WorldWideScience

Sample records for science math reading

  1. Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

    Science.gov (United States)

    Murrah, William M., III

    The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

  2. Football to Improve Math and Reading Performance

    Science.gov (United States)

    Van Klaveren, Chris; De Witte, Kristof

    2015-01-01

    Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…

  3. Football to improve math and reading performance

    NARCIS (Netherlands)

    Van Klaveren, Chris; De Witte, Kristof

    2015-01-01

    Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates ‘Playing for Success’ (PfS), an extended

  4. Elementary teachers past experiences: A narrative study of the past personal and professional experiences of elementary teachers who use science to teach math and reading

    Science.gov (United States)

    Acre, Andrea M.

    This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of high-stakes tests is of the upmost importance given that science is being eliminated from the elementary curriculum and it is during the elementary years that students' nurture and develop their interest in science. Additionally, the United States is failing to produce enough college graduates in STEM areas to fill the thousands of STEM jobs each year. Through a review of the literature, the past trends and current trends of elementary science education were explored as well as teacher training. Furthermore, the literature reviewed inquiry teaching which is considered to be the most effective teaching method when teaching science at any level. Using John Dewey's Interest and Effort Relationship Theory and the Self-Determination Motivation Theory to guide this study, there were five prominent themes which emerged from the reconstructed stories of the four teachers: positive experiences with science, neutral/negative experiences with science, seeks meaningful professional development, influence and support from others, and regret/wants to do more.

  5. Elementary School Math Instruction: Can Reading Specialists Assist?

    Science.gov (United States)

    Heinrichs, Audrey S.

    1987-01-01

    Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

  6. Hardly Rocket Science: Collaboration with Math and Science Teachers Doesn't Need to Be Complicated

    Science.gov (United States)

    Minkel, Walter

    2004-01-01

    While librarians routinely collaborate with reading and humanities teachers, they rarely partner with teachers of math and science--to the loss of students. With the current emphasis on standardized testing and declining student performance in math and science, media specialists need to remedy this situation. Why don't librarians click with…

  7. Mini-Portfolio on Math and Science.

    Science.gov (United States)

    Teaching PreK-8, 1996

    1996-01-01

    Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…

  8. Improving Student Achievement in Math and Science

    Science.gov (United States)

    Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

    1998-01-01

    As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

  9. Adventures in Science and Math.

    Science.gov (United States)

    Jones, Tom B.

    This volume presents historical sketches of events and scientists. Produced for use by teachers using the MINNEMAST curriculum materials, the material is intended to exhibit the roles of processes in science throughout history. The seven stories included concern Anaxagoras, Achimedes, Napier, the development of the telescope and microscope, Louis…

  10. Science + Maths = A Better Understanding of Science!

    Science.gov (United States)

    Markwick, Andy; Clark, Kris

    2016-01-01

    Science and mathematics share a common purpose: to explore, understand and explain the pure beauty of our universe and how it works. Using mathematics in science enquiry can enhance children's understanding of science and also provide opportunities for children to apply their mathematical knowledge to "real" contexts. The authors…

  11. PUMAS: Practical Uses of Math And Science

    Science.gov (United States)

    Kahn, R. A.

    2009-12-01

    For more than ten years, PUMAS has provided a forum for disseminating peer-reviewed examples of Practical Uses of Math And Science, aimed at helping pre-college teachers enrich their presentation of math and science topics. Contributors include scientists, engineers, and content experts from many disciplines. The innovative ideas in PUMAS examples tend to be treasures, containing the ‘sparks’ of understanding that comes only from having real-life experience with the material. Examples can be essays, anecdotes, problems, demonstrations, or activities, and can be written in any style that serves the material well. They are keyed to the National Standards and Benchmarks, which provide the critical connection to K-12 curriculum guidelines, and the peer-review process involves at least one scientist with a relevant background, and at least one teacher at an appropriate grade level. The PUMAS Web Site has recently been upgraded. It is now a NASA-wide facility, recognized by both the National Science Teachers Association (NSTA) and the National Council of Teachers of Mathematics (NCTM). This presentation will describe and illustrate the operation of PUMAS, will highlight a few of our many treasures, and will appeal to scientists interested in contributing meaningfully to pre-college education to consider submitting examples to PUMAS.

  12. Science Fiction: Serious Reading, Critical Reading

    Science.gov (United States)

    Zigo, Diane; Moore, Michael T.

    2004-01-01

    Science fiction deserves a greater respect, serious and critical reading and a better place in high school literature classes. Some of the science fiction books by Isaac Asimov, Alfred Bester, Ray Bradbury and Octavia L. Butler and various activities for incorporating science fiction into the English language arts instruction classroom are…

  13. Language, reading, and math learning profiles in an epidemiological sample of school age children.

    Science.gov (United States)

    Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel

    2013-01-01

    Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.

  14. Language, reading, and math learning profiles in an epidemiological sample of school age children.

    Directory of Open Access Journals (Sweden)

    Lisa M D Archibald

    Full Text Available Dyscalculia, dyslexia, and specific language impairment (SLI are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.

  15. Psychostimulant and Sensory Stimulation Interventions That Target the Reading and Math Deficits of Students with ADHD

    Science.gov (United States)

    Zentall, Sydney S.; Tom-Wright, Kinsey; Lee, Jiyeon

    2013-01-01

    Objective: The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving…

  16. Science and Math in the Library Media Center Using GLOBE.

    Science.gov (United States)

    Aquino, Teresa L.; Levine, Elissa R.

    2003-01-01

    Describes the Global Learning and Observations to Benefit the Environment (GLOBE) program which helps school library media specialists and science and math teachers bring earth science, math, information literacy, information technology, and student inquiry into the classroom. Discusses use of the Internet to create a global network to study the…

  17. Math and Science Gateways to California's Fastest Growing Careers

    Science.gov (United States)

    EdSource, 2008

    2008-01-01

    Some students--and parents--think math and science are not too important for their future. As everyday life becomes more dependent on technology, most people will need a better background in math and science to succeed in today's global economy. To get high-paying jobs in some of California's fastest-growing occupations, a strong background in…

  18. Psychostimulant and sensory stimulation interventions that target the reading and math deficits of students with ADHD.

    Science.gov (United States)

    Zentall, Sydney S; Tom-Wright, Kinsey; Lee, Jiyeon

    2013-05-01

    The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving sensory stimulation. A comprehensive examination of the literature was conducted on children with ADHD with and without co-occurring disabilities, summarizing their reading and math achievement and the effects of psychostimulant and sensory stimulant interventions on these academic areas. Students without co-occurring disabilities (ADHD-) had fewer deficits in reading than in math and than students with co-occurring disabilities (ADHD+). Furthermore, students with ADHD+ demonstrated greater responsiveness to psychostimulants through improved reading recognition and math calculations, with limited gains in literal reading comprehension. Added sensory stimulation produced differential gains for both groups in reading recognition and comprehension and in math calculations and problem solving. The efficacy of psychostimulants was documented on specific areas of achievement for the ADHD+ group, but this review did not support the administration of psychostimulants for students with ADHD-. For both groups of students, differential gains, losses, and habituation were documented in response to sensory stimulation for both subareas within reading and math, which were interpreted as support for the optimal stimulation theory.

  19. Project TIMS (Teaching Integrated Math/Science)

    Science.gov (United States)

    Edwards, Leo, Jr.

    1993-01-01

    The goal of this project is to increase the scientific knowledge and appreciation bases and skills of pre-service and in-service middle school teachers, so as to impact positively on teaching, learning, and student retention. This report lists the objectives and summarizes the progress thus far. Included is the working draft of the TIMS (Teaching Integrated Math/Science) curriculum outline. Seven of the eight instructional subject-oriented modules are also included. The modules include informative materials and corresponding questions and educational activities in a textbook format. The subjects included here are the universe and stars; the sun and its place in the universe; our solar system; astronomical instruments and scientific measurements; the moon and eclipses; the earth's atmosphere: its nature and composition; and the earth: directions, time, and seasons. The module not included regards winds and circulation.

  20. Change Vocational Funding to Acquire Qualified Math/Science Teachers.

    Science.gov (United States)

    Heron, Bill

    1985-01-01

    Gives a brief overview of the problems occurring at the high school level due to inadequately paid personnel in the math and science areas, summarizes the current bureaucratic structure surrounding vocational funding, and suggests an alternative. (FL)

  1. Math and science illiteracy: Social and economic impacts

    Energy Technology Data Exchange (ETDEWEB)

    Williams, J.L.

    1994-05-01

    Today`s highly competitive global economy is being driven by increasingly rapid technological development. This paper explores the problems of math and science illiteracy in the United States and the potential impact on our economic survival in this environment during the next century. Established educational methods that reward task performance, emphasize passive lecture, and fail to demonstrate relevance to real life are partly to blame. Social norms, stereotypes, and race and gender bias also have an impact. To address this crisis, we need to question the philosophy of an educational system that values task over concept. Many schools have already initiated programs at all grade levels to make math and science learning more relevant, stimulating, and fun. Teaching methods that integrate math and science learning with teamwork, social context, and other academic subjects promote the development of higher-order thinking skills and help students see math and science as necessary skills.

  2. THE EFFECTS OF GAMING ON WORKING MEMORY, INATTENTION, READING AND MATH – A LONGITUDINAL STUDY

    OpenAIRE

    Sjöwall, Douglas

    2010-01-01

    Previous research has shown both positive and negative effects of gaming on academic and cognitive performance. The purpose of this study was to assess the effect of gaming on development of working memory (WM), inattention, reading and math ability using a longitudinal design. A randomly chosen sample of 335 (168 girls) 6–25 year olds performed tests of visuo-spatial and verbal WM, reading and math ability twice, with a two year interval. Gaming and inattention were assed with questionnaires...

  3. Elementary Teachers' Perceptions of Their Professional Teaching Competencies: Differences between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan

    Science.gov (United States)

    Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee

    2018-01-01

    The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…

  4. Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?

    Science.gov (United States)

    Upadyaya, Katja; Eccles, Jacquelynne

    2015-01-01

    This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

  5. TEACHER TRAINING: How to Produce Better Math and Science Teachers.

    Science.gov (United States)

    Mervis, J

    2000-09-01

    Two National Research Council panels have released new reports on improving science and math education in the United States. One panel says that the best way to improve teacher education is to make it a continuum, with school districts taking more responsibility for the initial preparation of new teachers and university faculty playing a bigger role in ongoing professional development. The other panel says that more recent science Ph.D.s would be willing to teach high school science and math if the government helped with the transition, if the certification process were compressed, and if they could retain ties to research.

  6. Science teacher's discourse about reading

    Directory of Open Access Journals (Sweden)

    Isabel Martins

    2006-08-01

    Full Text Available In this research we start from the assumption that teachers act as mediators of reading practices in school and problematise their practices, meanings and representations of reading. We have investigated meanings constructed by a group of teachers of Physics, Chemistry and Biology, working at a federal technical school. Having French discourse analysis as our theoretical-methodological framework, we considered that meanings, concepts and conceptions of reading are built historically through discourses, which produce meanings that determine ideological practices. Our results show that, for that group of teachers, there were no opportunities during either initial training or on-going education for reflecting upon the role of reading in science teaching and learning. Moreover, there seems to be an association between the type of discourse and modes of reading, so that unique meanings are attributed to scientific texts and their reading are linked to search and assimilation of information.

  7. Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.

    Science.gov (United States)

    Peterson, Robin L; Boada, Richard; McGrath, Lauren M; Willcutt, Erik G; Olson, Richard K; Pennington, Bruce F

    The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

  8. A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills.

    Science.gov (United States)

    Child, Amanda E; Cirino, Paul T; Fletcher, Jack M; Willcutt, Erik G; Fuchs, Lynn S

    2018-05-01

    Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.

  9. Marvels of Math: Fascinating Reads and Awesome Activities.

    Science.gov (United States)

    Haven, Kendall F.

    Any topic, math included, becomes more accessible and understandable when human stories are related about the development of the subject. Stories make subjects real and purposeful. They provide a foundation from which students can understand and appreciate mathematics rather than merely memorize a series of rote exercises. This book presents 16…

  10. Dale Chihuly: An Inspiration in Art, Science, and Math!

    Science.gov (United States)

    Hubbert, Beth

    2009-01-01

    Connecting students to the arts in a concrete way can be an effective teaching tool. In this article, the author describes how Dale Chihuly's "Hart Window," which features hand-blown glass disks affixed to the framework of the window, can be an inspiration for interdisciplinary connections in art, science and math. (Contains 4 online resources.)

  11. Integrating Literacy, Math, and Science to Make Learning Come Alive

    Science.gov (United States)

    Bintz, William P.; Moore, Sara D.; Hayhurst, Elaine; Jones, Rubin; Tuttle, Sherry

    2006-01-01

    In this article, the authors who are an interdisciplinary team of middle school educators collaboratively developed and implemented an interdisciplinary unit designed to help middle school students: (1) think like mathematicians and scientists; (2) develop specific areas of expertise in math and science; and (3) use literature as a tool to learn…

  12. The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

    Science.gov (United States)

    Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

    2009-01-01

    The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h2 = .00 –.63) and shared (c2 = .15–.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences. PMID:20157630

  13. How Home Enrichment Mediates the Relationship between Maternal Education and Children's Achievement in Reading and Math

    Science.gov (United States)

    Zadeh, Zohreh Yaghoub; Farnia, Fataneh; Ungerleider, Charles

    2010-01-01

    Research Findings: This article addresses the mediating role of early childhood home enrichment in the association between maternal education and academic achievement in the reading and math of 1,093 children aged 7 (Grade 1). Data were extracted from the National Institute of Child Health and Human Development database. We used the bootstrapping…

  14. Does breastfeeding contribute to the racial gap in reading and math test scores?

    Science.gov (United States)

    Peters, Kristen E; Huang, Jin; Vaughn, Michael G; Witko, Christopher

    2013-10-01

    The aim of this study was to examine the impact of divergent breastfeeding practices between Caucasian and African American mothers on the lingering achievement test gap between Caucasian and African American children. The Child Development Supplement of the Panel Study of Income Dynamics, beginning in 1997, followed a cohort of 3563 children aged 0-12 years. Reading and math test scores from 2002 for 1928 children were linked with breastfeeding history. Regression analysis was used to examine associations between ever having been breastfed and duration of breastfeeding and test scores, controlling for characteristics of child, mother, and household. African American students scored significantly lower than Caucasian children by 10.6 and 10.9 points on reading and math tests, respectively. After accounting for the impact of having been breastfed during infancy, the racial test gap decreased by 17% for reading scores and 9% for math scores. Study findings indicate that breastfeeding explains 17% and 9% of the observed gaps in reading and math scores, respectively, between African Americans and Caucasians, an effect larger than most recent educational policy interventions. Renewed efforts around policies and clinical practices that promote and remove barriers for African American mothers to breastfeed should be implemented. Copyright © 2013 Elsevier Inc. All rights reserved.

  15. Working Memory and Dynamic Measures of Analogical Reasoning as Predictors of Children's Math and Reading Achievement

    NARCIS (Netherlands)

    Stevenson, C.E.; Bergwerff, C.E.; Heiser, W.J.; Resing, W.C.M.

    Working memory and inductive reasoning ability each appear related to children's achievement in math and reading. Dynamic measures of reasoning, based on an assessment procedure including feedback, may provide additional predictive value. The aim of this study was to investigate whether working

  16. Working Memory and Dynamic Measures of Analogical Reasoning as Predictors of Children's Math and Reading Achievement

    NARCIS (Netherlands)

    Stevenson, C.; Bergwerff, C.E.; Heiser, W.J.; Resing, W. C. M.

    2014-01-01

    Working memory and inductive reasoning ability each appear related to children's achievement in math and reading. Dynamic measures of reasoning, based on an assessment procedure including feedback, may provide additional predictive value. The aim of this study was to investigate whether working

  17. Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten through the Third Grade

    Science.gov (United States)

    Cheadle, Jacob E.

    2008-01-01

    Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piece-wise growth models regressing children's math and reading achievement…

  18. 77 FR 37016 - Applications for New Awards: Upward Bound Math and Science Program

    Science.gov (United States)

    2012-06-20

    ... DEPARTMENT OF EDUCATION Applications for New Awards: Upward Bound Math and Science Program AGENCY... Bound Math and Science Program. Notice inviting applications for new awards for fiscal year (FY) 2012.... There are three types of grants under the UB Program: regular UB grants, Veterans UB grants, and UB Math...

  19. Math

    CERN Document Server

    Robertson, William C

    2006-01-01

    Flummoxed by formulas? Queasy about equations? Perturbed by pi? Now you can stop cursing over calculus and start cackling over Math, the newest volume in Bill Robertson's accurate but amusing Stop Faking It! best sellers. As Robertson sees it, too many people view mathematics as a set of rules to be followed, procedures to memorize, and theorems to apply. This book focuses on the reasoning behind the rules, from math basics all the way up to a brief introduction to calculus.

  20. Pediatric epilepsy and comorbid reading disorders, math disorders, or autism spectrum disorders: Impact of epilepsy on cognitive patterns

    NARCIS (Netherlands)

    van Iterson, L.; de Jong, P.F.; Zijlstra, B.J.H.

    2015-01-01

    Introduction: In pediatric epilepsy, comorbidities are reported to be frequent. The present study focusedon the cognitive patterns of children with isolated epilepsy, children with isolated neurodevelopmental disorders (reading disorders, math disorders, autism spectrum disorders), and children with

  1. Beyond adoption status: Post-adoptive parental involvement and children's reading and math performance from kindergarten to first grade.

    Science.gov (United States)

    Tan, Tony Xing; Kim, Eun Sook; Baggerly, Jennifer; Mahoney, E Emily; Rice, Jessica

    2017-01-01

    In this study, we went beyond adoption status to examine the associations between postadoption parental involvement and children's reading and math performance from kindergarten to first grade. Secondary data on a sample of adopted children and nonadopted children were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 to 1999 (ECLS-K). Weighted data on the children's reading performance were available for 13,900 children (181 were adopted); weighted data on the children's math performance were available for 14,128 children (184 were adopted). Descriptive data showed no group difference in reading scores at all 3 Waves but adopted children scored lower than nonadopted children in math at Wave 2 (Spring of kindergarten) and Wave 3 (Spring of first grade). However, controlling for 6 covariates, latent growth modeling showed that adoption status was unrelated to Wave 1 reading and math scores or subsequent growth rate. Rather, parents' beliefs on skills needed to succeed in kindergarten were a significant predictor of reading and math performance at Wave 1 and subsequent growth rates, and parents' educational expectation was a significant predictor of growth rate in reading and math. Our findings highlight the importance of parental involvement in adopted children's learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  2. The role of social support in students' perceived abilities and attitudes toward math and science.

    Science.gov (United States)

    Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

    2013-07-01

    Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

  3. Mimewrighting: Preparing Students for the Real World of Science, Technology, Engineering, and Math

    Science.gov (United States)

    Shope, R. E.

    2013-12-01

    READING, WRITING, & ENACTING SCIENTIFIC & TECHNICAL LITERATURE: Mimewrighting applies the art of mime as an interpretive springboard to integrate conceptual understanding across all content areas. Mimewrighting guides students to read and express complex ideas in carefully crafted movement integrations, mediating experience, so that students obtain an intuitive grasp of difficult and abstract ideas. THE PROBLEM: Reading science writing presents obstacles for middle and high school students, to the point that many students are turned OFF to science altogether. A typical science abstract, written for colleagues, is as densely packed with concept-laden words as a black hole is densely packed with matter- and just as mysterious. What reads to a science colleague as a richly crafted paragraph, from which a myriad of elegantly interrelated concepts can unfold to point to the significance and context of the study at hand, reads as jabberwocky nonsense to the uninitiated student. So, how do we turn such kids (and teachers) back ON to the inquiry-driven desire to seek out challenging and educative experiences? How do we step up to the national challenge to prepare ALL students adequately for the REAL-WORLD demands of science, technology, engineering, math, (STEM) and communications? How do we help kids read, write, and understand scientific and technical literature? AN UNCONVENTIONAL ANSWER: Mimewrighting applies the classic art of mime to unpack the meaning of science writing. We help students view the text as sequences of action, scenarios that can be enacted theatrically for understanding. HOW DOES IT WORK? READ ALOUD, MIME ALONG: It's as simple as read aloud and mime along. And as complex, in that it requires taking the time to acknowledge each concept packed into the passage. Three opening sentences might involve twenty minutes of mimewrighting activity to ensure that students apprehend the patterns, perceive the relationships, and comprehend the dynamics of such a

  4. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  5. Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training

    Science.gov (United States)

    Boonen, Anton J. H.; de Koning, Björn B.; Jolles, Jelle; van der Schoot, Menno

    2016-01-01

    Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME. PMID:26925012

  6. Word problem solving in contemporary math education: A plea for reading comprehension skills training

    Directory of Open Access Journals (Sweden)

    Anton eBoonen

    2016-02-01

    Full Text Available Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME, however, students primarily learn to apply the first of these skills (i.e., representational skills in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more prominent role during word problem solving instruction in RME.

  7. Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.

    Science.gov (United States)

    Boonen, Anton J H; de Koning, Björn B; Jolles, Jelle; van der Schoot, Menno

    2016-01-01

    Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.

  8. The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

    2013-01-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…

  9. It's not maths; it's science: exploring thinking dispositions, learning thresholds and mindfulness in science learning

    Science.gov (United States)

    Quinnell, R.; Thompson, R.; LeBard, R. J.

    2013-09-01

    Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to 'do maths' as part of 'doing science' leads to disengagement from learning. Notions of 'I can't do maths' speak of a rigidity of mind, a 'standoff', forming a barrier to learning in science that needs to be addressed if we, as science educators, are to offer solutions to the so-called 'maths problem' and to support students as they move from being novice to expert. Moving from novice to expert is complex and we lean on several theoretical frameworks (thinking dispositions, threshold concepts and mindfulness in learning) to characterize this pathway in science, with a focus on quantitative skills. Fluid thinking and application of numeracy skills are required to manipulate experimental data sets and are integral to our science practice; we need to stop students from seeing them as optional 'maths' or 'statistics' tasks within our discipline. Being explicit about the ways those in the discipline think, how quantitative data is processed, and allowing places for students to address their skills (including their confidence) offer some ways forward.

