a main focus onanalysis to microscopic components, introductory chemistry instruction shouldemphasize current scientific understanding of the (synthetic) evolutionary originsof the present world. This altered approach would provide good preparation forfuture professional work, while also making better contact with the perceivedconcerns of students.     

工科信息教育新探

针对工科学生未来职业的特点，本文强调对工科大学生的信息教育要突破传统文检课的范畴，在确定使学生具有强烈的信息情报意识、较强的情报力以及树立与信息机构及专业人员合作意识的目标的前提下，提出教学过程应体现:学以致用、前瞻性和实践性原则.