  10. Working memory training is associated with long term attainments in math and reading comprehension

    Directory of Open Access Journals (Sweden)

    Stina eSöderqvist

    2015-11-01

    Full Text Available Training working memory (WM using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic performance. We followed the academic performance of two age-matched groups during two years. As part of the curriculum in grade 4 (age 9-10, all students in one classroom (n = 20 completed Cogmed Working Memory Training (CWMT whereas children in the other classroom (n = 22 received education as usual. Performance on nationally standardized tests in math and reading comprehension was used as outcome measures at baseline and two years later. At baseline both classes were normal/high performing according to national standards. At grade 6, reading comprehension had improved to a significantly greater extent for the training group compared to the control group (medium effect size, Cohen’s d = 0.66, p = 0.045. For math performance the same pattern was observed with a medium effect size (Cohen’s d = 0.58 reaching statistical trend levels (p = 0.091. Moreover, the academic attainments were found to correlate with the degree of improvements during training (p-values 1 year effects of WM training on academic performance. We found performance on both reading and math to be positively impacted after completion of CWMT. Since there were no baseline differences between the groups, the results may reflect an influence on learning capacity, with improved WM leading to a boost in students’ capacity to learn. This study is also the first to investigate the effects of CWMT on academic performance in typical or high achieving students. The results suggest that WM training can help optimize the academic potential of high performers.

  11. Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors’ Emotions about Mathematics

    Science.gov (United States)

    Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

    2017-01-01

    Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students’ emotional satisfaction with math. We then compared life science and non–life science majors and found that major had a small to moderate relationship with students’ responses. Gender also had a small relationship with students’ responses, while students’ race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups—students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates’ emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors’ attitudes toward math. PMID:28798211

  12. Developing Science and Mathematics Teacher Leaders through a Math, Science & Technology Initiative

    Science.gov (United States)

    Green, André M.; Kent, Andrea M.

    2016-01-01

    This study explores the effects of a professional development teacher leadership training program on the pedagogical and content development of math and science teacher leaders at the elementary level. The study is qualitative in nature, and the authors collected data using the online survey instrument Survey Monkey. The major implications of the…

  13. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

    Science.gov (United States)

    Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342

  14. Fine motor skills predict maths ability better than they predict reading ability in the early primary school years

    Directory of Open Access Journals (Sweden)

    Nicola J. Pitchford

    2016-05-01

    Full Text Available Fine motor skills have long been recognised as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the U.K. Two key findings were revealed. First, despite being in the first two years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the U.K. that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

  15. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.

    Science.gov (United States)

    Pitchford, Nicola J; Papini, Chiara; Outhwaite, Laura A; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

  16. Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project

    Energy Technology Data Exchange (ETDEWEB)

    AISES, None

    2013-09-25

    The American Indian Science and Engineering Society (AISES) has been funded under a U.S. Department of Energy (DOE) grant (Grant Award No. DE-SC0004058) to host an Intertribal Middle-School Science and Math Bowl (IMSSMB) comprised of teams made up of a majority of American Indian students from Bureau of Indian Education-funded schools and public schools. The intent of the AISES middle school science and math bowl is to increase participation of American Indian students at the DOE-sponsored National Science Bowl. Although national in its recruitment scope, the AISES Intertribal Science and Math Bowl is considered a “regional” science bowl, equivalent to the other 50 regional science bowls which are geographically limited to states. Most regional bowls do not have American Indian student teams competing, hence the AISES bowl is meant to encourage American Indian student teams to increase their science knowledge in order to participate at the national level. The AISES competition brings together teams from various American Indian communities across the nation. Each team is provided with funds for travel to and from the event, as well as for lodging and meals. In 2011 and 2012, there were 10 teams participating; in 2013, the number of teams participating doubled to 20. Each Science and Math Bowl team is comprised of four middle school — grades 6 through 8 — students, one alternate, and a teacher who serves as advisor and coach — although in at least two cases, the coach was not a teacher, but was the Indian Education Coordinator. Each team member must have at least a 3.0 GPA. Furthermore, the majority of students in each team must be comprised of American Indian, Alaska Native or Native Hawaiian students. Under the current DOE grant, AISES sponsored three annual middle school science bowl competitions over the years 2011, 2012 and 2013. The science and math bowls have been held in late March concurrently with the National American Indian Science and

  17. 34 CFR 645.13 - What additional services do Upward Bound Math and Science Centers provide and how are they...

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What additional services do Upward Bound Math and... Program? § 645.13 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

  18. An Analysis of the Impact of Single-Sex Schools on Seventh Grade Math and Reading Tasks Scores

    Science.gov (United States)

    Groves-Redwood, Tarawa F.

    2012-01-01

    The purpose of this study was to determine if there is a statistically significant mean difference in math and reading student performance by types of schools. The types of schools were identified as all-male and all-female public middle schools. Specifically, this study examined the impact of public single-sex schools on the mathematics and…

  19. Middle School A/B Block and Traditional Scheduling: An Analysis of Math and Reading Performance by Race

    Science.gov (United States)

    Gill, Willie Wallicia Allen

    2011-01-01

    The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if…

  20. Working Memory and Dynamic Measures of Analogical Reasoning as Predictors of Children's Math and Reading Achievement

    Science.gov (United States)

    Stevenson, Claire E.; Bergwerff, Catharina E.; Heiser, Willem J.; Resing, Wilma C. M.

    2014-01-01

    Working memory and inductive reasoning ability each appear related to children's achievement in math and reading. Dynamic measures of reasoning, based on an assessment procedure including feedback, may provide additional predictive value. The aim of this study was to investigate whether working memory and dynamic measures of analogical…

  1. Evaluating the impact of digital tools to teach math and science in ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Evaluating the impact of digital tools to teach math and science in Chile ... Caribbean countries fare poorly in international comparisons of learning assessments. ... to support governments grappling with intellectual property issues in an age of ...

  2. Reading Comprehension and Math Skills of Students in Basic Education in Mexico: 2000-2005

    Directory of Open Access Journals (Sweden)

    Eduardo Backhoff Escudero

    2010-05-01

    Full Text Available After the establishment of the National Institute for Educational Evaluation (INEE in 2002, society demanded to know whether the educational system had progressed during the last five years. In response, the INEE used the National Standards Tests for Mathematics and Reading Comprehension, applied by the Department of Evaluation of the Secretariat of Public Education (SEP in 2000, and again in 2005. The results showed that sixth graders in private, public, rural schools had made a significant advance in mathematics and reading comprehension. Indigenous Education had also advanced considerably in the latter subject. Among junior high schools, only those of the general category showed significant improvement on both tests. Regarding gender, women scored higher than men in reading comprehension, as contrasted with math. In terms of age, it was found that students of an age normal for their scholastic level performed better than those older. The explanations found in the results highlight the differences between the learning opportunities and cultural capital of the families of the different strata and modalities.

  3. Early math and reading achievement are associated with the error positivity

    Directory of Open Access Journals (Sweden)

    Matthew H. Kim

    2016-12-01

    Full Text Available Executive functioning (EF and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN and error positivity (Pe. Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe – which reflects individual differences in motivational processes as well as attention – may be associated with early academic achievement.

  4. Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.

    Science.gov (United States)

    Wachsmuth, Lucas P; Runyon, Christopher R; Drake, John M; Dolan, Erin L

    2017-01-01

    Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students' emotional satisfaction with math. We then compared life science and non-life science majors and found that major had a small to moderate relationship with students' responses. Gender also had a small relationship with students' responses, while students' race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups-students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates' emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors' attitudes toward math. © 2017 L.P. Wachsmuth et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  5. Software for math and science education for the deaf.

    Science.gov (United States)

    Adamo-Villani, Nicoletta; Wilbur, Ronnie

    2010-01-01

    In this article, we describe the development of two novel approaches to teaching math and science concepts to deaf children using 3D animated interactive software. One approach, Mathsigner, is non-immersive and the other, SMILE, is a virtual reality immersive environment. The content is curriculum-based, and the animated signing characters are constructed with state-of-the art technology and design. We report preliminary development findings of usability and appeal based on programme features (e.g. 2D/3D, immersiveness, interaction type, avatar and interface design) and subject features (hearing status, gender and age). Programme features of 2D/3D, immersiveness and interaction type were very much affected by subject features. Among subject features, we find significant effects of hearing status (deaf children take longer time and make more mistakes than hearing children) and gender (girls take longer than boys; girls prefer immersive environments rather than desktop presentation; girls are more interested in content than technology compared to boys). For avatar type, we found a preference for seamless, deformable characters over segmented ones. For interface comparisons, there were no subject effects, but an animated interface resulted in reduced time to task completion compared to static interfaces with and without sound and highlighting. These findings identify numerous features that affect software design and appeal and suggest that designers must be careful in their assumptions during programme development.

  6. A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development

    Science.gov (United States)

    DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April

    2012-01-01

    A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional…

  7. Anthropological reading of science fiction

    Directory of Open Access Journals (Sweden)

    Ljiljana Gavrilović

    2016-03-01

    Full Text Available The paper gives an overview of the prevalence of the analysis of science fiction literature and science fiction in other segments of popular culture in Serbian anthropology. This overview is preceded by a consideration of science fiction as a genre while keeping in mind the fluidity of the genre and the interweaving of subgenres as well as the transformations which science fiction is undergoing in certain media (books, films, TV shows and video games. In Serbian anthropology research on science fiction is more prevalent than the study of other phenomena, as the number of anthropologists whose work is represented in the paper is fairly large compared to the size of the anthropological community as a whole. The causes for this can primarily be found in a collective focus on questions such as: who are we and who the others are, what the basis of creating and building identity is or what the role of context in recognition of species is. Anthropology gives answers to these questions through the interpretation, explanation and understanding of the world around us, while science fiction does it through the literary considerations of these same questions.

  8. The science of reading bones

    International Nuclear Information System (INIS)

    Van der Merwe, N.J.

    1983-01-01

    Stable isotope ratio measurements (of carbon, nitrogen and oxygen) are used to reconstruct ancient diets and plant environments. The characteristic isotope ratios of C 3 and C 4 plants are passed along the food chain to animals and humans. Fractionations take place during the formation of different tissues. The end result is that a carbon isotope reading on a sample of bone, flesh or hair provides a measure of the plant mixture at the base of the food web of the animal or human in question

  9. The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.

    Science.gov (United States)

    Andrews, Sarah E; Runyon, Christopher; Aikens, Melissa L

    2017-01-01

    In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  10. Math Safari.

    Science.gov (United States)

    Nelson, Vaunda; Stanko, Anne

    1992-01-01

    Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

  11. Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.

    Science.gov (United States)

    McCauley, James B; Zajic, Matthew C; Oswald, Tasha M; Swain-Lerro, Lindsey E; McIntyre, Nancy C; Harris, Michelle A; Trzesniewski, Kali; Mundy, Peter C; Solomon, Marjorie

    2018-05-01

    A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.

  12. Behavioral Performance and Neural Areas Associated with Memory Processes Contribute to Math and Reading Achievement in 6-year-old Children.

    Science.gov (United States)

    Blankenship, Tashauna L; Keith, Kayla; Calkins, Susan D; Bell, Martha Ann

    2018-01-01

    Associations between working memory and academic achievement (math and reading) are well documented. Surprisingly, little is known of the contributions of episodic memory, segmented into temporal memory (recollection proxy) and item recognition (familiarity proxy), to academic achievement. This is the first study to observe these associations in typically developing 6-year old children. Overlap in neural correlates exists between working memory, episodic memory, and math and reading achievement. We attempted to tease apart the neural contributions of working memory, temporal memory, and item recognition to math and reading achievement. Results suggest that working memory and temporal memory, but not item recognition, are important contributors to both math and reading achievement, and that EEG power during a working memory task contributes to performance on tests of academic achievement.

  13. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

    OpenAIRE

    Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognised as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths devel...

  14. The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields

    Science.gov (United States)

    Page, Melanie C.; Bailey, Lucy E.; Van Delinder, Jean

    2009-01-01

    The under-representation of women in Science, Technology, Engineering, and Math (STEM) fields is of continuing concern, as is the lack of women in senior positions and leadership roles. During a time of increasing demand for science and engineering enterprise, the lack of women and minorities in these academic disciplines needs to be addressed by…

  15. Informal Learning in Science, Math, and Engineering Majors for African American Female Undergraduates

    Science.gov (United States)

    McPherson, Ezella

    2014-01-01

    This research investigates how eight undergraduate African American women in science, math, and engineering (SME) majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants'…

  16. Math and science education programs from the Idaho National Engineering Laboratory

    International Nuclear Information System (INIS)

    1991-01-01

    This booklet reviews math and science education programs at the Idaho National Engineering Laboratory (INEL). The programs can be categorized into six groups: teacher programs; science laboratories for students; student programs; education outreach programs; INEL Public Affairs Office; and programs for college faculty and students

  17. Math and Science Teachers: Recruiting and Retaining California's Workforce. Policy Brief

    Science.gov (United States)

    EdSource, 2008

    2008-01-01

    Middle and high school math and science teachers provide the foundation for education in the growing science, technology, engineering, and mathematics fields. They are crucial to California's efforts to remain competitive in a global economy. This policy brief looks at the shortage and challenges involved in recruiting and retaining fully prepared…

  18. Math and Science Education for the California Workforce: It Starts with K-12

    Science.gov (United States)

    EdSource, 2008

    2008-01-01

    Workforce projections worldwide show a growing need for people with strong backgrounds in math and science. As the eighth largest economy in the world, California benefits particularly from enterprises in the "STEM" fields (science, technology, engineering, and mathematics). How well California's current public school students are…

  19. Culturally relevant science: An approach to math science education for Hispanics

    Energy Technology Data Exchange (ETDEWEB)

    Montellano, B.O. de

    1996-11-14

    This report describes later stages of a program to develop culturally relevant science and math programs for Hispanic students. Part of this effort was follow-up with 17 teachers who participated in early stages of the program. Response was not very good. Included with the report is a first draft effort for curriculum materials which could be used as is in such a teaching effort. Several of the participating teachers were invited to a writing workshop, where lesson plans were drafted, and critiqued and following rework are listed in this publication. Further work needs to be completed and is ongoing.

  20. Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

    Science.gov (United States)

    Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

    2017-09-18

    This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  1. Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

    2014-01-01

    Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

  2. Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks

    Science.gov (United States)

    Yore, Larry D.

    Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.

  3. Crossing the Gender Gap: A Study of Female Participation and Performance in Advanced Maths and Sciences

    Science.gov (United States)

    Haseltine, Jessica

    2006-10-01

    A statistical analysis of enrollment in AP maths and sciences in the Abilene Independent School District, between 2000 and 2005, studied the relationship between gender, enrollment, and performance. Data suggested that mid-scoring females were less likely than their male counterparts to enroll in AP-level courses. AISD showed higher female : male score ratios than national and state averages but no improvement in enrollment comparisons. Several programs are suggested to improve both participation and performance of females in upper-level math and science courses.

  4. Discussion of Science and Math Teaching Methods: criticism and possibilities in teaching practices

    Directory of Open Access Journals (Sweden)

    Elizabeth Gerhardt Manfredo

    2005-06-01

    Full Text Available This paper presents a discussion of practices among Science and Math teachers in Brazilian Basic Education. Analysis focuses on criticism over teaching practices throughout Basic Education which includes Children, Primary and Medium levels. Discussion highlights the interdisciplinary and educational projects as the most chosen tool for reflective practices. Most educational problems must be solved by the use of shared theoretical choices and investigative methodological approach. Such choices ought to be made during teachers' continuing trainning based on a researcher-teacher action as it provides ways for methodological changes in Sciences and Math Education in the Country

  5. The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

    Science.gov (United States)

    Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

    1999-01-01

    Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

  6. Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

    2015-01-01

    Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on…

  7. Gender in STEM Education: An Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates

    Science.gov (United States)

    Pasha-Zaidi, Nausheen; Afari, Ernest

    2016-01-01

    The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female…

  8. Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

    Science.gov (United States)

    Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

    2011-01-01

    The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

  9. Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

    Directory of Open Access Journals (Sweden)

    Helena Thuneberg

    2017-01-01

    Full Text Available The current science, technology, engineering, art, math education (STEAM approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants (N=256 were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN in pre- and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.

  10. The influence of female social models in corporate STEM initiatives on girls' math and science attitudes

    Science.gov (United States)

    Medeiros, Donald J.

    The United States' Science, Technology, Engineering, and Mathematics (STEM) workforce is growing slower than in the past, in comparison to demand, and in comparison to other countries. Competitive talent conditions require the United States to develop a strong pipeline of STEM talent within its own citizens. Given the number of female college graduates and their underrepresentation in the STEM workforce, women provide the greatest opportunity for fulfilling this need. The term social model represents the individuals and media that shape children's self-perceptions. Social models have been shown to positively influence girl's perceptions of the value of math and science as well as their expectations of success. This study examined differences in attitudes towards math and science among student participants in corporate STEM programs. Differences were measured based on participant gender and ethnicity, their mentor's gender and ethnicity, and program design differences. The research purpose was to inform the design of corporate STEM programs to improve female participants' attitudes towards math and science and eventually increase the number of women in the STEM workforce. Over three hundred students in differing corporate STEM programs completed math and science attitudinal scales at the start and end of their programs. Study results revealed, prior to program start, female participants had a better attitude towards math and science than male participants. Analysis of the Trends in International Mathematics and Science Study data showed similar results. Overall program results demonstrated higher post program math and science attitudes with no differences based on gender, age, or ethnicity of the participant or mentor. Participants with high program or mentor satisfaction were found to have higher attitudes towards math and science. These results may suggest improving female academic choice requires more focus on their expectations of success than perceived task

  11. Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties.

    Science.gov (United States)

    Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas; Cirino, Paul T; Fletcher, Jack M

    2009-01-01

    The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15weeks for 15-25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD-only students, students in both fact retrieval conditions achieved comparably and outperformed MD-only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions.

  12. Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

    Science.gov (United States)

    Hoepner, Cynthia Colon

    President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were

  13. SKyTeach: Addressing the need for Science and Math Teachers in Kentucky

    Science.gov (United States)

    Bonham, Scott

    2008-10-01

    The shortage of good science and math teachers is a chronic problem that threatens to undermine the future of our profession and economy. While our world is becoming increasingly dependent on technology, many high schools do not even offer physics, in part due to of the unavailability of a qualified teacher. The entire state of Kentucky typically produces 0-2 new physics teachers per year, compared to 200+ elementary teachers per year from WKU alone. The picture is not much better in math and other sciences. SKyTeach is a new program at WKU to address this great need and is part of a national effort to replicate the successful UTeach program. The University of Texas UTeach program graduates 70-90 new math and science teachers a year, in the process providing them with a strong preparation based on current research on how people learn science and math, experience teaching in real classrooms from the start, and strong mentoring and support. UTeach graduates stay in the classroom at rates above the national average, and some fairly quickly move into leadership positions within their schools. A key element is good collaboration between the college of science, that of education, local P-12 schools, and others. Last year thirteen universities across the nation were selected as part of an effort to replicate the UTeach program nation-wide. This effort is supported by the National Science and Math Initiative in a partnership with the UTeach Institute. Our first cohort of students has started this fall, and we have had many successes and challenges as we move forward.

  14. Rural School Math and Science Teachers' Technology Integration Familiarization

    Science.gov (United States)

    Kalonde, Gilbert

    2017-01-01

    This study explored the significance of technology integration familiarization and the subsequent PD provided to rural middle school teachers with several opportunities to gain technological skills for technology use in rural middle school math and science classrooms. In order to explore the use of technology in rural schools, this study surveyed…

  15. Touring Mars Online, Real-time, in 3D for Math and Science Educators and Students

    Science.gov (United States)

    Jones, Greg; Kalinowski, Kevin

    2007-01-01

    This article discusses a project that placed over 97% of Mars' topography made available from NASA into an interactive 3D multi-user online learning environment beginning in 2003. In 2005 curriculum materials that were created to support middle school math and science education were developed. Research conducted at the University of North Texas…

  16. STEM the Tide: Reforming Science, Technology, Engineering, and Math Education in America

    Science.gov (United States)

    Drew, David E.

    2011-01-01

    One study after another shows American students ranking behind their international counterparts in the STEM fields--science, technology, engineering, and math. Business people such as Bill Gates warn that this alarming situation puts the United States at a serious disadvantage in the high-tech global marketplace of the twenty-first century, and…

  17. The Returns to Educational Training in Math and Science for American Women.

    Science.gov (United States)

    Hills, Stephen M.; De Souza, Gita

    The economic returns of taking math and science courses in high school are estimated for women who do not go on to college and for women entrepreneurs. A human capital model is used to estimate returns for respondents drawn from the National Longitudinal Survey's New Youth Cohort. Wage rates in 1990 of women who were ages 14-21 in 1979 were…

  18. Making Sense of Principal Leadership in Content Areas: The Case of Secondary Math and Science Instruction

    Science.gov (United States)

    Lochmiller, Chad R.; Acker-Hocevar, Michele

    2016-01-01

    We drew upon sense making and leadership content knowledge to explore how high school administrators' understanding of content areas informed their leadership. We used math and science to illustrate our interpretations, noting that other content areas may pose different challenges. We found that principals' limited understanding of these content…

  19. A Rural Math, Science, and Technology Elementary School Tangled up in Global Networks of Practice

    Science.gov (United States)

    Carlone, Heidi B.; Kimmel, Sue; Tschida, Christina

    2010-01-01

    This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced…

  20. ESL Mentoring for Secondary Rural Educators: Math and Science Teachers Become Second Language Specialists through Collaboration

    Science.gov (United States)

    Hansen-Thomas, Holly; Grosso Richins, Liliana

    2015-01-01

    This article draws on data from the capstone graduate course in a specially designed professional development program for rural math and science teachers that describes how participant teachers translated their newly acquired knowledge about English as a second language (ESL) into a mentoring experience for their rural content specialist peers.…

  1. Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement

    Science.gov (United States)

    Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe

    2017-01-01

    The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…

  2. The Middle School Experience: Effects on the Math and Science Achievement of Adolescents with LD.

    Science.gov (United States)

    Anderman, Eric M.

    1998-01-01

    Using data from the National Education Longitudinal Study and applying hierarchical linear modeling, this study found a strong gap in achievement in math and science between adolescents with and without learning disabilities (LD). The gap was reduced for LD adolescents who did not make a school transition until at least ninth grade. (DB)

  3. Solving Math and Science Problems in the Real World with a Computational Mind

    Science.gov (United States)

    Olabe, Juan Carlos; Basogain, Xabier; Olabe, Miguel Ángel; Maíz, Inmaculada; Castaño, Carlos

    2014-01-01

    This article presents a new paradigm for the study of Math and Sciences curriculum during primary and secondary education. A workshop for Education undergraduates at four different campuses (n = 242) was designed to introduce participants to the new paradigm. In order to make a qualitative analysis of the current school methodologies in…

  4. How to Recruit Women and Girls to the Science, Technology, Engineering, and Math (STEM) Classroom

    Science.gov (United States)

    Milgram, Donna

    2011-01-01

    Numbers do not exist for the percentage of girls in science, technology, engineering, and math (STEM) academies across the U.S. The most recent career and technical education statistics at the secondary level from the U.S. Department of Education are from 2005, and they show very low numbers of female students in STEM. The absence of women from…

  5. Applied Math & Science Levels Utilized in Selected Trade & Industrial Vocational Education. Final Report.

    Science.gov (United States)

    Gray, James R.

    Research identified and evaluated the level of applied mathematics and science used in selected trade and industrial (T&I) subjects taught in the Kentucky Vocational Education System. The random sample was composed of 52 programs: 21 carpentry, 20 electricity/electronics, and 11 machine shop. The 96 math content items that were identified as…

  6. "I Was Scared to Be the Stupid": Latinas in Residential Academies of Science and Math

    Science.gov (United States)

    Sayman, Donna

    2015-01-01

    This study examines the experiences of Latinas in state residential academies of science, technology, engineering, and math (STEM). Goals of this project focused on understanding their experiences and identifying factors leading to the decision to enroll, along with issues contributing to retention. These schools represent powerful opportunities…

  7. Combining Geography, Math, and Science to Teach Climate Change and Sea Level Rise

    Science.gov (United States)

    Oldakowski, Ray; Johnson, Ashley

    2018-01-01

    This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks.…

  8. The Effect of Using Mind Maps on the Development of Maths and Science Skills

    Science.gov (United States)

    Polat, Ozgul; Yavuz, Ezgi Aksin; Tunc, Ayse Betul Ozkarabak

    2017-01-01

    The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values…

  9. Persistence Motivations of Chinese Doctoral Students in Science, Technology, Engineering, and Math

    Science.gov (United States)

    Zhou, Ji

    2014-01-01

    This study explored what motivated 6 Chinese international students to complete a PhD in science, technology, engineering, and math fields in the United States despite perceived dissatisfaction. This study was grounded in the value-expectancy achievement motivation theory and incorporated a Confucian cultural lens to understand motivation. Four…

  10. Women in Physics: A Comparison to Science, Technology, Engineering, and Math Education over Four Decades

    Science.gov (United States)

    Sax, Linda J.; Lehman, Kathleen J.; Barthelemy, Ramón S.; Lim, Gloria

    2016-01-01

    The dearth of women in science, technology, engineering, and math (STEM) fields has been lamented by scholars, administrators, policymakers, and the general public for decades, and the STEM gender gap is particularly pronounced in physics. While previous research has demonstrated that this gap is largely attributable to a lack of women pursuing…

  11. Addressing the STEM Challenge by Expanding Specialty Math and Science High Schools

    Science.gov (United States)

    Atkinson, Robert D.; Hugo, Janet; Lundgren, Dennis; Shapiro, Martin J.; Thomas, Jerald

    2007-01-01

    If America is to succeed in the innovation-powered global economy, boosting math and science skills will be critical. This is why a wide array of task forces and organizations has recently raised the clarion call for more and better scientists and engineers. While the policy proposals offered are wide ranging, one key policy innovation has…

  12. Math tools 500+ applications in science and arts

    CERN Document Server

    Glaeser, Georg

    2017-01-01

    In this book, topics such as algebra, trigonometry, calculus and statistics are brought to life through over 500 applications ranging from biology, physics and chemistry to astronomy, geography and music. With over 600 illustrations emphasizing the beauty of mathematics, Math Tools complements more theoretical textbooks on the market, bringing the subject closer to the reader and providing a useful reference to students. By highlighting the ubiquity of mathematics in practical fields, the book will appeal not only to students and teachers, but to anyone with a keen interest in mathematics and its applications.

  13. Elementary Science and Reading Activities for Teacher Educators.

    Science.gov (United States)

    Rezba, Richard J.

    The author suggests ways reading can be integrated with science and describes the reading activities in an elementary science methods course. The activities include: (1) selecting a science tradebook for children to review and for the teacher to analyze vocabulary; (2) helping children review science tradebooks; and (3) encouraging independent…

  14. Math at home adds up to achievement in school.

    Science.gov (United States)

    Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

    2015-10-09

    With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

  15. Profiles of school motivation and emotional well-being among adolescents : Associations with math and reading performance

    OpenAIRE

    Parhiala, Pauliina; Torppa, Minna; Vasalampi, Kati; Eklund, Kenneth; Poikkeus, Anna-Maija; Aro, Tuija

    2018-01-01

    This study examines profiles of school motivation and emotional well-being and their links to academic skills (reading and math) among adolescents (N = 1629) at the end of comprehensive school (age 15–16). Using a person-centered approach (latent profile analysis), five distinct profile groups were identified. Three of the identified groups had a flat profile in motivation and well-being but at different levels. The first group manifested high motivation and well-being (n = 178, 11%); the sec...

  16. Russian science readings (chemistry, physics, biology)

    CERN Document Server

    Light, L

    1949-01-01

    Some years' experience in teaching Russian to working scientists who had already acquired the rudiments of the grammar convinced me of the need for a reader of the present type that would smooth the path of those wishing to study Russian scientific literature in the original. Although the subject matter comprises what I have described for convenience as chemistry, physics and biology, it could be read with equal profit by those engaged in any branch of pure or applied science. All the passages are taken from school textbooks, and acknowledgements are due to the authors of the works listed at the foot of the contents page.

  17. Efficacy Expectations and Vocational Interests as Mediators between Sex and Choice of Math/Science College Majors: A Longitudinal Study

    Science.gov (United States)

    Lapan; Shaughnessy; Boggs

    1996-12-01

    A longitudinal study was conducted to test the mediational role of efficacy expectations in relation to sex differences in the choice of a math/science college major. Data on 101 students were gathered prior to their entering college and then again after they had declared a major 3 years later. Path analytic results support the importance of both math self-efficacy beliefs and vocational interest in mathematics in predicting entry into math/science majors and mediating sex differences in these decisions. Also, students who described themselves as more extroverted were less likely to take additional math classes in high school. Students with stronger artistic vocational interests chose majors less related to math and science. School personnel are strongly encouraged to develop programs that challenge the crystallization of efficacy beliefs and vocational interest patterns before students enter college.

  18. PUMAS: The On-line journal of Math and Science Examples for Pre-College Education

    Science.gov (United States)

    Trainer, Melissa G.; Kahn, Ralph A.

    2015-11-01

    PUMAS - “Practical Uses of Math And Science” - is an on-line collection of brief examples showing how math and science topics taught in K-12 classes can be used in interesting settings, including every day life. The examples are written primarily by scientists, engineers, and other content experts having practical experience with the material. They are aimed mainly at classroom teachers to enrich their presentation of math and science topics. The goal of PUMAS is to capture, for the benefit of pre-college education, the flavor of the vast experience that working scientists have with interesting and practical uses of math and science. There are currently over 80 examples in the PUMAS collection, and they are organized by curriculum topics and tagged with relevant grade levels and curriculum topic benchmarks. The published examples cover a wide range of subject matter: from demonstrating why summer is hot, to describing the fluid dynamics of a lava lamp, to calculating the best age to collect Social Security Benefits. The examples are available to all interested parties via the PUMAS web site: http://pumas.nasa.gov/.We invite the community to participate in the PUMAS collection. We seek scientists and scientific thinkers to provide innovative examples of practical uses for teachers to use to enrich the classroom experience, and content experts to participate in peer-review. We also seek teachers to review examples for originality, accuracy of content, clarity of presentation, and grade-level appropriateness. Finally, we encourage teachers to mine this rich repository for real-world examples to demonstrate the value of math in science in everyday life.

  19. Development in reading and math in children from different SES backgrounds: the moderating role of child temperament.

    Science.gov (United States)

    Wang, Zhe; Soden, Brooke; Deater-Deckard, Kirby; Lukowski, Sarah L; Schenker, Victoria J; Willcutt, Erik G; Thompson, Lee A; Petrill, Stephen A

    2017-05-01

    Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development. Specifically, latent growth modeling (LGM) was used in two longitudinal datasets with a total of 2236 children to examine how family SES risks and children's temperament interactively predicted the development of reading and math from middle childhood to early adolescence. Results showed that low negative affect, high effortful control, and low surgency mitigated the negative associations between SES risks and both reading and math development in this developmental period. These findings underline the heterogeneous nature of the negative associations between SES risks and academic development and highlight the importance of the interplay between biological and social factors on individual differences in development. © 2015 John Wiley & Sons Ltd.

  20. Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquin Bustoz Math-Science Honors Program

    Science.gov (United States)

    Escontrias, Gabriel, Jr.

    Latinas and Latinos are currently underrepresented in terms of our 21 st century student academic attainment and workforce, compared to the total U.S. Hispanic population. In a field such as mathematical sciences, Hispanic or Latino U.S. citizenship doctoral recipients only accounted for 3.04% in 2009--2010. While there are various initiatives to engage underrepresented STEM populations through education, there is a need to give a voice to the experiences of Latinas and Latinos engaged in such programs. This study explored the experiences of seven Arizona State University undergraduate Latina and Latino Joaquin Bustoz Math-Science Honors Program (JBMSHP) participants as well as examined how the program enhanced their math and science learning experiences. Participants attended either a five-week or eight-week program and ranged in attendance from 2006 to 2011. Students were provided an opportunity to begin university mathematics and science studies before graduating high school. Through a demographic survey and one-on-one guided interview, participants shared their personal journey, their experience in the JBMSHP, and their goals. Using grounded theory, a qualitative research approach, this study focuses on the unique experiences of Latina and Latino participants. Four major themes emerged from the analysis of the data. Each participant applied to the program with a foundation in which they sought to challenge themselves academically through mathematics and/or science. Through their involvement it the JBMSHP, participants recognized benefits during and after the program. All participants recognized the value of these benefits and their participation and praised the program. Overall, the JBMSHP provided the students the resources to grow their academic capital and if they chose seek a STEM related bachelor degree. The results of this study emphasize the need to expand the JBMSHP both within Arizona and nationally. In addition, there is a need to explore the other

  1. Progressing science, technology, engineering, and math (STEM) education in North Dakota with near-space ballooning

    Science.gov (United States)

    Saad, Marissa Elizabeth

    The United States must provide quality science, technology, engineering, and math (STEM) education in order to maintain a leading role in the global economy. Numerous initiatives have been established across the United States that promote and encourage STEM education within the middle school curriculum. Integrating active learning pedagogy into instructors' lesson plans will prepare the students to think critically - a necessary skill for the twenty first century. This study integrated a three-week long Near Space Balloon project into six eighth grade Earth Science classes from Valley Middle School in Grand Forks, North Dakota. It was hypothesized that after the students designed, constructed, launched, and analyzed their payload experiments, they would have an increased affinity for high school science and math classes. A pre- and post-survey was distributed to the students (n=124), before and after the project to analyze how effective this engineering and space mission was regarding high school STEM interests. The surveys were statistically analyzed, comparing means by the Student's t-Test, specifically the Welch-Satterthwaite test. Female students displayed a 57.1% increase in math and a 63.6% increase in science; male students displayed a 46.6% increase in science and 0% increase in math. Most Likert-scale survey questions experienced no statistically significant change, supporting the null hypothesis. The only survey question that supported the hypothesis was, "I Think Engineers Work Alone," which experienced a 0.24% decrease in student understanding. The results suggest that integrating a three-week long Near Space Balloon project into middle school curricula will not directly influence the students' excitement to pursue STEM subjects and careers. An extensive, yearlong ballooning mission is recommended so that it can be integrated with multiple core subjects. Using such an innovative pedagogy method as with this balloon launch will help students master the

  2. STAR: Preparing future science and math teachers through authentic research experiences at national laboratories

    Science.gov (United States)

    Keller, John; Rebar, Bryan

    2012-11-01

    The STEM Teacher and Researcher (STAR) Program provides 9-week paid summer research experiences at national research laboratories for future science and math teachers. The program, run by the Cal Poly Center for Excellence in Science and Mathematics Education (CESaME) on behalf of the entire California State University (CSU) System, has arranged 290 research internships for 230 STEM undergraduates and credential candidates from 43 campuses over the past 6 years. The program has partnered with seven Department of Energy labs, four NASA centers, three NOAA facilities, and the National Optical Astronomy Observatory (NOAO). Primary components of the summer experience include a) conducting research with a mentor or mentor team, b) participating in weekly 2-3 hour workshops focused on translating lessons learned from summer research into classroom practice, and c) presenting a research poster or oral presentation and providing a lesson plan linked to the summer research experience. The central premise behind the STAR Program is that future science and math teachers can more effectively prepare the next generation of science, math, and engineering students if they themselves have authentic experiences as researchers.

  3. Parents' Perspectives on Hmong Students' Academic Challenges in Reading and Math

    Science.gov (United States)

    Lee, Kenneth Kong

    2014-01-01

    The purpose of this survey study was to investigate the relationship between Hmong students' academic achievements and Hmong parental involvement, home environment, and acculturation adjustment as measured by the Math and English Language Arts sections of the California Standard Test in the United States from parents' perspective regarding student…

  4. Math Avoidance: A Barrier to American Indian Science Education and Science Careers.

    Science.gov (United States)

    Green, Rayna

    1978-01-01

    For American Indian students, math anxiety and math avoidance are the most serious obstacles to general education and to the choice of scientific careers. Indian students interviewed generally exhibited fear and loathing of mathematics and a major lack of basic skills which were caused by a missing or negative impression of the mathematics…

  5. Solving math and science problems in the real world with a computational mind

    Directory of Open Access Journals (Sweden)

    Juan Carlos Olabe

    2014-07-01

    Full Text Available This article presents a new paradigm for the study of Math and Sciences curriculum during primary and secondary education. A workshop for Education undergraduates at four different campuses (n=242 was designed to introduce participants to the new paradigm. In order to make a qualitative analysis of the current school methodologies in mathematics, participants were introduced to a taxonomic tool for the description of K-12 Math problems. The tool allows the identification, decomposition and description of Type-A problems, the characteristic ones in the traditional curriculum, and of Type-B problems in the new paradigm. The workshops culminated with a set of surveys where participants were asked to assess both the current and the new proposed paradigms. The surveys in this study revealed that according to the majority of participants: (i The K-12 Mathematics curricula are designed to teach students exclusively the resolution of Type-A problems; (ii real life Math problems respond to a paradigm of Type-B problems; and (iii the current Math curriculum should be modified to include this new paradigm.

  6. Similarity of TIMSS Math and Science Achievement of Nations

    Directory of Open Access Journals (Sweden)

    Algirdas Zabulionis

    2001-09-01

    Full Text Available In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA undertook a Third International Mathematics and Science Study (TIMSS in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy for the students from a particular country (or group of countries. Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

  7. Toad-Ally Cool Math and Science Integration

    Science.gov (United States)

    Brkich, Katie; Allen, Melony; Huffling, Lacey; Matthews, Catherine

    2017-01-01

    "Hop to It," a week-long herpetology-focused summer STEM camp for rising fourth-, fifth-, and sixth-grade girls, provided young females with authentic, hands-on science experiences, allowing them to develop the habits of thought and processes of action used by STEM field experts while also engaging and sustaining their interest in the…

  8. Project LAUNCH: Bringing Space into Math and Science Classrooms

    Science.gov (United States)

    Fauerbach, M.; Henry, D. P.; Schmidt, D. L.

    2005-01-01

    Project LAUNCH is a K-12 teacher professional development program, which has been created in collaboration between the Whitaker Center for Science, Mathematics and Technology Education at Florida Gulf Coast University (FGCU), and the Florida Space Research Institute (FSRI). Utilizing Space as the overarching theme it is designed to improve mathematics and science teaching, using inquiry based, hands-on teaching practices, which are aligned with Florida s Sunshine State Standards. Many students are excited about space exploration and it provides a great venue to get them involved in science and mathematics. The scope of Project LAUNCH however goes beyond just providing competency in the subject area, as pedagogy is also an intricate part of the project. Participants were introduced to the Conceptual Change Model (CCM) [1] as a framework to model good teaching practices. As the CCM closely follows what scientists call the scientific process, this teaching method is also useful to actively engage institute participants ,as well as their students, in real science. Project LAUNCH specifically targets teachers in low performing, high socioeconomic schools, where the need for skilled teachers is most critical.

  9. Increasing the Competitive Edge in Math and Science

    Science.gov (United States)

    Kettlewell, Janet S., Ed.; Henry, Ronald J., Ed.

    2009-01-01

    The U. S. is losing its competitive edge in science, technology, engineering, and mathematics (STEM). Thomas Friedman warns that America is not producing enough young people in STEM fields that are essential for entrepreneurship and innovation in the 21st century (The World Is Flat: A Brief History of the Twenty-First Century, 2005). Blue ribbon…

  10. Exploring Pulses through Math, Science, and Nutrition Activities

    Science.gov (United States)

    Smith, Diane K.; Mandal, Bidisha; Wallace, Michael L.; Riddle, Lee Anne; Kerr, Susan; Atterberry, Kelly Ann; Miles, Carol

    2016-01-01

    Purpose/Objectives: The Healthy, Hunger-Free Kids Act of 2010 includes pulses as a required component of the school lunch menu standard. Pulses are nutritionally important staple food crops, and include dry beans, dry peas, garbanzo beans, and lentils. This current study examined the short-term effectiveness of a Science, Technology, Engineering,…

  11. The Influence of Reading Literacy on Mathematics and Science Achievement

    Science.gov (United States)

    Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.

    2016-01-01

    The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…

  12. Understanding decisions Latino students make regarding persistence in the science and math pipeline

    Science.gov (United States)

    Munro, Janet Lynn

    This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and policy in support of increased Latino participation in the math and science pipeline. Since course selection may be the most powerful factor affecting school achievement and college-preparedness, and since course selection is influenced by school policy, school personnel, students, parents, and teachers alike, it is important to understand the beliefs and perceptions that characterize the relationships among them. The qualitative research design involved a phenomenological study of nine Latino students, their parents, their teachers and counselors, and certain support personnel from the high school. The school's and community's environment in support of academic intensity served as context for the portrait that developed. Given rapidly changing demographics that bring more and more Latino students to suburban high schools, the persistent achievement gap experienced by Latino students, and the growing dependence of the world economy on a citizenry versed in the math- and science-related fields, a deeper understanding of the decision-making processes Latino 12 students experience can inform school policy as educators struggle to influence those decisions. This study revealed a striking lack of knowledge concerning the college-entrance ramifications of continued course work in math and science beyond that required for graduation, relationships among peers, parents, and school

  13. Evaluating RITES, a Statewide Math and Science Partnership Program

    Science.gov (United States)

    Murray, D. P.; Caulkins, J. L.; Burns, A. L.; de Oliveira, G.; Dooley, H.; Brand, S.; Veeger, A.

    2013-12-01

    The Rhode Island Technology-Enhanced Science project (RITES) is a NSF-MSP Program that seeks to improve science education by providing professional development to science teachers at the 5th through 12th grade levels. At it's heart, RITES is a complex, multifaceted project that is challenging to evaluate because of the nature of its goal: the development of a large, statewide partnership between higher education and K12 public school districts during a time when science education strategies and leadership are in flux. As a result, these difficulties often require flexibility and creativity regarding evaluation, study design and data collection. In addition, the research agenda of the project often overlaps with the evaluator's agenda, making collaboration and communication a crucial component of the project's success. In it's 5th year, RITES and it's evaluators have developed a large number of instruments, both qualitative and quantitative, to provide direction and feedback on the effectiveness of the project's activities. RITES personnel work closely with evaluators and researchers to obtain a measure of how RITES' 'theory-of-action' affects both student outcomes and teacher practice. Here we discuss measures of teacher and student content gains, student inquiry gains, and teacher implementation surveys. Using content questions based on AAAS and MOSART databases, teachers in the short courses and students in classrooms showed significant normalized learning gains with averages generally above 0.3. Students of RITES-trained teachers also outperformed their non-RITES peers on the inquiry-section of the NECAP test, and The results show, after controlling for race and economic status, a small but statistically significant increase in test scores for RITES students. Technology use in the classroom significantly increased for teachers who were 'expected implementers' where 'expected implementers' are those teachers who implemented RITES as the project was designed. This

  14. The Effects of Head Start on Children's Kindergarten Retention, Reading and Math Achievement in Fall Kindergarten--An Application of Propensity Score Method and Sensitivity Analysis

    Science.gov (United States)

    Dong, Nianbo

    2009-01-01

    Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this paper applied optimal propensity score matching method to evaluate the effects of Head Start on children's kindergarten retention, reading and math achievement in fall kindergarten comparing with center-based care. Both parametric and nonparametric…

  15. Brief Report: Investigating Relations between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie

    2018-01-01

    A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…

  16. Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics

    Science.gov (United States)

    Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

    2017-01-01

    Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of…

  17. Does higher quality early child care promote low-income children's math and reading achievement in middle childhood?

    Science.gov (United States)

    Dearing, Eric; McCartney, Kathleen; Taylor, Beck A

    2009-01-01

    Higher quality child care during infancy and early childhood (6-54 months of age) was examined as a moderator of associations between family economic status and children's (N = 1,364) math and reading achievement in middle childhood (4.5-11 years of age). Low income was less strongly predictive of underachievement for children who had been in higher quality care than for those who had not. Consistent with a cognitive advantage hypothesis, higher quality care appeared to promote achievement indirectly via early school readiness skills. Family characteristics associated with selection into child care also appeared to promote the achievement of low-income children, but the moderating effect of higher quality care per se remained evident when controlling for selection using covariates and propensity scores.

  18. Sequential Neighborhood Effects: The Effect of Long-Term Exposure to Concentrated Disadvantage on Children's Reading and Math Test Scores.

    Science.gov (United States)

    Hicks, Andrew L; Handcock, Mark S; Sastry, Narayan; Pebley, Anne R

    2018-02-01

    Prior research has suggested that children living in a disadvantaged neighborhood have lower achievement test scores, but these studies typically have not estimated causal effects that account for neighborhood choice. Recent studies used propensity score methods to account for the endogeneity of neighborhood exposures, comparing disadvantaged and nondisadvantaged neighborhoods. We develop an alternative propensity function approach in which cumulative neighborhood effects are modeled as a continuous treatment variable. This approach offers several advantages. We use our approach to examine the cumulative effects of neighborhood disadvantage on reading and math test scores in Los Angeles. Our substantive results indicate that recency of exposure to disadvantaged neighborhoods may be more important than average exposure for children's test scores. We conclude that studies of child development should consider both average cumulative neighborhood exposure and the timing of this exposure.

  19. Longitudinal effects of college type and selectivity on degrees conferred upon undergraduate females in physical science, life science, math and computer science, and social science

    Science.gov (United States)

    Stevens, Stacy Mckimm

    There has been much research to suggest that a single-sex college experience for female undergraduate students can increase self-confidence and leadership ability during the college years and beyond. The results of previous studies also suggest that these students achieve in the workforce and enter graduate school at higher rates than their female peers graduating from coeducational institutions. However, some researchers have questioned these findings, suggesting that it is the selectivity level of the colleges rather than the comprised gender of the students that causes these differences. The purpose of this study was to justify the continuation of single-sex educational opportunities for females at the post-secondary level by examining the effects that college selectivity, college type, and time have on the rate of undergraduate females pursuing majors in non-traditional fields. The study examined the percentage of physical science, life science, math and computer science, and social science degrees conferred upon females graduating from women's colleges from 1985-2001, as compared to those at comparable coeducational colleges. Sampling for this study consisted of 42 liberal arts women's (n = 21) and coeducational (n = 21) colleges. Variables included the type of college, the selectivity level of the college, and the effect of time on the percentage of female graduates. Doubly multivariate repeated measures analysis of variance testing revealed significant main effects for college selectivity on social science graduates, and time on both life science and math and computer science graduates. Significant interaction was also found between the college type and time on social science graduates, as well as the college type, selectivity level, and time on math and computer science graduates. Implications of the results and suggestions for further research are discussed.

  20. Gender differences in math and science choices and preferences

    Science.gov (United States)

    Alkhadrawi, Amamah A.

    The purpose of this dissertation is to discover how the myth of gender differences in STEM inform the lived experiences of male and female 12th graders in one high school in Northwest Ohio. Over the years, the observed gender gap favoring males over females in STEM ability has closed, and female students have even surpassed males in some measures. The fact that girls have met and exceeded boys in many measures of STEM ability over time suggests that the historical disparity was the result of social or psychological, and not biological, differences. Even though schools have changed throughout the years to accommodate and encourage female students in STEM, there is still a persistent disparity in participation at the highest levels of STEM in education and in careers. Males still outnumber females in the more mathematical and technical sciences, such as computer science and engineering. This study applied feminist socialization theory and phenomenology as its theoretical framework. The biggest themes that informed student"s choices and preferences were as follows: intended choices follow family influence, myth persists in subtle ways, teenagers have a limited future view, and the chicken and the egg issues of personal interests versus social influence. There are clearly more factors that contribute to this gender socialization, which may be a combination of socioeconomic status and the influence of family.

  1. Development of perceived instrumentality for mathematics, reading and science curricula

    Science.gov (United States)

    Garcia, Steve L.

    Perceptions of instrumentality (PI) are the connections one sees between a current activity and a future goal. With high PI, one is motivated to persist with quality effort because the current activity, even when difficult, is perceived as aligned with, and progress toward, the goal. Conversely, with low PI, one is motivated to relinquish effort in pursuit of other, more meaningful goals. In view of the alarming dropout rates in this country, it appears that PI research has much to offer in understanding students' motivations to stay in school and hence to become employed in their field of choice. Because academic achievement motivation can be affected by gender and ethnicity, particularly for specific components of the curriculum, and because curricular content varies across grade levels and school settings, this line of research offers significant potential for understanding and improving student outcomes. This research examined the development of PI among suburban 6th, 8th, 10th and 12th graders from a school district in the southwestern United States. Twelve hundred students completed a one-time paper and pencil survey measuring the perceived instrumentality of mathematics, literacy and science courses in terms of the students' occupational choices. MANOVA was used to determine factors that may affect students' overall PI and individual subject PI. Grade, gender, ethnicity, occupational choice, expectancy and value were the independent variables. A school setting variable was examined for effects on 12th graders. For the 8th through 12th grade sample, significant main effects were observed for grade, gender, minority status, occupational choice and expectancy on PI. Results show that PI is highest in the 6 th grade. Males reported higher Math PI than females. Females reported higher Reading PI and Science PI than males. Minority students reported lower overall PI and Science PI than non-minority students. Students who aspire to professional careers report the

  2. Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest

    Science.gov (United States)

    LeGrand, Julie

    The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as gender gaps in achievement close and representation becomes more equitable in certain academic domains, research has turned to social and cultural factors to explain why fewer women persist in STEM studies and careers than men. The purpose of this study was to examine gender differences in science and math attitudes and interests from elementary school, to middle school, to high school. To examine possible gender-specific shifts in students' interest and attitudes in science and math, 136 students from a suburban, public school district were surveyed at the elementary school level (N=31), middle school level (N=54), and high school level (N=51) and various constructs were used to assess the responses in accordance with expectancy-value theory. Utilizing a mixed-methods approach, a random sample of students from each grade level then participated in focus groups, and corollary themes were identified. Results from a logistical regression analysis and Mann-Whitney Test indicated that significant gender differences exist for interest, efficacy, expectancy, and value within science domains (pgender differences in mathematics are present only at the elementary school level.

  3. Dr Math gets MUDDY: the "dirt" on how to attract teenagers to Mathematics and Science by using multi-user dungeon games over Mxit on cell phones

    CSIR Research Space (South Africa)

    Butgereit, L

    2010-05-01

    Full Text Available -user dungeon games (MUDs) with a science and mathematical twist were deployed using Mxit (a popular instant messaging system in South Africa) on cell phones to encourage teenagers to learn more about math and science to practice math and science skills...

  4. Elementary girls' science reading at home and school

    Science.gov (United States)

    Ford, Danielle J.; Brickhouse, Nancy W.; Lottero-Perdue, Pamela; Kittleson, Julie

    2006-03-01

    Although reading is a critical part of science and science learning, it is no longer a part of many children's elementary science instruction. This is of concern because girls often develop strong identities as readers, but do not develop scientific identities with ease. In this study, we investigate girls' science reading to know (1) if science books were available to girls in homes and classrooms, (2) if girls were choosing to read them, and (3) what influences their choices. Forty-five third-grade girls, 29 of their families, and three of their teachers were interviewed to ascertain girls' preferences among various book genres, as well as to learn the ways in which families and teachers influence the choices girls make. We found that girls had access to science books at school, and teachers had strategies to encourage reading them. At home, parents encouraged reading, but were generally less directive than teachers as to what the girls read, and underestimated their daughters' science-related interests. The families studied rely largely on major bookstores as their primary source of books. Our findings suggest we need to understand better the way gender influences girls' engagement with science in a variety of contexts, particularly those in which girls exercise choice.

  5. Science and the Detective: Selected Reading in Forensic Science

    Science.gov (United States)

    Kaye, Brian H.

    1996-12-01

    Who killed Napoleon? Were the witches of Salem high on LSD? What do maggots on a body tell us about the time of death? In his unique, engaging style, Brian Kaye tells the story of some spectacular cases in which forensic evidence played a key role. You'll also read about the fascinating ways in which scientific evidence can be used to establish guilt or innocence in today's courtroom. The use of voice analysis, methods for developing fingerprints and for uncovering art forgeries, and the examination of bullet wounds are just a few topics considered. In a special section on fraud, the author takes you into the world of counterfeit money. There's no solving crime without science. Written for everyone interested in whodunnits, this book explains the basis of the analytical techniques available for studying evidence in offenses ranging from doping in sports to first-degree murder.

  6. Intermediate Trends in Math and Science Partnership-Related Changes in Student Achievement with Management Information System Data

    Science.gov (United States)

    Dimitrov, Dimiter M.

    2009-01-01

    This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation examines student proficiency in mathematics and science for the MSPs' schools in terms of changes across three years (2003/04, 2004/05, and 2005/06) and relationships with MSP-related variables using Management Information System data with the…

  7. Adolescent Girls' Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English

    Science.gov (United States)

    Leaper, Campbell; Farkas, Timea; Brown, Christia Spears

    2012-01-01

    Although the gender gap has dramatically narrowed in recent decades, women remain underrepresented in many science, technology, engineering, and mathematics (STEM) fields. This study examined social and personal factors in relation to adolescent girls' motivation in STEM (math/science) versus non-STEM (English) subjects. An ethnically diverse…

  8. Female teachers' math anxiety affects girls' math achievement.

    Science.gov (United States)

    Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

    2010-02-02

    People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

  9. Reading for tracing evidence: developing scientific knowledge through science text

    Science.gov (United States)

    Probosari, R. M.; Widyastuti, F.; Sajidan, S.; Suranto, S.; Prayitno, B. A.

    2018-05-01

    The purposes of this study were to investigate students’ learning progression on reading activity, science concept comprehension and how they imply it in scientific communication in the classroom. Fifty-nine biology education students participated in this study. This classroom research was developed to portray students’ reading activity, factors affecting reading comprehension, and the development of reading motivation. Qualitative analysis was used to describe the whole activities, involve the instruction, process and the product of reading activity. The result concluded that each student has their own way in interpreting the information from scientific text, but generally, they can filter and apply it in their argument as a part of reasoning and evidence. The findings can be used to direct reading activity to the goal of inquiry in order to support the nature of reading as evidence.

  10. A rural math, science, and technology elementary school tangled up in global networks of practice

    Science.gov (United States)

    Carlone, Heidi B.; Kimmel, Sue; Tschida, Christina

    2010-06-01

    This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school's science curriculum, the ways the school promoted itself to the community, and the implicit meanings of science held by school staff, parents and community members. Main sources of data were the county's newspaper articles from 2003 to 2006, the school's, town's, and business leaders' promotional materials, and interviews with school staff, parents, and community members. A key finding was the school's dual promotion of science education and character education. We make sense of this "science with character" curriculum by unpacking the school and community's entanglements with historical (cultural preservation), political (conservative politics, concerns for youth depravity), and economic (globalization) networks. We describe the ways those entanglements enabled certain reproductive meanings of school science (as add-on, suspect, and elitist) and other novel meanings of science (empathetic, nurturing, place-based). This study highlights the school as a site of struggle, entangled in multiple networks of practice that influence in positive, negative, and unpredictable ways, the enacted science curriculum.

  11. Classroom-Up Policy Change: Early Reading and Math Assessments at Work

    Science.gov (United States)

    Gove, Amber; Habib, Samir; Piper, Benjamin; Ralaingita, Wendi

    2013-01-01

    This article reviews the development of the Early Grade Reading and Mathematics Assessments (EGRA and EGMA), which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum. The history of the design and implementation of…

  12. An Exploration of the Ways that Parents Can Influence African American Girls Interest in Achieving in Math and Science

    Science.gov (United States)

    Alexander, Lori L.

    Math and science is the core of science, technology, engineering and math (STEM) education. It is the staying power of economic growth, job opportunities, new technology, innovation and emerging research on a global spectrum in the 21st century. Data reports that African American women are underrepresented in the STEM career field. The focus of this project was to specifically address African American middle school girls achievement gap, awareness and interests in the STEM pipeline. Data for this research was gathered by using Action Research Methodology approach using journals, questionnaire survey and dialogue. Five parents/educators participated in this empirical research study by sharing their personal, lived and unapologetic experiences through eight weeks of action/reflection inquiry. The finding of this research is that parents need to be engaged about STEM and the importance for girls to do well academically early in school with math and science.

  13. Troubled Waters: where Multiple Streams of Inequality Converge in the Math and Science Experiences of Nonprivileged Girls

    Science.gov (United States)

    Parrott, Laurel; Spatig, Linda; Kusimo, Patricia S.; Carter, Carolyn C.; Keyes, Marian

    Water is often hardest to navigate at the confluence of individual streams. As they experience math and science, nonprivileged girls maneuver through roiling waters where the streams of gender, ethnicity, poverty, place, and teaching practices converge. Just as waters of separate streams blend, these issues - too often considered separate factors - become blended and difficult to isolate, and the resulting turbulence produces a bumpy ride. We draw on 3 years of qualitative data collected as part of an intervention program to explore the math and science experiences and perceptions of a group of ethnically diverse, low socioeconomic status rural and urban adolescent Appalachian girls. After describing program and community contexts, we explore "opportunity to leant" issues - specifically, expectations, access to content, and support networks - and examine their schooling experiences against visions of science and math reform and pressures for accountability. Data are discussed within a framework of critical educational theory.

  14. Climate change in the classroom: Reaching out to middle school students through science and math suitcase lessons

    Science.gov (United States)

    Jacobo, A. C.; Collay, R.; Harris, R. N.; de Silva, L.

    2011-12-01

    We have formed a link between the Increasing Diversity in Earth Sciences (IDES) program with the Science and Math Investigative Learning Experiences (SMILE) program, both at Oregon State University. The IDES mission is to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population and the SMILE mission is to provide science and math enrichment for underrepresented and other educationally underserved students in grades 4-12. Traditionally, underserved schools do not have enough time or resources to spend on science and mathematics. Furthermore, numerous budget cuts in many Oregon school districts have negatively impacted math and science cirriculum. To combat this trend we have designed suitcase lessons in climate change that can be carried to a number of classrooms. These lesson plans are scientifically rich and economically attractive. These lessons are designed to engage students in math and science through climate change presentations, group discussions, and hands-on activities. Over the past year we have familiarized ourselves with the academic ability of sixth and seventh graders through in-class observation in Salem Oregon. One of the suit case lessons we developed focuses on climate change by exploring the plight of polar bears in the face of diminishing sea ice. Our presentation will report the results of this activity.

  15. Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

    Science.gov (United States)

    Adamuti-Trache, Maria; Sweet, Robert

    2014-03-01

    The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

  16. The Language Demands of Science Reading in Middle School

    Science.gov (United States)

    Fang, Zhihui

    2006-04-01

    The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English-language learners. This article identifies some of the linguistic challenges involved in reading middle-school science texts and suggests several teaching strategies to help students cope with these challenges. It is argued that explicit attention to the unique language of school science should be an integral part of science literacy pedagogy.

  17. Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

    Science.gov (United States)

    Lee, Ahlam

    2011-12-01

    Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students

  18. Fostering Fifth Graders’ Reading Comprehension through the use of Intensive Reading in Physical Science

    Directory of Open Access Journals (Sweden)

    Alethia Paola Bogoya González

    2011-09-01

    Full Text Available Reading comprehension in a content area needs to be seen from both the content and language perspectives. This paper examines the use of intensive reading, a strategy taken from the language teaching field, to help students improve their reading comprehension ability and develop understanding of science concepts. The study was carried out in a fifth grade class at a private bilingual institution of Bogotá. Reading was analyzed using a mixed-method approach that utilizes both qualitative and quantitative methods. The first method was done through students’ interviews, artefacts, and a teacher’s journal, and the second by means of two reading tests, Cloze and CARI, Content Area Reading Inventory Test. The statistical analysis shows that students improved their reading comprehension ability as their scores for the post-test were higher than those of the pre-test; this increment is statistically significant as p ≤ .05 when applying a t-test. The qualitative analysis shows that structured reading practices lead to the development of students’ cognitive processes. Overall, the results indicate that reading in sciences hould be seen as dynamic process that incorporates learners’ strategies in order to develop conceptual understanding.

  19. Factors which deter potential science/math teachers from teaching; changes necessary to ameliorate their concerns

    Science.gov (United States)

    Evans, Robert H.

    In light of the perceived national need for more science and math teachers, this study was conceived to:1.Identify teaching oriented students among freshmen at a mid-western engineering school, who have chosen NOT to become teachers;2.Find out what reasons these potential science and math teachers have for deciding not to pursue teaching careers;3.Determine what amelioration of these problems would be necessary for them to no longer be factors which would inhibit students from becoming teachers.Of a random sample of 110 students drawn from a freshman class, 98 participated fully in the study. Each participant took Holland's Self-Directed Search to determine teaching orientation and author-constructed instruments to assess their concerns about teaching.Results showed teaching oriented students avoided teaching due to low starting salaries, lack of job security, low maximum salaries, not wanting to do the work teacher's do, poor job availability and discouragement by family and friends. Starting salaries of 21,693 and salaries of 32,600 for a teacher with a B.A. and 10 years experience were among the changes deemed necessary to make teaching attractive.

  20. Developing Elementary Math and Science Process Skills Through Engineering Design Instruction

    Science.gov (United States)

    Strong, Matthew G.

    This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.

  1. Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

    Science.gov (United States)

    Ryan, Eileen V.; Ryan, William H.

    2015-11-01

    A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.

  2. Advancing participation of blind students in Science, Technology, Engineering, and Math

    Science.gov (United States)

    Beck-Winchatz, Bernhard; Riccobono, Mark A.

    2008-12-01

    Like their sighted peers, many blind students in elementary, middle, and high school are naturally interested in space. This interest can motivate them to learn fundamental scientific, quantitative, and critical thinking skills, and sometimes even lead to careers in Science, Technology, Engineering, and Math (STEM) disciplines. However, these students are often at a disadvantage in science because of the ubiquity of important graphical information that is generally not available in accessible formats, the unfamiliarity of teachers with non-visual teaching methods, lack of access to blind role models, and the low expectations of their teachers and parents. We discuss joint efforts by the National Aeronautics and Space Administration (NASA) and the National Federation of the Blind’s (NFB) National Center for Blind Youth in Science (NCBYS) to develop and implement strategies to promote opportunities for blind youth in science. These include the development of tactile space science books and curriculum materials, science academies for blind middle school and high school students, and college-level internship and mentoring programs. The partnership with the NFB exemplifies the effectiveness of collaborations between NASA and consumer-directed organizations to improve opportunities for underserved and underrepresented individuals.

  3. The long-term impact of a math, science and technology program on grade school girls

    Science.gov (United States)

    Sullivan, Sandra Judd

    The purpose of this study was to determine if a math, science, and technology intervention program improved grade school girls' attitudes and stereotypes toward science and scientists, as well as participation levels in science-related activities, two years after their participating in the program. The intervention program evaluated was Operation SMART, developed by Girls Incorporated. Participants were recruited from the 6th and 7th grades from two public middle schools in Northern California. One hundred twenty-seven girls signed up for the survey and were assigned to either the SMART group (previous SMART participants) or Non-SMART group (no previous experience with SMART). The survey consisted of five parts: (1) a background information sheet, (2) the Modified Attitudes Toward Science Inventory, (3) the What Do You Do? survey, (4) the Draw-A-Scientist Test-Revised, and (5) a career interests and role models/influencer survey. Results indicated that there were no significant differences between the SMART and Non-SMART groups on any of the test measures. However, middle school attended did have a significant effect on the outcome variables. Girls from Middle School A reported more positive attitudes toward science, while girls from Middle School B reported higher participation levels in extracurricular science activities. Possible explanations for these findings suggest too much time had passed between treatment effect and time of measurement as well as the strong influence of teacher and school environment on girls' attitudes and stereotypes. Recommendations for future research are discussed.

  4. Reading, Writing & Rings: Science Literacy for K-4 Students

    Science.gov (United States)

    McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

    2007-12-01

    Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.

  5. Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties.

    Science.gov (United States)

    Hassinger-Das, Brenna; Jordan, Nancy C; Dyson, Nancy

    2015-12-01

    The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.

  6. Expedition Zenith: Experiences of eighth grade girls in a non-traditional math/science program

    Science.gov (United States)

    Ulm, Barbara Jean

    2004-11-01

    This qualitative study describes the experiences of a group of sixteen, eighth grade girls participating in a single-sex, math/science program based on gender equity research and constructivist theory. This phenomenological case study highlights the individual changes each girl perceives in herself as a result of her involvement in this program which was based at a suburban middle school just north of New York City. Described in narrative form is what took place during this single-sex program. At the start of the program the girls worked cooperatively in groups to build canoes. The canoes were then used to study a wetland during the final days of the program. To further immerse the participants into nature, the girls also camped during these final days. Data were collected from a number of sources to uncover, as fully as possible, the true essence of the program and the girls' experiences in it. The data collection methods included direct observation; in-depth, open-ended interviews; and written documentation. As a result of data collection, the girls' perceived outcomes and assessment of the program, as well as their recommendations for future math/science programs are revealed. The researcher in this study also acted as teacher, directing the program, and as participant to better understand the experiences of the girls involved in the program. Thus, unique insights could be made. The findings in this study provide insight into the learning of the participants, as well as into the relationships they formed both inside and outside of the program. Their perceived experiences and assessment of the program were then used to develop a greater understanding as to the effectiveness of this non-traditional program. Although this study echoed much of what research says about the needs of girls in learning situations, and therefore, reinforces previously accepted beliefs, it also reveals significant findings in areas previously unaddressed by gender studies. For example

  7. Science Language Accommodation in Elementary School Read-Alouds

    Science.gov (United States)

    Glass, Rory; Oliveira, Alandeom W.

    2014-03-01

    This study examines the pedagogical functions of accommodation (i.e. provision of simplified science speech) in science read-aloud sessions facilitated by five elementary teachers. We conceive of read-alouds as communicative events wherein teachers, faced with the task of orally delivering a science text of relatively high linguistic complexity, open up an alternate channel of communication, namely oral discussion. By doing so, teachers grant students access to a simplified linguistic input, a strategy designed to promote student comprehension of the textual contents of children's science books. It was found that nearly half (46%) of the read-aloud time was allotted to discussions with an increased percentage of less sophisticated words and reduced use of more sophisticated vocabulary than found in the books through communicative strategies such as simplified rewording, simplified definition, and simplified questioning. Further, aloud reading of more linguistically complex books required longer periods of discussion and an increased degree of teacher oral input and accommodation. We also found evidence of reversed simplification (i.e. sophistication), leading to student uptake of scientific language. The main significance of this study is that it reveals that teacher talk serves two often competing pedagogical functions (accessible communication of scientific information to students and promotion of student acquisition of the specialized language of science). It also underscores the importance of giving analytical consideration to the simplification-sophistication dimension of science classroom discourse as well as the potential of computer-based analysis of classroom discourse to inform science teaching.

  8. Talking Math, Blogging Math

    OpenAIRE

    Mathews, Linda Marie

    2009-01-01

    Talking Math, Blogging Math is a curriculum designed to aid middle school Pre- Algebra students' mathematical problem-solving through the use of academic language instruction, explanatory proofs, and online technology (blogging). Talking Math, Blogging Math was implemented over a period of ten weeks during the 2008 - 2009 school year. The school where the curriculum was implemented is a non-traditional classroom-based charter school. The 7th, 8th and 9th grade students attended class twice a ...

  9. Supporting Girls' and Boys' Engagement in Math and Science Learning: A Mixed Methods Study

    Science.gov (United States)

    Fredricks, Jennifer A.; Hofkens, Tara; Wang, Ming-Te; Mortenson, Elizabeth; Scott, Paul

    2018-01-01

    This study uses a mixed method sequential exploratory design to examine motivational and contextual influences on boys' and girls' engagement in math and science, paying particular attention to similarities and differences in the patterns by gender. First, interviews were conducted with 38 middle and high school students who varied in their level…

  10. Friends and Family: A Literature Review on How High School Social Groups Influence Advanced Math and Science Coursetaking

    Science.gov (United States)

    Gottfried, Michael; Owens, Ann; Williams, Darryl; Kim, Hui Yon; Musto, Michela

    2017-01-01

    In this study, we synthesized the literature on how informal contexts, namely friends and family social groups, shape high school students' likelihood of pursuing advanced math and science coursework. Extending scholarly understandings of STEM education, we turned to the body of literature with three guiding questions: (1) What influence do…

  11. Differences between the Sexes among Protestant Christian Middle School Students and Their Attitudes toward Science, Technology, Engineering and Math (STEM)

    Science.gov (United States)

    Michael, Kurt Y.; Alsup, Philip R.

    2016-01-01

    Research focusing on science, technology, engineering, and math (STEM) education among conservative Protestant Christian school students is scarce. Crenshaw's intersectionality theory is examined as it pertains to religion as a group identifier. The STEM Semantic Survey was completed by 157 middle school students attending six different private…

  12. A Latent Curve Model of Parental Motivational Practices and Developmental Decline in Math and Science Academic Intrinsic Motivation

    Science.gov (United States)

    Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

    2009-01-01

    A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children's pleasure and engagement in the learning process, whereas task-extrinsic…

  13. When Is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math

    Science.gov (United States)

    Maltese, Adam V.; Tai, Robert H.; Fan, Xitao

    2012-01-01

    Even with the history of debate over the merits of homework, there are significant gaps in the research record regarding its benefit to students. The focus of this study is on the association between time spent on homework and academic performance in science and math by assessing survey and transcript data from two nationally representative…

  14. Science, Technology, Engineering and Math (STEM) Academic Librarian Positions during 2013: What Carnegie Classifications Reveal about Desired STEM Skills

    Science.gov (United States)

    Trei, Kelli

    2015-01-01

    This study analyzes the requirements and preferences of 171 science, technology, engineering, and math (STEM) academic librarian positions in the United States as advertised in 2013. This analysis compares the STEM background experience preferences with the Carnegie rankings of the employing institution. The research examines the extent to which…

  15. Implications for School Leaders of the Impact of Math, Science, and Technology Magnet Programs on Middle School Student Achievement

    Science.gov (United States)

    Hinojosa, Lupita

    2012-01-01

    Although many national studies have been conducted on the effectiveness of magnet programs, there is limited research involving math, science, and technology magnet schools and their influence on student academic performance, especially at the middle school level. The purpose of this study was to determine whether a statistical difference existed…

  16. Comparing the Math Anxiety of Secondary School Female Students in Groups (Science and Mathematical Physics) Public Schools

    Science.gov (United States)

    Vakili, Khatoon; Pourrazavy, Zinat alsadat

    2017-01-01

    The aim of this study is comparing math anxiety of secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari. The purpose of the research is applied research, it is a development branch, and in terms of the nature and method, it is a causal-comparative research. The statistical…

  17. WVU--community partnership that provides science and math enrichment for underrepresented high school students.

    Science.gov (United States)

    Rye, J A; Chester, A L

    1999-04-01

    In response to the need to help West Virginia secondary school students overcome educational and economic barriers and to increase the number of health professionals in the state, the Health Sciences and Technology Academy (hereafter, "the Academy") was established in 1994. The Academy is a partnership between West Virginia University (WVU)--including the Robert C. Byrd Health Sciences Center, Eberly College of Arts and Sciences, and the College of Human Resources and Education--and members of the community, including secondary-school teachers, health care professionals, and other community leaders. The Academy targets students from underrepresented groups (mainly African Americans and financially disadvantaged whites) in grades nine through 12. By November 1997, 290 students (69% girls and 33% African American) from 17 counties were Academy participants. Funding is from the W. K. Kellogg Foundation, Howard Hughes Medical Institute, the National Institutes of Health, the Coca-Cola Foundation, and other sources. Academy programs are an on-campus summer institute and community-based clubs, where students engage in activities for science and math enrichment, leadership development, and health careers awareness. In the Academy's clubs, students carry out extended investigations of problems related to human health and local communities. Most students report that the Academy has increased their interest in health care careers, and almost all who have continued to participate in Academy programs through their senior year have been accepted into college.

  18. Bringing Computational Thinking into the High School Science and Math Classroom

    Science.gov (United States)

    Trouille, Laura; Beheshti, E.; Horn, M.; Jona, K.; Kalogera, V.; Weintrop, D.; Wilensky, U.; University CT-STEM Project, Northwestern; University CenterTalent Development, Northwestern

    2013-01-01

    Computational thinking (for example, the thought processes involved in developing algorithmic solutions to problems that can then be automated for computation) has revolutionized the way we do science. The Next Generation Science Standards require that teachers support their students’ development of computational thinking and computational modeling skills. As a result, there is a very high demand among teachers for quality materials. Astronomy provides an abundance of opportunities to support student development of computational thinking skills. Our group has taken advantage of this to create a series of astronomy-based computational thinking lesson plans for use in typical physics, astronomy, and math high school classrooms. This project is funded by the NSF Computing Education for the 21st Century grant and is jointly led by Northwestern University’s Center for Interdisciplinary Exploration and Research in Astrophysics (CIERA), the Computer Science department, the Learning Sciences department, and the Office of STEM Education Partnerships (OSEP). I will also briefly present the online ‘Astro Adventures’ courses for middle and high school students I have developed through NU’s Center for Talent Development. The online courses take advantage of many of the amazing online astronomy enrichment materials available to the public, including a range of hands-on activities and the ability to take images with the Global Telescope Network. The course culminates with an independent computational research project.

  19. Signaling threat: how situational cues affect women in math, science, and engineering settings.

    Science.gov (United States)

    Murphy, Mary C; Steele, Claude M; Gross, James J

    2007-10-01

    This study examined the cues hypothesis, which holds that situational cues, such as a setting's features and organization, can make potential targets vulnerable to social identity threat. Objective and subjective measures of identity threat were collected from male and female math, science, and engineering (MSE) majors who watched an MSE conference video depicting either an unbalanced ratio of men to women or a balanced ratio. Women who viewed the unbalanced video exhibited more cognitive and physiological vigilance, and reported a lower sense of belonging and less desire to participate in the conference, than did women who viewed the gender-balanced video. Men were unaffected by this situational cue. The implications for understanding vulnerability to social identity threat, particularly among women in MSE settings, are discussed.

  20. Developing a Global Science and Math Education System Based on Real Astronomy Data

    Science.gov (United States)

    Pennypacker, Carlton

    2015-03-01

    Global Hands-On Universe (GHOU) is an educational system where students use real astronomy data from (largely optical) telescopes to learn fundamental physics, math, astronomy, and technology.GHOU is a good example of a collaborative global education project, where data, software, teacher training methods, curriculum, activities, telescopes, and human resources are developed by many members of GHOU and then shared internationally.Assessments show that in this program students learn more science and math than in conventional classroom teaching, and students change their attitudes towards choosing careers in science and technology.GHOU is an exemplar of appropriate use of computers in the classroom for real data analysis.The International Asteroid Search program of GHOU has helped students discover over 700 asteroids. Half a dozen high schools have named the asteroids they have found after their high school (some from here in Texas!).GHOU has found resonance with many teachers and students around the world, reaching approximately 20,000 global teachers in the International Year of Astronomy in 2009.In addition, activities from French HOU are part of the official French National Curriculum, and exit exam, teacher training syllabus and teacher exit exams. GHOU has found particular enthusiasms in nations with increasing technology basis - for example, GHOU is reaching many teachers in China, Chile, Indonesia, Kenya, Venezuela, with expansion plans for Cuba underway. Some nations, such as Portugal, have reached reasonable fractions of their teachers through GHOU. Workshops are planned in Iran, and HOU colleagues are starting to build a GHOU telescope in Israel. US HOU had trained approximately 1000 teachers in the United States, before the closing of the NSF Teacher Enhancement Section.But as many new large and smaller telescopes come on line - e.g., the Large Synoptic Survey Telescope - the need for GHOU around the world and even the United States will only increase.

  1. Re-analysis of NAEP Math and Reading Scores in States with and without High-stakes Tests: Response to Rosenshine

    Directory of Open Access Journals (Sweden)

    Audrey Amrein-Beardsley

    2003-08-01

    Full Text Available Here we address the criticism of our NAEP analyses by Rosenshine (2003. On the basis of his thoughtful critique we redid some of the analyses on which he focused. Our findings contradict his. This is no fault of his, the reasons for which are explained in this paper. Our findings do support our position that high-stakes tests do not do much to improve academic achievement. The extent to which states with high-stakes tests outperform states without high-stakes tests is, at best, indeterminable. Using 1994-1998 NAEP reading and 1996-2000 NAEP math data and accounting for NAEP exemption rates for the same years, we found that states with high-stakes tests are not outperforming states without high-stakes tests in reading in the 4th grade or math in the 8th grade at a statistically significant level. States with high-stakes tests are, however, outperforming states without high-stakes tests in math in the 4th grade at a statistically significant level. Our findings also support our earlier stance that states with high-stakes tests are exempting more students from participating in the NAEP than are states without high-stakes tests. This is more prevalent the more recent the NAEP test administration. This is illustrated in the tables below.

  2. Using Art to Enhance the Learning of Math and Science: Developing an Educational Art-Science Kit about Fractal Patterns in Nature

    Science.gov (United States)

    Rao, Deepa

    This study documents the development of an educational art-science kit about natural fractals, whose aim is to unite artistic and scientific inquiry in the informal learning of science and math. Throughout this research, I argue that having an arts-integrated approach can enhance the learner of science and math concepts. A guiding metaphor in this thesis is the Enlightenment-era cabinet of curiosities that represents a time when art and science were unified in the process of inquiry about the natural world. Over time, increased specialization in the practice of arts and science led to a growing divergence between the disciplines in the educational system. Recently, initiatives like STEAM are underway at the national level to integrate "Arts and Design" into the Science, Technology, Engineering, and Math (STEM) formal education agenda. Learning artifacts like science kits present an opportunity to unite artistic and scientific inquiry in informal settings. Although science kits have been introduced to promote informal learning, presently, many science kits have a gap in their design, whereby the activities consist of recipe-like instructions that do not encourage further inquiry-based learning. In the spirit of the cabinet of curiosities, this study seeks to unify visual arts and science in the process of inquiry. Drawing from educational theories of Dewey, Piaget, and Papert, I developed a novel, prototype "art-science kit" that promotes experiential, hands-on, and active learning, and encourages inquiry, exploration, creativity, and reflection through a series of art-based activities to help users learn science and math concepts. In this study, I provide an overview of the design and development process of the arts-based educational activities. Furthermore, I present the results of a pilot usability study (n=10) conducted to receive user feedback on the designed materials for use in improving future iterations of the art-science fractal kit. The fractal kit

  3. Upward Bound: An Untapped Fountain Of Youth Wanting To Learn About Math And Science

    Science.gov (United States)

    Gillis-Davis, J. J.; Sherman, S. B.; Gillis-Davis, L. C.; Svelling, K. L.

    2009-12-01

    We developed a two-phased curricula aimed at high school students in Hawaii’s Upward Bound (UB) programs. The course, called “Tour Through the Solar System”, was tested in the summer 2008-2009 programs of two of the four Hawaii UB programs. Authorized by Congress in 1965, UB is a federal program funded by the U.S. Department of Education to serve students underrepresented in higher education. Students enrolled in UB are predominantly low income, or from families in which neither parent holds a bachelor’s degree. UB programs make a measurable improvement in retaining high school students in the education pipeline in part by using innovative educational and outreach programs to spark students’ interest in learning while building academic self-confidence. Curricula developed for UB are sustainable because there are 964 programs in the United States, and U territories. Education and outreach products can be presented at regional and national meetings, which directors of the UB programs attend. Broad regulations and varied instruction formats allow curriculum developers a flexible and creative framework for developing classes. For instance, regulations stipulate that programs must provide participants with academic instruction in mathematics, laboratory sciences, composition, literature, and foreign languages in preparation for college entrance. UB meets these guidelines through school-year academic activities and a six-week summer school program. In designing our curricula the primary goals were to help students learn how to learn and encourage them to develop an interest in the fields of science, technology, engineering and math using NASA planetary data sets in a Problem-Based Learning (PBL) environment. Our focus on planetary science stems from our familiarity with the data sets, our view that NASA data sets are a naturally inspirational tool to engage high school students, and its cross-disciplinary character: encompassing geology, chemistry, astronomy

  4. Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

    Science.gov (United States)

    Shifrer, Dara; Callahan, Rebecca

    2010-09-01

    Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

  5. Professional reading and the Medical Radiation Science Practitioner

    International Nuclear Information System (INIS)

    Shanahan, Madeleine; Herrington, Anthony; Herrington, Jan

    2010-01-01

    Purpose: Updating professional knowledge is a central tenet of Continuing Professional Development (CPD) and professional reading is a common method health practitioners use to update their professional knowledge. This paper reports the level of professional reading by Medical Radiation Science (MRS) practitioners in Australia and examines organisational support for professional reading. Materials and Methods: Survey design was used to collect data from MRS practitioners. A questionnaire was sent to 1142 Australian practitioners, which allowed self-report data to be collected on the length of time practitioners engage in professional reading and the time workplaces allocate to practitioners for professional reading. Results: Of the 362 MRS practitioners who returned the survey, 93.9% engaged in professional reading on a weekly basis. In contrast, only 28.9% of respondents reported that their workplace allocates time for professional reading to practitioners. MRS practitioners employed in universities engaged in higher levels of reading than their colleagues employed in clinical workplaces (p < 0.01) and more university workplaces allocated time for professional reading to their employees than clinical workplaces (p < 0.01). There were no significant differences for clinical practitioners in level of reading across geographic, organisational and professional demographic factors. Significant differences in workplace allocation of time for professional reading in clinical workplaces were evident for health sector (p < 0.01); work environment (p < 0.01); geographic location (p < 0.01) and area of specialisation (p < 0.01). Conclusion: The vast majority of respondent MRS practitioners engage in professional reading to update their professional knowledge. This demonstrates an ongoing commitment at the individual practitioner level for updating professional knowledge. Updating professional knowledge is an organisational as well as an individual practitioner issue. Whilst

  6. Professional reading and the Medical Radiation Science Practitioner

    Energy Technology Data Exchange (ETDEWEB)

    Shanahan, Madeleine, E-mail: mshanahan@rmit.edu.a [School of Medical Science, RMIT University, Bundoora, Victoria (Australia); Herrington, Anthony [Head, School of Regional, Remote and eLearning (RRE), Curtin University, Perth (Australia); Herrington, Jan [School of Education, Murdoch University, Perth (Australia)

    2010-11-15

    Purpose: Updating professional knowledge is a central tenet of Continuing Professional Development (CPD) and professional reading is a common method health practitioners use to update their professional knowledge. This paper reports the level of professional reading by Medical Radiation Science (MRS) practitioners in Australia and examines organisational support for professional reading. Materials and Methods: Survey design was used to collect data from MRS practitioners. A questionnaire was sent to 1142 Australian practitioners, which allowed self-report data to be collected on the length of time practitioners engage in professional reading and the time workplaces allocate to practitioners for professional reading. Results: Of the 362 MRS practitioners who returned the survey, 93.9% engaged in professional reading on a weekly basis. In contrast, only 28.9% of respondents reported that their workplace allocates time for professional reading to practitioners. MRS practitioners employed in universities engaged in higher levels of reading than their colleagues employed in clinical workplaces (p < 0.01) and more university workplaces allocated time for professional reading to their employees than clinical workplaces (p < 0.01). There were no significant differences for clinical practitioners in level of reading across geographic, organisational and professional demographic factors. Significant differences in workplace allocation of time for professional reading in clinical workplaces were evident for health sector (p < 0.01); work environment (p < 0.01); geographic location (p < 0.01) and area of specialisation (p < 0.01). Conclusion: The vast majority of respondent MRS practitioners engage in professional reading to update their professional knowledge. This demonstrates an ongoing commitment at the individual practitioner level for updating professional knowledge. Updating professional knowledge is an organisational as well as an individual practitioner issue. Whilst

  7. Extensive Graded Reading in the Liberal Arts and Sciences

    Science.gov (United States)

    Poulshock, Joseph

    2010-01-01

    For this research, learners did extensive graded reading (EGR) with traditional graded readers, and they also interacted with short graded stories in the liberal arts and sciences (LAS). This study describes the purpose and format of the LAS stories used by hundreds of university students and adult learners in Japan. It summarizes the results of…

  8. Science and Math Lesson Plans to Meet the Ohio Revised Science Standards and the Next Generation of Standards for Today; Technology (Excel

    Directory of Open Access Journals (Sweden)

    Suzanne Lunsford

    2015-02-01

    Full Text Available Pre-service teachers (K-12 developed and taught lesson plans that met the state and national science and technology standards by integrating Excel and PowerPoint into their lesson. A sample of 74 pre-service teachers in our science education program were required to integrate technology (Excel as they developed science and math lesson plans with graphing as a requirement. These students took pre-test and post-test (n=74 to determine their understanding of Excel in relation to the need of current technology for todays' science classroom. The test results showed that students obtained content gains in Excel graphing in all the inquiry-based lab experiments. They also gained experience in developing math skills, inquiry-based science lesson plans, and communication and presentation skills.

  9. Shoring Up Math and Science in the Elementary Grades: Schools Enlist Specialists to Teach Science Lessons

    Science.gov (United States)

    Jacobson, Linda

    2004-01-01

    As science gets squeezed in the elementary curriculum, at least two Florida districts are trying a new approach to keeping hands-on lessons a part of pupils' experiences. This article reports how Broward and Palm Beach county districts have increased the number of science specialists working in their elementary schools--teachers who, like physical…

  10. PUMAS (Practical Uses of Math And Science) - Low Cost, High Impact

    Science.gov (United States)

    Kahn, R. A.

    2004-12-01

    PUMAS is an on-line journal, aimed at giving pre-college teachers brief examples showing how math and science topics taught in K-12 classes can be used in interesting settings, including everyday life. The concept is a simple one - (1) ask scientists, engineers, and other content experts to write up their favorite examples of practical uses, (2) ask the authors to key their examples to the National Standards and Benchmarks, so the material is grade-appropriate and useful in the classroom, (3) have each example peer-reviewed by at least one scientist with a relevant background, and at least one teacher at an appropriate grade level, helping keep an emphasis on quality, and (4) disseminate the examples widely and inexpensively through the PUMAS Web Site (http://pumas.jpl.nasa.gov). PUMAS examples may be activities, anecdotes, descriptions of "neat ideas," formal exercises, puzzles, or demonstrations; each one is a gem, written in the voice of its author. The PUMAS site also provides opportunities for feedback on individual examples and on the journal as a whole. As with most scientific journals, the writing, reviewing, and editing efforts are volunteered; they leverage the "community service" offered by so many teachers and scientists. We have streamlined all aspects of the example submission, review, and search processes so participants can contribute at a high level, with a minimum of extraneous effort. The primary PUMAS operating expenses cover Web Site technical maintenance and computer security. The PUMAS site receives several thousand unique queries per week, and publishes an average of about one new example per month. Maintaining a strong user base has been helped by endorsements from such organizations as the NSTA and NCTM. To contributors we offer an avenue for making a real impact on pre-college education with a relatively small time commitment, and the opportunity for peer-reviewed publication. We are always looking for good examples of the Practical Uses

  11. Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL in science and maths subjects

    Directory of Open Access Journals (Sweden)

    Andriani Putu Fika

    2018-01-01

    Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

  12. Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university

    Science.gov (United States)

    Davis, Consuella Artiemese

    This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in

  13. Prediction of Basic Math Course Failure Rate in the Physics, Meteorology, Mathematics, Actuarial Sciences and Pharmacy Degree Programs

    Directory of Open Access Journals (Sweden)

    Luis Rojas-Torres

    2014-09-01

    Full Text Available This paper summarizes a study conducted in 2013 with the purpose of predicting the failure rate of math courses taken by Pharmacy, Mathematics, Actuarial Science, Physics and Meteorology students at Universidad de Costa Rica (UCR. Using the Logistics Regression statistical techniques applied to the 2010 cohort, failure rates were predicted of students in the aforementioned programs in one of their Math introductory courses (Calculus 101 for Physics and Meteorology, Math Principles for Mathematics and Actuarial Science and Applied Differential Equations for Pharmacy. For these models, the UCR admission average, the student’s genre, and the average correct answers in the Quantitative Skills Test were used as predictor variables. The most important variable for all models was the Quantitative Skills Test, and the model with the highest correct classification rate was the Logistics Regression. For the estimated Physics-Meteorology, Pharmacy and Mathematics-Actuarial Science models, correct classifications were 89.8%, 73.6%, and 93.9%, respectively.

  14. The effect of using mind maps on the development of maths and science skills

    Directory of Open Access Journals (Sweden)

    Ozgul Polat

    2017-03-01

    Full Text Available The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values obtained from the pre-test and post-test scores in favor of the children working with mind maps compared to the ones who did not work with mind maps. In the examination of the development of mind maps, it was observed that as the children engaged in preparing mind maps, they used skills requiring high-level mind organization. Mind maps, which can be used in all areas of life, are believed to be supportive of children's development areas and to be an important strategy for children to adopt and experience during the time of childhood.

  15. Children with ADHD symptoms have a higher risk for reading, spelling and math difficulties in the GINIplus and LISAplus cohort studies.

    Directory of Open Access Journals (Sweden)

    Darina Czamara

    Full Text Available Attention-deficit/hyperactivity disorder (ADHD and dyslexia belong to the most common neuro-behavioral childhood disorders with prevalences of around 5% in school-aged children. It is estimated that 20-60% of individuals affected with ADHD also present with learning disorders. We investigated the comorbidity between ADHD symptoms and reading/spelling and math difficulties in two on-going population-based birth cohort studies. Children with ADHD symptoms were at significantly higher risk of also showing reading/spelling difficulties or disorder (Odds Ratio (OR = 2.80, p = 6.59×10⁻¹³ as compared to children without ADHD symptoms. For math difficulties the association was similar (OR = 2.55, p = 3.63×10⁻⁰⁴. Our results strengthen the hypothesis that ADHD and learning disorders are comorbid and share, at least partially, the same underlying process. Up to date, it is not clear, on which exact functional processes this comorbidity is based.

  16. The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities

    Directory of Open Access Journals (Sweden)

    Rachel Erbey

    2011-07-01

    Full Text Available The purpose of this study was to measure the effects of reading racetrack and flashcards when teaching phonics, sight words, and addition facts. The participants for the sight word and phonics portion of this study were two seven-year-old boys in the second grade. Both participants were diagnosed with a learning disability. The third participant was diagnosed with attention deficit hyperactivity disorder by his pediatrician and with a learning disability and traumatic brain injury by his school’s multi-disciplinary team.. The dependent measures were corrects and errors when reading from a first grade level sight word list. Math facts were selected based on a 100 add fact test for the third participant. The study demonstrated that racetracks paired with the flashcard intervention improved the students’ number of corrects for each subject-matter area (phonics, sight words, and math facts. However, the results show that some students had more success with it than others. These outcomes clearly warrant further research.

  17. The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

    Science.gov (United States)

    van Veggel, Nieky; Amory, Jonathan

    2014-01-01

    Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

  18. An exploration of the gateway math and science course relationships in the Los Angeles Community College District

    Science.gov (United States)

    Buchanan, Donald G.

    This study evaluated selected demographic, pre-enrollment, and economic status variables in comparison to college-level performance factors of GPA and course completion ratios for gateway math and science courses. The Transfer and Retention of Urban Community College Students (TRUCCS) project team collected survey and enrollment data for this study in the Los Angeles Community College District (LACCD). The TRUCCS team surveyed over 5,000 students within the nine campus district beginning in the fall of 2000 and spring of 2001 with follow-up data for next several years. This study focused on the math and science courses; established background demographics; evaluated pre-enrollment high school self-reported grades; reviewed high school and college level math courses taken; investigated specific gateway courses of biology, chemistry and physics; and compared them to the overall GPAs and course completion ratios for 4,698 students. This involved the SPSS development of numerous statistical products including the data from frequency distributions, means, cross-tabulations, group statistics t-tests, independent samples t-tests, and one-way ANOVA. Findings revealed demographic and economic relationships of significance for students' performance factors of GPA and course completion ratios. Furthermore, findings revealed significant differences between the gender, age, ethnicity and economic employment relationships. Conclusions and implications for institutions of higher education were documented. Recommendations for dissemination, intervention programs, and future research were also discussed.

  19. Culturally relevant science: An approach to math science education for Hispanics. Final technical report

    Energy Technology Data Exchange (ETDEWEB)

    Ortiz de Montellano, B.

    1996-11-14

    As planned a letter was sent out to 17 teachers who had participated in a Summer 1994 workshop on ``Culturally Relevant Science for Hispanics`` at Michigan State. These teachers were supposed to have spent the intervening time developing lesson plans and curricula. The letter requested a report of any activities undertaken and copies of lesson plans and materials developed by February 1996 with a stipend of $400 for satisfactory reports. It was a disappointment to only get 9 responses and not all of them demonstrating a satisfactory level of activity. Diana Marinez, Dean of Science at Texas A and M University, Corpus Christi, who is the other developer of this curriculum and the author reviewed the submitted materials and chose those showing the most promise to be invited to participate in the Summer Writing Workshop. Spring of 1996 and particularly in May--June, the author wrote a partial first draft of a companion volume for the teacher`s manual which would provide a rationale for doing culturally relevant science, present the cultural and the scientific background that teachers would need in order to be able to teach. One of the goals of this curriculum is that it should be off-the-shelf ready to teach and that teachers would not have to do extra research to encourage its adoption. The outline of the book is appendix 1. The Writing Workshop was held at Texas A and M University, Corpus Christi from July 14 to July 27, 1996. Participating teachers chose topics that they were interested in developing and wrote first drafts. These were distributed to all participants and critiqued by the workshop directors before being rewritten. Some teachers were more productive than others depending on their science background. In total an impressive number of lesson plans were written. These lesson plans are listed in Appendix 3. Appendix 4 is a sample lesson. Work still needs to be done on both the source book and the teachers` manual.

  20. The Math–Biology Values Instrument: Development of a Tool to Measure Life Science Majors’ Task Values of Using Math in the Context of Biology

    Science.gov (United States)

    Andrews, Sarah E.; Runyon, Christopher; Aikens, Melissa L.

    2017-01-01

    In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students’ personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math–Biology Values Instrument (MBVI), an 11-item college-level self-­report instrument grounded in expectancy-value theory, to measure life science students’ interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student’s value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math–biology values and understand how math–biology values are related to students’ achievement and decisions to pursue more advanced quantitative-based courses. PMID:28747355

  1. The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology

    Science.gov (United States)

    Andrews, Sarah E.; Runyon, Christopher; Aikens, Melissa L.

    2017-01-01

    In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory,…

  2. Self-efficacy beliefs of underrepresented minorities in science, technology, engineering, and math

    Science.gov (United States)

    Garibay, Guadalupe

    The purpose of this study is to understand the self-perceptions, confidence, and self-efficacy of underrepresented minorities (URMs) as they undertake Science, Technology, Engineering and Math (STEM) courses during their K-12 years in urban-public schools. Through the lens of Bandura's self-efficacy theory, this study analyzed self-efficacious behaviors as they revealed themselves in K-12 classrooms. The participants were 11th- and 12th-grade students, their parents, their STEM teachers, and their mentor. The goal was to understand what has been inhibiting the growth of URM representation in STEM majors and in STEM fields. This qualitative study was designed to understand the participants' stories and uncover personal characteristics such as grit, perseverance, and determination in the face of obstacles. The instruments used in this study were interviews, observations, and self-efficacy surveys. The findings revealed that the participants' perceptions of the students' abilities to succeed in a STEM field were all tentatively positive. The participants focused on the many obstacles already overcome by the students and used it as precedent for future success. All the student-participants shared a similar set of adult types in their lives--adults who believed not only in their STEM abilities, but also in their abilities to face obstacles, who were willing to give their time and expertise when necessary, and who shared similar experiences in terms of the lack of educational resources or of economic struggles. It was these shared experiences that strengthened the beliefs that, if the adult participants could succeed in education or succeed in spite of poverty, the student participants could succeed, as well.

  3. Women in physics: A comparison to science, technology, engineering, and math education over four decades

    Science.gov (United States)

    Lim, Gloria

    Women have been underrepresented in many STEM fields including physics. The gap appears to be largely attributable to a lack of women pursuing physics in college, and little is known about the characteristics and career interests of women who do plan to major in physics. Using nationwide data on first-time, full-time college students, this study set out to: (1) document national trends in plans to major in physics among women entering college; (2) document the career aspirations of women who intend to major in physics; and (3) explore the characteristics of women who intend to major in physics and how this population has evolved across time. The results show that women's interest in physics has been consistently low in the past four decades. The most popular career aspiration among women who plan to major in physics is research scientist, although this career aspiration is declining in popularity. Further, this study identifies a distinctive profile of the average female physics student as compared to women in other STEM fields and women across all majors. Women who plan to pursue a physics major tend to be confident in their math abilities, value college as an opportunity to learn, plan to attend graduate school, and are less likely than women in other fields to have a social activist orientation. The paper concludes with implications for scholars, educators, administrators, and policymakers as they seek to recruit more women in to the physics field. This research is supported by the National Science Foundation, HRD No. 1135727. Part of this work was also completed with the support of a Fulbright Fellowship in Finland.

  4. Combining Graphic Arts, Hollywood and the Internet to Improve Distance Learning in Science and Math

    Science.gov (United States)

    Tso-Varela, S.; Friedberg, R.; Lipnick, D.

    We on the Navajo Reservation face the daunting problem of trying to educate a widely scattered student population over a landmass (25,000+ sq. miles) larger than all the New England states combined. Compounding this problem is the fact that English is a second language for many students and that many of our students lack basic foundation skills. One of the obvious answers is Distance Learning Programs. But, in the past Distance Learning Programs have been notably ineffective on the Navajo Reservation. An experimental Internet Astronomy that we taught last summer showed conclusively that we must specifically tailor our Distance Learning courses to a Navajo audience. As with many college level science courses, our experimental course was English intensive and there lies the crux of the problem. With the help of our colleague institutions, Los Alamos National Laboratory, University of California at Berkeley, University of New Mexico, Kennesaw State University, and New Mexico Highlands University, we undertook to replace 90% of the traditional verbiage with art, an idiom much accepted on the Navajo Reservation. We used the Walt Disney Studios as a model. Specifically, we studied the Pvt. Snafu cartoons used by the War Department in World War II. We tried to emulate their style and techniques. We developed our own cartoon characters, Astroboy, Professor Tso and Roxanne. We combined high quality graphic art, animation, cartooning, Navajo cultural elements, Internet hyperlinks and voiceovers to tell the story of Astronomy 101 Lab. In addition we have added remedial math resources and other helpful resources to our web site. We plan to test initial efforts in an experimental Internet course this summer.

  5. Culturally relevant science: An approach to math science education for hispanics. Final technical report

    Energy Technology Data Exchange (ETDEWEB)

    Montellano, B.O. de

    1996-11-14

    This progress report summarizes results of a teacher workshop. A letter sent to 17 teachers who had participated in the workshop requested a report of any activities undertaken and copies of lesson plans and materials developed. Only nine responses were received, and not all of them demonstrated a satisfactory level of activity. Teachers who submitted materials showing the most promise were invited to participate in the Summer Writing Workshop. A partial first draft of a companion volume for the teacher`s manual was written which provides a rationale for culturally relevant science and presents the cultural and scientific background needed. The outline of the book is presented in Appendix 1. Appendix 2 is a sample chapter from the book.

  6. Effects of Reading Skills on Students’ Performance in Science and Mathematics in Public and Private Secondary Schools

    Directory of Open Access Journals (Sweden)

    Ombra A. Imam

    2016-05-01

    Full Text Available In the Philippine education system, reading, mathematics, and science formed part of the core areas of basic education curriculum. For the last decade, the quality of Philippine education was put into a big question due to poor performance of students in mathematics and science tests both local and abroad. The initial result of current efforts of the government by adopting K-12 curriculum didn’t do much to change the status quo. The purpose of this study is to determine the reading predictors of students’ performance in Mathematics and Science and identify its effects to such performance. A total of 660 freshmen students from public and private high schools in Cotabato City, Philippines were taken as sample. A validated and reliable 150-item test in reading comprehension skills, mathematics and science was used to get primary data to perform correlation and regression analysis. Findings showed that only making inference and getting main idea were predictors of mathematics performance of students in public school and private schools, respectively.  Data analysis also revealed that two reading skills such as noting details and making inference had an influence on science performance of students in public school while skills in getting main idea and drawing conclusion influenced science performance of students in private schools.  However, there was only one skill such as vocabulary in context which was predictor of overall science performance of all students. Moreover, separate effects of making inference, identifying main idea explained only 1.8 percent and 1.3 percent of students’ math performance while their combined effects provided only .1 percent or nearly zero percent. Furthermore, the study found out that separate effects of noting details contributed 3.3 percent and its combined effects with making inference explained 4.2 percent of science performance of students in public schools. In terms of effects of reading to science

  7. Use of Schema on Read in Earth Science Data Archives

    Science.gov (United States)

    Petrenko, M.; Hegde, M.; Smit, C.; Pilone, P.; Pham, L.

    2017-12-01

    Traditionally, NASA Earth Science data archives have file-based storage using proprietary data file formats, such as HDF and HDF-EOS, which are optimized to support fast and efficient storage of spaceborne and model data as they are generated. The use of file-based storage essentially imposes an indexing strategy based on data dimensions. In most cases, NASA Earth Science data uses time as the primary index, leading to poor performance in accessing data in spatial dimensions. For example, producing a time series for a single spatial grid cell involves accessing a large number of data files. With exponential growth in data volume due to the ever-increasing spatial and temporal resolution of the data, using file-based archives poses significant performance and cost barriers to data discovery and access. Storing and disseminating data in proprietary data formats imposes an additional access barrier for users outside the mainstream research community. At the NASA Goddard Earth Sciences Data Information Services Center (GES DISC), we have evaluated applying the "schema-on-read" principle to data access and distribution. We used Apache Parquet to store geospatial data, and have exposed data through Amazon Web Services (AWS) Athena, AWS Simple Storage Service (S3), and Apache Spark. Using the "schema-on-read" approach allows customization of indexing—spatial or temporal—to suit the data access pattern. The storage of data in open formats such as Apache Parquet has widespread support in popular programming languages. A wide range of solutions for handling big data lowers the access barrier for all users. This presentation will discuss formats used for data storage, frameworks with support for "schema-on-read" used for data access, and common use cases covering data usage patterns seen in a geospatial data archive.

  8. Use of Schema on Read in Earth Science Data Archives

    Science.gov (United States)

    Hegde, Mahabaleshwara; Smit, Christine; Pilone, Paul; Petrenko, Maksym; Pham, Long

    2017-01-01

    Traditionally, NASA Earth Science data archives have file-based storage using proprietary data file formats, such as HDF and HDF-EOS, which are optimized to support fast and efficient storage of spaceborne and model data as they are generated. The use of file-based storage essentially imposes an indexing strategy based on data dimensions. In most cases, NASA Earth Science data uses time as the primary index, leading to poor performance in accessing data in spatial dimensions. For example, producing a time series for a single spatial grid cell involves accessing a large number of data files. With exponential growth in data volume due to the ever-increasing spatial and temporal resolution of the data, using file-based archives poses significant performance and cost barriers to data discovery and access. Storing and disseminating data in proprietary data formats imposes an additional access barrier for users outside the mainstream research community. At the NASA Goddard Earth Sciences Data Information Services Center (GES DISC), we have evaluated applying the schema-on-read principle to data access and distribution. We used Apache Parquet to store geospatial data, and have exposed data through Amazon Web Services (AWS) Athena, AWS Simple Storage Service (S3), and Apache Spark. Using the schema-on-read approach allows customization of indexing spatially or temporally to suit the data access pattern. The storage of data in open formats such as Apache Parquet has widespread support in popular programming languages. A wide range of solutions for handling big data lowers the access barrier for all users. This presentation will discuss formats used for data storage, frameworks with This presentation will discuss formats used for data storage, frameworks with support for schema-on-read used for data access, and common use cases covering data usage patterns seen in a geospatial data archive.

  9. Examining School-Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3-8 in Florida, Mississippi, and North Carolina. REL 2017-235

    Science.gov (United States)

    Herrera, Sarah; Zhou, Chengfu; Petscher, Yaacov

    2017-01-01

    The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level.…

  10. Racial/Ethnic Differences in Kindergartners' Reading and Math Skills: Parents' Knowledge of Children's Development and Home-Based Activities as Mediators

    Science.gov (United States)

    Sonnenschein, Susan; Sun, Shuyan

    2017-01-01

    Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home-based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study-Birth Cohort to examine the differences in…

  11. How Well Are American Students Learning? With Sections on Reading and Math in the Common Core Era, Tracking and Advanced Placement (AP), and Principals as Instructional Leaders. The 2016 Brown Center Report on American Education. Volume 3, Number 5

    Science.gov (United States)

    Loveless, Tom

    2016-01-01

    The 2016 edition of the Brown Center Report (BCR) is number five in the third volume and the 15th issue overall. As is customary, this year's BCR contains three studies. Part one is on the Common Core State Standards (CCSS) and instruction in math and reading. National Assessment of Educational Progress (NAEP) data indicate that nonfiction is…

  12. The trials, tribulations, and triumphs of black faculty in the math and science pipeline: A life history approach

    Science.gov (United States)

    Williams, Lisa D.

    2000-12-01

    This study explores the career progression and life history of black mathematicians and scientists who teach on university faculties in the United States. It investigates the following questions: Why are there so few black mathematicians and scientists in colleges and universities in the United States? What is the experience of black students who express an interest in science and math? What barriers do black scientists and mathematicians face as they move through school towards their career in higher education? What factors facilitate their success? The current literature shows that there are few women and minorities teaching or working in math and science compared to white men, although reasons for this underrepresentation are still not well understood. I explored this phenomenon by conducting two sets of in-depth interviews with twelve black faculty, six women, six men, from both historically black and predominantly white higher educational institutions in the United States. My interviews were based upon a life history approach that identified the participants' perceptions of the barriers and obstacles, as well as the supports and facilitators encountered in their schooling and career progression. The findings from the study show the importance of a strong family, community, and teacher support for the participants throughout their schooling. Support systems continued to be important in their faculty positions. These support systems include extended family members, teachers, community members, supervisors, and classmates, who serve as role models and mentors. The life study interviews provide striking evidence of the discrimination, isolation, and harassment due to race and gender experienced by black male and female mathematicians and scientists. The racial discrimination and the compounding effect of racism and sexism play out differently for the male and female participants in this study. This study suggests directions for future research on the experiences

  13. Title I/PSEN Individualized Reading and Math Services for the Handicapped, 1980-81. Final Evaluation Report.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

    The Title I Umbrella Program provided compensatory instruction in reading, mathematics, and writing to 24,000 mildly or moderately handicapped students in New York City. The program was comprised of seven discrete components for the remediation of reading and writing skills, five after-school models, and two components for the remediation of math…

  14. Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

    Science.gov (United States)

    Marsh, Herbert W.; Abduljabbar, Adel Salah; Abu-Hilal, Maher M.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Leung, Kim Chau; Xu, Man K.; Nagengast, Benjamin; Parker, Philip

    2013-01-01

    For the international Trends in International Mathematics and Science Study (TIMSS2007) math and science motivation scales (self-concept, positive affect, and value), we evaluated the psychometric properties (factor structure, method effects, gender differences, and convergent and discriminant validity) in 4 Arab-speaking countries (Saudi Arabia,…

  15. Professional Parity Between Co-Teachers in Secondary Science and Math As Influenced By Administrative Support

    Science.gov (United States)

    Nordh, Camilla S.

    2011-12-01

    School improvement plans, budget constraints, and compliance mandates targeting academic progress for all students indicate a need for maximal professional efficacy at every level in the educational system, including parity between co-teachers in the co-teaching service delivery model. However, research shows that the special education co-teacher frequently assumes an assistive role while the general education co-teacher adopts a leading role in the classroom. When the participants in a co-teaching partnership fail to equitably share the professional responsibilities for which both teachers are qualified to perform, overall efficacy is compromised in that the special education teacher is not exercising his or her qualified expertise. Administrative support can be a primary influencing factor in increasing parity between the co-teachers. A qualitative study using a phenomenological design was conducted to explore the influences of co-teacher attitudes and administrative support on professional parity in co-taught secondary science and math classrooms. Content analysis was used to interpret data from interviews with five special education and 15 general education co-teachers at eight secondary schools in a suburban school district in a mid-Atlantic state. Five themes emerged from the data: content mastery by the special education co-teacher, joint planning time for co-teachers, continuity within co-teaching dyads, compatible personalities between co-teachers, and clear administrative expectations about co-teaching. Results indicate that administrative support to consider the content mastery of the special education co-teacher is the most influential factor to parity, followed by the co-teaching partners having joint planning time and that both can be implemented through scheduling and assignment considerations rather than training initiatives. The results provide an examination of each theme as it pertains to the issue of professional efficacy in co-teaching and

  16. Math and Science Pursuits: A Self-Efficacy Intervention Comparison Study

    Science.gov (United States)

    Cordero, Elizabeth D.; Porter, Sarah H.; Israel, Tania; Brown, Michael T.

    2010-01-01

    This study compared two interventions to increase math self-efficacy among undergraduate students. Ninety-nine first-year undergraduate students participated in an intervention involving performance accomplishment or an intervention combining performance accomplishment and belief-perseverance techniques in which participants constructed a…

  17. Math Learning Begins at Home

    Science.gov (United States)

    Eason, Sarah H.; Levine, Susan C.

    2017-01-01

    Children demonstrate gaps in the math knowledge that they possess by the time they begin school, and these gaps have been found to predict long-term outcomes not only in math but also in reading. Consequently, it is important to identify what accounts for these early differences and how they can be addressed to ensure that all children enter…

  18. Making the case for STEM integration at the upper elementary level: A mixed methods exploration of opportunity to learn math and science, teachers' efficacy and students' attitudes

    Science.gov (United States)

    Miller, Brianna M.

    Student achievement in science and math has been linked to per capita gross domestic product (GDP) growth propagating the belief that science, technology, engineering, and math (STEM) education is an important factor in economic prosperity. However, The No Child Left Behind Act of 2001 (NCLB), favors math over science, positioning the subjects as competitors rather than collaborators. Additionally, NCLB focuses almost exclusively on the cognitive outcome of students' achievement with the affective outcome of students' attitudes being nearly ignored. Positive attitudes toward science and math early on are essential for subsequent and cumulative decisions students make in taking courses, choosing majors, and pursuing careers. Positioning students' attitudes as a desirable educational outcome comparable to students' achievement is an emerging goal in the literature. Using the case of one school district in south-central Pennsylvania with three elementary schools, 15 upper elementary teachers, and 361 students, the purpose of this study was to better understand influences on upper elementary students' attitudes toward STEM (SA) subjects and careers. The study aimed to explore two influences on SA, opportunity to learn (OTL) and teacher's efficacy (TE), in the comparative contexts of math and science. The studied employed a mixed methods convergent design in which five data sets from four sources were collected over three phases to triangulate three constructs: OTL, TE, and SA. The goal of the study was to offer recommendations to the case school district for enhancing OTL, TE, and thus SA. Findings regarding OTL revealed that the opportunity to learn science was lower than math. Finding regarding TE revealed that outcome expectancy was lower than personal teaching efficacy in both science and math; and, teachers had low STEM career awareness, STEM integration, and technology use. Findings regarding SA revealed a lower perceived usefulness of science compared to math

  19. Critical thinking in higher education: The influence of teaching styles and peer collaboration on science and math learning

    Science.gov (United States)

    Quitadamo, Ian Joseph

    Many higher education faculty perceive a deficiency in students' ability to reason, evaluate, and make informed judgments, skills that are deemed necessary for academic and job success in science and math. These skills, often collected within a domain called critical thinking (CT), have been studied and are thought to be influenced by teaching styles (the combination of beliefs, behavior, and attitudes used when teaching) and small group collaborative learning (SGCL). However, no existing studies show teaching styles and SGCL cause changes in student CT performance. This study determined how combinations of teaching styles called clusters and peer-facilitated SGCL (a specific form of SGCL) affect changes in undergraduate student CT performance using a quasi-experimental pre-test/post-test research design and valid and reliable CT performance indicators. Quantitative analyses of three teaching style cluster models (Grasha's cluster model, a weighted cluster model, and a student-centered/teacher-centered cluster model) and peer-facilitated SGCL were performed to evaluate their ability to cause measurable changes in student CT skills. Based on results that indicated weighted teaching style clusters and peer-facilitated SGCL are associated with significant changes in student CT, we conclude that teaching styles and peer-facilitated SGCL influence the development of undergraduate CT in higher education science and math.

  20. Taking Advantage of STEM (Science, Technology, Engineering, and Math) Popularity to Enhance Student/Public Engagement

    Science.gov (United States)

    Dittrich, T. M.

    2011-12-01

    For a student group on campus, "the public" can refer to other students on campus or citizens from the community (including children, parents, teenagers, professionals, tradespeople, older people, and others). All of these groups have something to offer that can enrich the experiences of a student group. Our group focuses on science, technology, engineering and math (STEM) education in K-12 schools, university courses, and outreach activities with the general public. We will discuss the experiences of "All Things STEM" on the University of Colorado-Boulder campus and outreach in Boulder and Weld County, CO. Our experiences include (1) tours and events that offer an opportunity for student/public interaction, (2) grant requests and projects that involve community outreach, and (3) organizing conferences and events with campus/public engagement. Since our group is STEM-oriented, tours of water treatment plants, recycling centers, and science museums are a great way to create connections. Our most successful campus/public tour is our annual tour of the Valmont Station coal power plant near Boulder. We solicit students from all over campus and Boulder public groups with the goal to form a diverse and intimate 8 person group (students, school teachers, mechanics, hotel managers, etc.) that takes a 1.5 hr tour of the plant guided by the Chief Engineer. This includes a 20 minute sit-down discussion of anything the group wants to talk about including energy policy, plant history, recent failures, coal versus other fuels, and environmental issues. The tour concludes with each member placing a welding shield over their face and looking at the flames in the middle of the boiler, a little excitement that adds to the connections the group forms with each other. We have received over 11,000 to work with local K-12 schools and CU-Boulder undergraduate and graduate classes to develop a platform to help students learn and explain water quality concepts in a more practical manner

  1. Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

    Science.gov (United States)

    Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

    2015-09-01

    A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

  2. Leisure reading collections in academic health sciences and science libraries: results of visits to seven libraries.

    Science.gov (United States)

    Watson, Erin M

    2014-03-01

    To visit leisure reading collections in academic science and health sciences libraries to determine how they function and what role they play in their libraries. The author visited seven libraries with leisure reading collections and carried out a semistructured interview with those responsible either for selection of materials or for the establishment of the collection. These collections contained a variety of materials, with some libraries focusing on health-science-related materials and others on providing recreational reading. The size of the collections also varied, from 186 to 9700 books, with corresponding differences in budget size. All collections were housed apart, with the same loan period as the regular collection. No collections contained electronic materials. Although there was little comparable statistical data on usage, at the six libraries at which active selection was occurring, librarians and library staff felt that the collection was well used and felt that it provided library users with benefits such as stress relief and relaxation and exposure to other perspectives. Librarians and library staff at the libraries that undertook active selection felt that their leisure reading collection was worthwhile. It would be interesting for future work to focus on the user experience of such collections. © 2013 The author. Health Information and Libraries Journal © 2013 Health Libraries Group.

  3. How the nature of science is presented to elementary students in science read-alouds

    Science.gov (United States)

    Rivera, Seema

    Students as early as elementary school age are capable of learning the aspects of the nature of science (NOS), and the National Benchmarks incorporate the NOS as part of the learning objectives for K--2 students. Learning more about elementary science instruction can aid in understanding how the NOS can be taught or potentially integrated into current teaching methods. Although many teaching methods exist, this study will focus on read-alouds because they are recommended for and are very common in elementary schools. The read-aloud practice is particularly helpful to young students because most of these students have a higher listening comprehension than reading comprehension. One of the main components of the read-aloud practice is the discourse that takes place about the trade book. Both explicit and implicit messages are communicated to students by teachers' language and discussion that takes place in the classroom. Therefore, six multisite naturalistic case studies were conducted to understand elementary teachers' understanding of the NOS, students' understandings of the NOS, trade book representations of the NOS, and read-aloud practices and understandings in upstate New York. The findings of the study revealed that teachers and students held mostly naive and mixed understandings of the NOS. The trade books that had explicit connections to the NOS helped teachers discuss NOS related issues, even when the teachers did not hold strong NOS views. Teachers who held more informed NOS views were able to ask students NOS related questions. All teachers showed they need guidance on how to translate their NOS views into discussion and see the significance of the NOS in their classroom. Explicit NOS instruction can improve student understanding of the NOS, however the focus should be not only on teachers and their NOS understanding but also on the books used. These results show that quality trade books with explicit connections to the NOS are a useful instructional tool

  4. Business math for dummies

    CERN Document Server

    Sterling, Mary Jane

    2008-01-01

    Now, it is easier than ever before to understand complex mathematical concepts and formulas and how they relate to real-world business situations. All you have to do it apply the handy information you will find in Business Math For Dummies. Featuring practical practice problems to help you expand your skills, this book covers topics like using percents to calculate increases and decreases, applying basic algebra to solve proportions, and working with basic statistics to analyze raw data. Find solutions for finance and payroll applications, including reading financial statements, calculating wages and commissions, and strategic salary planning. Navigate fractions, decimals, and percents in business and real estate transactions, and take fancy math skills to work. You'll be able to read graphs and tables and apply statistics and data analysis. You'll discover ways you can use math in finance and payroll investments, banking and payroll, goods and services, and business facilities and operations. You'll learn ho...

  5. The importance of leisure reading to health sciences students: results of a survey.

    Science.gov (United States)

    Watson, Erin M

    2016-03-01

    To determine what value health sciences students place on leisure reading, whether they prefer to read online or in print, what the principal barriers are to their reading and whether they wish to have a leisure reading collection at their health sciences library. In October 2010, a link to a survey was sent to all 1800 students in health sciences professional programmes at the author's institution. Two hundred and thirteen students (11.8%) responded. Most felt that leisure reading had helped in their development as health professionals and increased their empathy. They listed many benefits of reading, such as improved understanding of minority groups, reduced stress, and improved thinking and communication skills. The majority preferred to read books and magazines in print, while the largest number preferred reading newspapers in print as well. Lack of time, fatigue and the expense of purchasing reading materials were the greatest barriers to reading. A majority of students were in favour of having a leisure reading collection set up at their library. Leisure reading was valued by the respondents, who felt it provided personal and professional benefits. However, many indicated that circumstances made it difficult to participate in leisure reading. © 2015 Health Libraries Group.

  6. Growth in Rapid Automatized Naming from Grades K to 8 in Children with Math or Reading Disabilities

    Science.gov (United States)

    Mazzocco, Michèle M. M.; Grimm, Kevin J.

    2013-01-01

    Rapid automatized naming (RAN) is widely used to identify reading disabilities (RD) and has recently been considered a potential predictor of risk for mathematics learning disabilities (MLD). Here we longitudinally examine RAN performance from Grades K to 8, to view how growth on RAN response time differs for children with RD versus MLD. Across…

  7. Measurement of math beliefs and their associations with math behaviors in college students.

    Science.gov (United States)

    Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

    2014-12-01

    Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

  8. Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

    Science.gov (United States)

    Berry Bertram, Kathryn

    2011-12-01

    The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on

  9. Gender Gaps in Mathematics, Science and Reading Achievements in Muslim Countries: A Quantile Regression Approach

    Science.gov (United States)

    Shafiq, M. Najeeb

    2013-01-01

    Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15-year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan,…

  10. Evaluation of the Academy of Math, Science, and Engineering at Luther Burbank High School During the 1984-85 School Year. Evaluation Report No. 21.

    Science.gov (United States)

    Sacramento City Unified School District, CA.

    The Academy of Math, Science, and Engineering was established at the Luther Burbank High School of Sacramento, California as a rigorous and competitive academic alternative program. This report contains an evaluation of the second year (1984-85) of the program. Program accomplishments are reviewed in the categories of: (1) student enrollment; (2)…

  11. Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

    Science.gov (United States)

    Richard, Bertha Cookie

    2013-01-01

    The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

  12. Underrepresented Entrepreneurship: A Mixed Method Study Evaluating Postsecondary Persistence Approaches for Minorities in Science Technology Engineering Math (STEM) to Graduate Studies and STEM Entrepreneurship Education

    Science.gov (United States)

    Goodwyn, Kamela Joy

    2017-01-01

    Small businesses with emphasis in science, technology, engineering and math (STEM) are catalytic in launching the United States' global presence and competitiveness into the twenty-first century through innovation and technology. The projected growth compared to non-STEM occupations, is almost twice as high for STEM occupations which further…

  13. Using TPCK as a Lens to Study the Practices of Math and Science Teachers Involved in a Year-Long Technology Integration Initiative

    Science.gov (United States)

    Dawson, Kara; Ritzhaupt, Albert; Liu, Feng; Rodriguez, Prisca; Frey, Christopher

    2013-01-01

    The purpose of this study was to examine the ways teachers enact technological, pedagogical and content practices in math and science lessons and to document the change with teachers involved in a year-long technology integration initiative. Six hundred seventy-two lessons were analyzed in this research using Technological, Pedagogical Content…

  14. Crisis in Science and Math Education. Hearing before the Committee on Governmental Affairs, United States Senate. One Hundred First Congress, First Session.

    Science.gov (United States)

    Congress of the U.S., Washington, DC. Senate Committee on Environment and Public Works.

    This document contains the transcript of a senate hearing on the crisis in science and math education. The document includes the opening statements of Senators Glenn, Kohl, Bingaman, Lieberman, Heinz, and Sasser, and the testimony of seven witnesses including: Honorable Mark O. Hatfield, Senator from the State of Oregon; Carl Sagan, Ph.D. Cornell…

  15. Why They Leave: The Impact of Stereotype Threat on the Attrition of Women and Minorities from Science, Math and Engineering Majors

    Science.gov (United States)

    Beasley, Maya A.; Fischer, Mary J.

    2012-01-01

    This paper examines the effects of group performance anxiety on the attrition of women and minorities from science, math, and engineering majors. While past research has relied primarily on the academic deficits and lower socioeconomic status of women and minorities to explain their absence from these fields, we focus on the impact of stereotype…

  16. Gender and engineering aptitude: Is the color of science, technology, engineering, and math materials related to children's performance?

    Science.gov (United States)

    Mulvey, Kelly Lynn; Miller, Bridget; Rizzardi, Victoria

    2017-08-01

    To investigate gender stereotypes, demonstrated engineering aptitude, and attitudes, children (N=105) solved an engineering problem using either pastel-colored or primary-colored materials. Participants also evaluated the acceptability of denial of access to engineering materials based on gender and counter-stereotypic preferences (i.e., a boy who prefers pastel-colored materials). Whereas material color was not related to differences in female participants' performance, younger boys assigned to pastel materials demonstrated lower engineering aptitude than did other participants. In addition, results documented age- and gender-related differences; younger participants, and sometimes boys, exhibited less flexibility regarding gender stereotypes than did older and female participants. The findings suggest that attempts to enhance STEM (science, technology, engineering, and math) engagement or performance through the color of STEM materials may have unintended consequences. Copyright © 2017 Elsevier Inc. All rights reserved.

  17. Does the KABC-II Display Ethnic Bias in the Prediction of Reading, Math, and Writing in Elementary School Through High School?

    Science.gov (United States)

    Scheiber, Caroline

    2017-09-01

    This study explored whether the Kaufman Assessment Battery for Children-Second Edition (KABC-II) predicted academic achievement outcomes of the Kaufman Test of Educational Achievement-Second Edition (KTEA-II) equally well across a representative sample of African American, Hispanic, and Caucasian school-aged children ( N = 2,001) in three grade groups (1-4, 5-8, 9-12). It was of interest to study possible prediction bias in the slope and intercept of the five underlying Cattell-Horn-Carroll (CHC) cognitive factors of the KABC-II-Sequential/Gsm (Short-Term Memory), Learning/Glr (Long-Term Storage and Retrieval), Simultaneous/Gv (Visual Processing), Planning/Gf (Fluid Reasoning), and Knowledge/Gc (Crystallized Ability)-in estimating reading, writing, and math. Structural equation modeling techniques demonstrated a lack of bias in the slopes; however, four of the five CHC indexes showed a persistent overprediction of the minority groups' achievement in the intercept. The overprediction is likely attributable to institutional or societal contributions, which limit the students' ability to achieve to their fullest potential.

  18. Reading for meaning: The foundational knowledge every teacher of science should have

    Science.gov (United States)

    Patterson, Alexis; Roman, Diego; Friend, Michelle; Osborne, Jonathan; Donovan, Brian

    2018-02-01

    Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students' reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.

  19. Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Annual report, September 1, 1992--August 31, 1993

    Energy Technology Data Exchange (ETDEWEB)

    Flick, L.B.

    1995-12-31

    This report describes the progress of a project to encourage students and professionals to participate in math, science, and technology education at the elementary and middle grades. The topics of the report include developing a model laboratory/classroom for teacher education, providing financial incentives for students with technical majors to complete the program, and emphasizing issues of equity and minority participation in mathematics, science and technology education through recruitment procedures and in course content.

  20. MathSci

    OpenAIRE

    De Robbio, Antonella

    1997-01-01

    This paper shows the prestigious mathematics database MathSci, produced by American Mathematical Society (AMS). It is an indexing resource that deals with the whole literature about mathematics. The subject involved in referred to mathematical sciences and others relating such as Statistics, Information science, Operative research and Mathematics Physics. Moreover it indexes sciences related to applied mathematics such as Astronomy, Astrophysics, Biology, Compartmental Sciences, Thermodyn...

  1. How can we improve Science, Technology, Engineering, and Math education to encourage careers in Biomedical and Pathology Informatics?

    Science.gov (United States)

    Uppal, Rahul; Mandava, Gunasheil; Romagnoli, Katrina M; King, Andrew J; Draper, Amie J; Handen, Adam L; Fisher, Arielle M; Becich, Michael J; Dutta-Moscato, Joyeeta

    2016-01-01

    The Computer Science, Biology, and Biomedical Informatics (CoSBBI) program was initiated in 2011 to expose the critical role of informatics in biomedicine to talented high school students.[1] By involving them in Science, Technology, Engineering, and Math (STEM) training at the high school level and providing mentorship and research opportunities throughout the formative years of their education, CoSBBI creates a research infrastructure designed to develop young informaticians. Our central premise is that the trajectory necessary to be an expert in the emerging fields of biomedical informatics and pathology informatics requires accelerated learning at an early age.In our 4(th) year of CoSBBI as a part of the University of Pittsburgh Cancer Institute (UPCI) Academy (http://www.upci.upmc.edu/summeracademy/), and our 2nd year of CoSBBI as an independent informatics-based academy, we enhanced our classroom curriculum, added hands-on computer science instruction, and expanded research projects to include clinical informatics. We also conducted a qualitative evaluation of the program to identify areas that need improvement in order to achieve our goal of creating a pipeline of exceptionally well-trained applicants for both the disciplines of pathology informatics and biomedical informatics in the era of big data and personalized medicine.

  2. How can we improve Science, Technology, Engineering, and Math education to encourage careers in Biomedical and Pathology Informatics?

    Directory of Open Access Journals (Sweden)

    Rahul Uppal

    2016-01-01

    Full Text Available The Computer Science, Biology, and Biomedical Informatics (CoSBBI program was initiated in 2011 to expose the critical role of informatics in biomedicine to talented high school students.[1] By involving them in Science, Technology, Engineering, and Math (STEM training at the high school level and providing mentorship and research opportunities throughout the formative years of their education, CoSBBI creates a research infrastructure designed to develop young informaticians. Our central premise is that the trajectory necessary to be an expert in the emerging fields of biomedical informatics and pathology informatics requires accelerated learning at an early age.In our 4th year of CoSBBI as a part of the University of Pittsburgh Cancer Institute (UPCI Academy (http://www.upci.upmc.edu/summeracademy/, and our 2nd year of CoSBBI as an independent informatics-based academy, we enhanced our classroom curriculum, added hands-on computer science instruction, and expanded research projects to include clinical informatics. We also conducted a qualitative evaluation of the program to identify areas that need improvement in order to achieve our goal of creating a pipeline of exceptionally well-trained applicants for both the disciplines of pathology informatics and biomedical informatics in the era of big data and personalized medicine.

  3. "Finding the Joy in the Unknown": Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms

    Science.gov (United States)

    Quigley, Cassie F.; Herro, Dani

    2016-06-01

    In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.

  4. Modern maths

    CERN Multimedia

    Thom,R

    1974-01-01

    Le Prof. R. Thom expose ses vues sur l'enseignement des mathématiques modernes et des mathémathiques de toujours. Il est un grand mathématicien et était professeur à Strasbourg; maintenant il est professeur de hautes études scientifiques et était invité par le Prof. Piaget à Genève

  5. Opening a Can of Worms: The Schools/ Math/Science/ 2-4 year Colleges and the Job Market - Are We just 'Fishing' for Solutions?

    Directory of Open Access Journals (Sweden)

    Christine M. Yukech

    2012-10-01

    Full Text Available The content of this paper confronts some of the biggest problems educators face in the teaching of math and science. The article focuses on a grass roots method called the Algebra project. The Algebra project has improved algebra skills among groups of students who are either steered away from upper level math or who may not ever have the chance to take an advanced math course. According to the data by the department of labor and statistics many jobs are going unfilled. This paper discusses where the jobs are, the courses that are the gateway to employment and the skill sets students need to fill the jobs. Math and science courses need to be used as a tool for liberation of such a problem. We have to ask ourselves why we have a society where only a small group of students are prepared for their future. We need to determine where the knowledge gap is and provide courses that prepare students for the job market and transfer credit from the 2 year to 4 year colleges. This paper also looks at factors that effect change, who the change agents are and what mind set implement solutions.

  6. The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students

    Science.gov (United States)

    Eeds, Angela; Vanags, Chris; Creamer, Jonathan; Loveless, Mary; Dixon, Amanda; Sperling, Harvey; McCombs, Glenn; Robinson, Doug

    2014-01-01

    The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3–6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals. PMID:26086660

  7. Health Sciences Library Support of a University Common Reading Program: A Case Study.

    Science.gov (United States)

    Delwiche, Frances A

    2017-01-01

    Common reading programs have become increasingly popular on college and university campuses as a means for increasing student engagement, retention, and success. This article describes the characteristics, goals, and benefits of common reading programs and provides examples from the literature of academic library involvement in them. Finally, an example is provided of how one academic health sciences library participated in its institution's First-Year Summer Reading program.

  8. Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

    Science.gov (United States)

    DiGisi, Lori L.; Fleming, Dianne

    2005-01-01

    Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…

  9. Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study

    Science.gov (United States)

    Valtorta, Clara G.; Berland, Leema K.

    2015-01-01

    Engineering in K-12 classrooms has been receiving expanding emphasis in the United States. The integration of science, mathematics, and engineering is a benefit and goal of K-12 engineering; however, current empirical research on the efficacy of K-12 science, mathematics, and engineering integration is limited. This study adds to this growing…

  10. Students' Achievement in Math and Science: How Grit and Attitudes Influence?

    Science.gov (United States)

    Al-Mutawah, Masooma Ali; Fateel, Moosa Jaafar

    2018-01-01

    Many recent studies in the field of mathematics and science education have been studying the effect of non-cognitive factors in students' achievement such as emotions, attitudes, values, beliefs, motivation, anxiety and grit. For example, attitude has been an important area in science education, and there have been many attempts to measure…

  11. National Youth Sports Program: Math/Science. Final report, [June 1, 1992--November 30, 1992

    Energy Technology Data Exchange (ETDEWEB)

    1992-12-31

    NYSP, a partnership of NCAA, HHS, and colleges and universities, is aimed at sports instruction and physical activity for disadvantaged youth. In 1992, DOE joined in to add a mathematics/science component. Federal funds were used to conduct mathematics and science education components on a limited pilot basis at 16 sites. Recommendations for future improvements are given.

  12. Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

    Science.gov (United States)

    Beaver, Melanie S.

    This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

  13. STEAMakers- a global initiative to connect STEM career professionals with the public to inspire the next generation and nurture a creative approach to science, technology, maths & engineering

    Science.gov (United States)

    Shaw, Niamh; Sorkhabi, Elburz; Gasquez, Oriol; Yajima, Saho

    2016-04-01

    STEAMakers is a global initiative founded by Niamh Shaw, Elburz Sorkhabi, Oriol Gasquez & Saho Yajima, four alumni of The International Space University's Space Studies Programme 2015 who each shared a vision to inspire the next generation to embrace science, technology, engineering & maths (STEM) in new ways, by embedding the Arts within STEM, putting the 'A' in STEAM. STEAMakers invited STEM professionals around the world to join their community, providing training and a suite of STEAM events, specially designed to encourage students to perceive science, technology, engineering & maths as a set of tools with which to create, design, troubleshoot, innovate, and imagine. The ultimate goal of STEAMakers is to grow this community and create a global culture of non-linear learning among the next generation, to nurture within them a new multidisciplinary mindset and incubate new forms of innovation and thought leadership required for the future through the power of inspiration and creativity.

  14. The characteristics of effective secondary math and science instructional facilitators and the necessary support structures as perceived by practitioners and principals

    Science.gov (United States)

    Mahagan, Vikki Lynn

    Instructional facilitators are known by a variety of titles depending on the school district in which they are employed. They are sometimes called instructional coaches, teacher leaders, lead teachers, and instructional specialist (Denton & Hasbrouck, 2009). Throughout this study, the title instructional facilitator was used and will refer to secondary math or science instructional facilitators who are housed at least one day per week on a campus. This study is a mixed-methods descriptive study which has identified character traits, specials skill, and talents possessed by effective secondary math and science instructional facilitators as perceived by practicing facilitators and principals and assistant principals who work along side instructional facilitators. Specific job training to help ensure the success of a facilitator was identified as viewed by both facilitators and principals. Additionally, this study compared the perceptions of practicing facilitators and principals to determine if significant differences exist with respect to perceptions of staff development opportunities, support structures, and resources available for instructional facilitators.

  15. Science Fairs for Science Literacy

    Science.gov (United States)

    Mackey, Katherine; Culbertson, Timothy

    2014-03-01

    Scientific discovery, technological revolutions, and complex global challenges are commonplace in the modern era. People are bombarded with news about climate change, pandemics, and genetically modified organisms, and scientific literacy has never been more important than in the present day. Yet only 29% of American adults have sufficient understanding to be able to read science stories reported in the popular press [Miller, 2010], and American students consistently rank below other nations in math and science [National Center for Education Statistics, 2012].

  16. The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students.

    Science.gov (United States)

    Eeds, Angela; Vanags, Chris; Creamer, Jonathan; Loveless, Mary; Dixon, Amanda; Sperling, Harvey; McCombs, Glenn; Robinson, Doug; Shepherd, Virginia L

    2014-01-01

    The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3-6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals. © 2014 A. Eeds et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  17. Exploration and Exploitation of Victorian Science in Darwin's Reading Notebooks

    OpenAIRE

    Murdock, Jaimie; Allen, Colin; DeDeo, Simon

    2015-01-01

    Search in an environment with an uncertain distribution of resources involves a trade-off between exploitation of past discoveries and further exploration. This extends to information foraging, where a knowledge-seeker shifts between reading in depth and studying new domains. To study this decision-making process, we examine the reading choices made by one of the most celebrated scientists of the modern era: Charles Darwin. From the full-text of books listed in his chronologically-organized r...

  18. Where's the Math?

    Science.gov (United States)

    Texas Child Care, 2003

    2003-01-01

    Offers examples of materials and activities that promote and guide math-learning opportunities in all areas of the classroom. Materials and activities relate to: (1) art center; (2) science and discovery center; (3) blocks; (4) library and writing centers; (5) music and movement; (6) manipulatives; (7) dramatic play; (8) outdoor play; and (9)…

  19. Reading habits in university students of careers in science and technology

    Directory of Open Access Journals (Sweden)

    Cornejo, Jorge Norberto;

    2012-01-01

    Full Text Available Communication and dissemination of science are an integral part of science itself, where the reading, in addition, must be a constitutive aspect of scientific training. Especially, reading works of scientific divulgation can become an excellent tool for the integral formation of students in scientific or technological careers. This research is a preliminary diagnosis on the reading habits of 158 students of the Faculty of Engineering of the University of Buenos Aires, conducted by a written survey. From the results, we conclude that students are not whitout reading habits, but that they have little interaction with his training as a professionals. The printed book is still the main vehicle for reading, well above the electronic formats. A problem arises with the issue of scientific divulgation, as students manifest ignore to the very nature of this genre. Future work is proposed for the development of intervention strategies that take into account the results of this research.

  20. Development of Case Stories by Interviewing Students about their Critical Moments in Science, Math, and Engineering Classes

    Directory of Open Access Journals (Sweden)

    Rachel Esselstein

    2008-01-01

    Full Text Available Dartmouth’s Critical Moments project is designed to promote discussions among faculty and graduate students about the retention of students, particularly women and minorities, in science, math, and engineering (SME disciplines. The first phase of the ongoing project has been the development of four case stories, which are fictionalized composites drawn from surveys and interviews of real Dartmouth students. The surveyed population was 125 students in general chemistry. Of the 77 who agreed to be interviewed, 61 reported having experienced a critical moment – i.e., a positive or negative event or time that had a significant impact on the student’s academic life. Leading critical moments were a poor grade on an exam; challenge from group work; excitement from an internship; and falling in love with a non-SME discipline from other coursework. Interviews of 13 students who had negative critical moments led to the development of case stories for: Antoinetta ’09, who had a disappointing group experience; Dalila ’08, who was poorly prepared; Greg ’09, who got in over his head in his first year; and Michelle ’08, who was shocked by her result in the first exam. The case stories are being discussed by graduate students, TA and faculty in various workshops at the Dartmouth Center for the Advancement of Learning.

  1. The Potential Role of Science, Technology, Engineering, and Math Programs in Reducing Teen Dating Violence and Intimate Partner Violence.

    Science.gov (United States)

    D'Inverno, Ashley Schappell; Kearns, Megan C; Reidy, Dennis E

    2016-12-01

    Science, technology, engineering, and math (STEM) are growing fields that provide job stability, financial security, and health prosperity for professionals in these fields. Unfortunately, females are underrepresented in STEM, which is potentially both a consequence and precipitant of gender inequity in the United States. In addition to the financial and health benefits, increasing the number of girls and women in STEM fields may also indirectly prevent and/or reduce teen dating violence and intimate partner violence by: (1) increasing women's financial independence, thereby reducing dependence on potentially abusive partners; (2) decreasing household poverty and financial stress, which may lead to reductions in relationship discord; and (3) increasing attitudes and beliefs about women as equals, thereby increasing gender equity. In this commentary, we discuss the potential role of primary and secondary school STEM programs in reducing violence against women. We review the literature on existing evaluations of STEM programs for educational outcomes, discuss the limitations of these evaluations, and offer suggestions for future research.

  2. Math Stuff

    CERN Document Server

    Pappas, Theoni

    2002-01-01

    Whether it's stuff in your kitchen or garden, stuff that powers your car or your body, stuff that helps you work, communicate or play, or stuff that you've never heard of you can bet that mathematics is there. MATH STUFF brings it all in the open in the Pappas style. Not many people think of mathematics as fascinating, exciting and invaluable. Yet Pappas writes about math ideas in such a way that conveys its often overlooked fascination, excitement, and worth. MATH STUFF deals with 38 topics in an non-threatening way that piques our curiosities. Open the book at random, and learn about such to

  3. An Analysis of Teachers' Perceptions through Metaphors: Prospective Turkish Teachers of Science, Math and Social Science in Secondary Education

    Science.gov (United States)

    Akçay, Süleyman

    2016-01-01

    In this study, teachers' perceptions of prospective Turkish teachers (that is, those who have completed their undergraduate studies) in the fields of Science, Mathematics and Social Sciences are investigated through teacher metaphors. These perceptions were classified in accordance with their answers to two open-ended questions within a metaphoric…

  4. Early Childhood Educators' Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

    Science.gov (United States)

    Gerde, Hope K.; Pierce, Steven J.; Lee, Kyungsook; Van Egeren, Laurie A.

    2018-01-01

    Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers' beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and…

  5. MendelWeb: An Electronic Science/Math/History Resource for the WWW.

    Science.gov (United States)

    Blumberg, Roger B.

    This paper describes a hypermedia resource, called MendelWeb that integrates elementary biology, discrete mathematics, and the history of science. MendelWeb is constructed from Gregor Menders 1865 paper, "Experiments in Plant Hybridization". An English translation of Mendel's paper, which is considered to mark the birth of classical and…

  6. Using the Discipline of Agricultural Engineering to Integrate Math and Science

    Science.gov (United States)

    Foutz, Tim; Navarro, Maria; Hill, Roger B.; Thompson, Sidney A.; Miller, Kathy; Riddleberger, Deborah

    2011-01-01

    An outcome of a 1998 forum sponsored by the National Research Council was a recognition that topics related to food production and agriculture are excellent mechanisms for integrating science topics taught in the K-12 education system and for providing many avenues for inquiry based and project based learning. The engineering design process is…

  7. Talk of U.S. Crisis in Math, Science Is Largely Misplaced, Skeptics Say

    Science.gov (United States)

    Viadero, Debra

    2006-01-01

    Back in 1983, the National Commission on Excellence on Education issued a dire warning: The United States' "once unchallenged, pre-eminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world." Policy observers say such calls have been a leitmotif in the national discourse on…

  8. Opening the Classroom Door: Professional Learning Communities in the Math and Science Partnership Program

    Science.gov (United States)

    Hamos, James E.; Bergin, Kathleen B.; Maki, Daniel P.; Perez, Lance C.; Prival, Joan T.; Rainey, Daphne Y.; Rowell, Ginger H.; VanderPutten, Elizabeth

    2009-01-01

    This article looks at how professional learning communities (PLCs) have become an operational approach for professional development with potential to de-isolate the teaching experience in the fields of science, technology, engineering, and mathematics (STEM). The authors offer a short synopsis of the intellectual origins of PLCs, provide multiple…

  9. Advanced Placement Math and Science Courses: Influential Factors and Predictors for Success in College STEM Majors

    Science.gov (United States)

    Hoepner, Cynthia Colon

    2010-01-01

    President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country.…

  10. A Review of Mindfulness Research Related to Alleviating Math and Science Anxiety

    Science.gov (United States)

    Ahmed, Khalique; Trager, Bradley; Rodwell, Megan; Foinding, Linda; Lopez, Cori

    2017-01-01

    Defined as nonjudgmentally paying attention to the present moment (Kabat-Zinn, 1994), modern-day mindfulness has gained considerable attention in various science fields. However, despite this growth, many uses of mindfulness remain unexplored. In this paper, we focus on the application of mindfulness programs in educational settings, specifically…

  11. Nurturing At-Risk Youth in Math and Science: Curriculum and Teaching Considerations.

    Science.gov (United States)

    Tobias, Randolf

    The social environment of today has necessitated revision in educators' beliefs about what students are considered to be at risk of failing to complete their education with adequate levels of skills. This book addresses this issue in the areas of mathematics and science and is intended as a curriculum and teacher training accompaniment that can…

  12. Science, Technology, Engineering, Math (STEM) in Higher Education from the Perspective of Female Students: An Institutional Ethnography

    Science.gov (United States)

    Parson, Laura J.

    A persistent disadvantage for females is systemically embedded in Science, Technology, Engineering, and Math (STEM) education in postsecondary institutions. As a result, undergraduate women majoring in STEM fields face a uniquely difficult path; yet, for the most part, recommendations made and supported in the literature have focused on recruitment of women to STEM fields or on ways to make women more successful and comfortable in their STEM major. These recommendations have so far proved to be insufficient to remedy a gender gap and serve to replicate the existing male hierarchy. In order to truly make the STEM classroom one in which women are welcome and comfortable and to challenge the existing social and scientific systems, it is necessary to explore and understand the social and political implications embedded within teaching and learning choices. This institutional ethnography addresses that gap. The purpose of this study was to uncover and describe the institutional practices of STEM education at a Midwest research university (MRU) from the standpoint of female undergraduate students. Using the framework of feminist standpoint theory, this study explored the everyday "work" of female undergraduate STEM students to provide a unique perspective on the STEM education teaching and learning environment. Data collection began with in-depth interviews with female undergraduate math and physics students. As the institutional processes shaping undergraduate participant experiences were identified, subsequent data collection included classroom observations, additional interviews with students and faculty, and analysis of the texts that mediate these processes (e.g., syllabi and student handbooks). Data analysis followed Carspecken's process of ethnographic data analysis that began with low-level coding, followed by high-level coding, and concluded by pulling codes together through the creation of themes. Analysis of data led to three key findings. First, undergraduate

  13. The Effects of Epistemic Beliefs in Science and Gender Difference on University Students' Science-Text Reading: An Eye-Tracking Study

    Science.gov (United States)

    Yang, Fang-Ying; Huang, Rui-Ting; Tsai, I-Ju

    2016-01-01

    The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12…

  14. Death Discussion in Science Read-Alouds: Cognitive, Sociolinguistic, and Moral Processes

    Science.gov (United States)

    Oliveira, Alandeom W.; Reis, Giuliano; Chaize, Daniel O.; Snyder, Michele A.

    2014-01-01

    Little research has been conducted on how to address the complex topic of death when teaching science to children. The present paper addresses this issue by examining how three elementary teachers discuss the death of wild animals during science read-aloud sessions. Our findings reveal the variety of ways in which nonhuman death can be…

  15. Reading Strategies in French Immersion Science Classes: Preparing Our Students for Tomorrow

    Science.gov (United States)

    Rivard, Leonard P.; Cormier, Marianne; Turnbull, Miles

    2012-01-01

    This article proposes strategies and practices that create rich discursive spaces for learning science in French immersion contexts. These strategies and practices are drawn from a variety of scholarly sources; here we adapt them to reading in the French immersion science classroom. The strategies and practices are designed for use in a…

  16. Overcoming the Invisibility of Metrology: A Reading Measurement Network for Education and the Social Sciences

    Science.gov (United States)

    Fisher, William P., Jr.; Stenner, A. Jackson

    2013-09-01

    The public and researchers in psychology and the social sciences are largely unaware of the huge resources invested in metrology and standards in science and commerce, for understandable reasons, but with unfortunate consequences. Measurement quality varies widely in fields lacking uniform standards, making it impossible to coordinate local behaviours and decisions in tune with individually observed instrument readings. However, recent developments in reading measurement have effectively instituted metrological traceability methods within elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia. Given established patterns in the history of science, it may be reasonable to expect that widespread routine reproduction of controlled effects expressed in uniform units in the social sciences may lead to significant developments in theory and practice.

  17. Overcoming the Invisibility of Metrology: A Reading Measurement Network for Education and the Social Sciences

    International Nuclear Information System (INIS)

    Fisher, William P Jr; Stenner, A Jackson

    2013-01-01

    The public and researchers in psychology and the social sciences are largely unaware of the huge resources invested in metrology and standards in science and commerce, for understandable reasons, but with unfortunate consequences. Measurement quality varies widely in fields lacking uniform standards, making it impossible to coordinate local behaviours and decisions in tune with individually observed instrument readings. However, recent developments in reading measurement have effectively instituted metrological traceability methods within elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia. Given established patterns in the history of science, it may be reasonable to expect that widespread routine reproduction of controlled effects expressed in uniform units in the social sciences may lead to significant developments in theory and practice

  18. Longitudinal Study of Career Cluster Persistence from 8th Grade to 12th Grade with a Focus on the Science, Technology, Engineering, & Math Career Cluster

    Science.gov (United States)

    Wagner, Judson

    Today's technology driven global economy has put pressure on the American education system to produce more students who are prepared for careers in Science, Technology, Engineering, and Math (STEM). Adding to this pressure is the demand for a more diverse workforce that can stimulate the development of new ideas and innovation. This in turn requires more female and under represented minority groups to pursue future careers in STEM. Though STEM careers include many of the highest paid professionals, school systems are dealing with exceptionally high numbers of students, especially female and under represented minorities, who begin but do not persist to STEM degree completion. Using the Expectancy-Value Theory (EVT) framework that attributes student motivation to a combination of intrinsic, utility, and attainment values, this study analyzed readily available survey data to gauge students' career related values. These values were indirectly investigated through a longitudinal approach, spanning five years, on the predictive nature of 8 th grade survey-derived recommendations for students to pursue a future in a particular career cluster. Using logistic regression analysis, it was determined that this 8 th grade data, particularly in STEM, provides significantly high probabilities of a 12th grader's average grade, SAT-Math score, the math and science elective courses they take, and most importantly, interest in the same career cluster.

  19. Exploration and exploitation of Victorian science in Darwin's reading notebooks.

    Science.gov (United States)

    Murdock, Jaimie; Allen, Colin; DeDeo, Simon

    2017-02-01

    Search in an environment with an uncertain distribution of resources involves a trade-off between exploitation of past discoveries and further exploration. This extends to information foraging, where a knowledge-seeker shifts between reading in depth and studying new domains. To study this decision-making process, we examine the reading choices made by one of the most celebrated scientists of the modern era: Charles Darwin. From the full-text of books listed in his chronologically-organized reading journals, we generate topic models to quantify his local (text-to-text) and global (text-to-past) reading decisions using Kullback-Liebler Divergence, a cognitively-validated, information-theoretic measure of relative surprise. Rather than a pattern of surprise-minimization, corresponding to a pure exploitation strategy, Darwin's behavior shifts from early exploitation to later exploration, seeking unusually high levels of cognitive surprise relative to previous eras. These shifts, detected by an unsupervised Bayesian model, correlate with major intellectual epochs of his career as identified both by qualitative scholarship and Darwin's own self-commentary. Our methods allow us to compare his consumption of texts with their publication order. We find Darwin's consumption more exploratory than the culture's production, suggesting that underneath gradual societal changes are the explorations of individual synthesis and discovery. Our quantitative methods advance the study of cognitive search through a framework for testing interactions between individual and collective behavior and between short- and long-term consumption choices. This novel application of topic modeling to characterize individual reading complements widespread studies of collective scientific behavior. Copyright © 2016 Elsevier B.V. All rights reserved.

  20. The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science

    Directory of Open Access Journals (Sweden)

    Gara B Field

    2009-03-01

    Full Text Available Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage students’ learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 5 (n = 185 and grades 6 8 (n = 198 were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001, significantly higher growth in oral reading fluency (p = .016, and significantly higher growth in social studies achievement (p = .013 than those students who did not participate in Renzulli Learning.

  1. The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores

    Science.gov (United States)

    Bennett, Angela Stephens

    2010-01-01

    One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…

  2. Time for the public to read science and technology

    International Nuclear Information System (INIS)

    1998-06-01

    This book deals with cover of scientific articles of newspaper and magazine, science journals, broadcasting news, scientists working for the public, freelancers, writing good stories, using sources, application of statistics, writing selected articles of science magazine, and science opinion. It adds cover of public health and government ministries, report of behavioral biology, cover of contagious diseases, report of neurology, report of poisons and dangerousness, environmental articles, cover of earth science and physics, articles of astronomy. It also introduces other places such as universities, non profitable institutes, companies and industries.

  3. The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

    Science.gov (United States)

    Meloy, Linda L.; Deville, Craig; Frisbie, David

    The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

  4. Academic language and the challenge of reading for learning about science.

    Science.gov (United States)

    Snow, Catherine E

    2010-04-23

    A major challenge to students learning science is the academic language in which science is written. Academic language is designed to be concise, precise, and authoritative. To achieve these goals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. Students need help in learning academic vocabulary and how to process academic language if they are to become independent learners of science.

  5. Historical origin and types of reading (recitation science

    Directory of Open Access Journals (Sweden)

    A. A. Valiyev

    2017-08-01

    Due to the reading the meaning of the verse is understood so:«God is afraid of his servant scientists». But the true meaning of this verse is «only scientists among his servants are afraid of God». İbnul-Jazari said that this verse is false, and this opinion is not told by Abu Hanifa, the author of this verse is not Abu Hanifa. Some commentators noted that the investigation was not related to him.

  6. Marvels of Science: 50 Fascinating 5-minute Reads.

    Science.gov (United States)

    Haven, Kendall

    This book is a collection of 50 stories of the people, events, and processes that give us our rich scientific heritage with the goal of fostering an appreciation for the process of science and for the great variety of personalities that have graced the world of science. In addition to the actual text, each story in this book contains focusing and…

  7. Characteristics Associated with Persistence and Retention among First-Generation College Students Majoring in Science, Technology, Engineering, or Math

    Science.gov (United States)

    Burnett, Lorie Lasseter

    Persistence and retention of college students is a great concern in American higher education. The dropout rate is even more apparent among first-generation college students, as well as those majoring in science, technology, engineering, and math (STEM). More students earning STEM degrees are needed to fill the many jobs that require the skills obtained while in college. More importantly, those students who are associated with a low-socioeconomic background may use a degree to overcome poverty. Although many studies have been conducted to determine the characteristics associated with student attrition among first-generation students or STEM majors, very little information exists in terms of persistence and retention among the combined groups. The current qualitative study identified some of the characteristics associated with persistence and retention among first-generation college students who are also STEM majors. Participants were juniors or seniors enrolled at a regional 4-year institution. Face-to-face interviews were conducted to allow participants to share their personal experiences as first-generation STEM majors who continue to persist and be retained by their institution. Tinto's Theory of Individual Departure (1987) was used as a framework for the investigation. This theory emphasizes personal and academic background, personal goals, disconnecting from one's own culture, and institutional integration as predictors of persistence. The findings of the investigation revealed that persisting first-generation STEM majors are often connected to family, but have been able to separate that connection with that of the institution. They also are goal-driven and highly motivated and have had varied pre-college academic experiences. These students are academically integrated and socially integrated in some ways, but less than their non-first-generation counterparts. They are overcoming obstacles that students from other backgrounds may not experience. They receive

  8. Math Game(s) - an alternative (approach) to teaching math?

    NARCIS (Netherlands)

    Ruttkay, Z.M.; Eliens, A.P.W.; Breitlauch, L.

    2009-01-01

    Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the

  9. String-math 2012

    CERN Document Server

    Katz, Sheldon; Klemm, Albrecht; Morrison, David R

    2015-01-01

    This volume contains the proceedings of the conference String-Math 2012, which was held July 16-21, 2012, at the Hausdorff Center for Mathematics, Universitat Bonn. This was the second in a series of annual large meetings devoted to the interface of mathematics and string theory. These meetings have rapidly become the flagship conferences in the field. Topics include super Riemann surfaces and their super moduli, generalized moonshine and K3 surfaces, the latest developments in supersymmetric and topological field theory, localization techniques, applications to knot theory, and many more. The contributors include many leaders in the field, such as Sergio Cecotti, Matthias Gaberdiel, Rahul Pandharipande, Albert Schwarz, Anne Taormina, Johannes Walcher, Katrin Wendland, and Edward Witten. This book will be essential reading for researchers and students in this area and for all mathematicians and string theorists who want to update themselves on developments in the math-string interface.

  10. The Consequences of the National Math and Science Performance Environment for Gender Differences in STEM Aspiration

    Directory of Open Access Journals (Sweden)

    Allison Mann

    2016-07-01

    Full Text Available Using the lens of expectation states theory, which we formalize in Bayesian terms, this article examines the influences of national performance and self-assessment contexts on gender differences in the rate of aspiring to science, technology, engineering, and mathematics (STEM occupations. We demonstrate that girls hold themselves to a higher performance standard than do boys before forming STEM orientations, and this gender "standards gap" grows with the strength of a country’s performance environment. We also demonstrate that a repeatedly observed paradox in this literature—namely, that the STEM gender gap increases with a more strongly gender-egalitarian national culture—vanishes when the national performance culture is taken into account. Whereas other research has proposed theories to explain the apparent paradox as an empirical reality, we demonstrate that the empirical relationship is as expected; net of the performance environment, countries with a more gender-egalitarian culture have a smaller gender gap in STEM orientations. We also find, consistent with our theory, that the proportion of high-performing girls among STEM aspirants grows with the strength of the national performance environment even as the overall gender gap in STEM orientations grows because of offsetting behavior by students at the lower end of the performance distribution.

  11. The early evolution of southwestern Pennsylvania's regional math/science collaborative from the leadership perspective

    Science.gov (United States)

    Bunt, Nancy R.

    Designed as a regional approach to the coordination of efforts and focusing of resources in fragmented southwestern Pennsylvania, the Collaborative's story is narrated by its founding director. Drawing from office archives, including letters of invitation, meeting notes, and participant evaluations of each event, the study describes the genesis of the Collaborative. It begins with identification of the problem and the resulting charge by a founding congress. It details the building of an organizational framework, the creation of a shared vision, the development of a blueprint for action, and the decision-making involved in determining how to strengthen mathematics and science education in the region. The study notes several influences on the Collaborative's leadership. Considering the role of other collaboratives, the study notes that knowledge of the Los Angeles Educational Partnership's LA SMART jump-started the Collaborative's initial planning process. Knowledge of San Francisco's SEABA influenced the size and naming of the Collaborative's Journal. Fred Newmann's definition of authentic instruction, learning and assessment are reflected in the shared vision and belief statements of the Collaborative. The five disciplines of Peter Senge influenced the nature of the organizational framework as well as the day-to-day operations of the Collaborative. The study also notes that the five organizational tensions identified in Ann Lieberman's work on "intentional learning communities" were present in every aspect of the evolution of the Collaborative. The study suggests that leaders of evolving collaboratives: (1) engage all relevant stakeholders in assessing the current situation and defining a desired future state, (2) take advantage of the lessons learned by others and the resources available at the state and national levels to design strategies and build action plans, (3) model the practices to be inspired in the learning community, (4) constantly gather feedback on

  12. Math Achievement and Self-Efficacy of Linguistically and Ethnically Diverse High School Students: Their Relationships with English Reading and Native Language Proficiency

    Science.gov (United States)

    Son, Elena

    2015-01-01

    The under-preparation in math at the high school and college levels, as well as the low participation of ethnically and linguistically diverse individuals in STEM fields are concerning because their preparation for work in these areas is essential for the U.S. to remain competitive in the innovative knowledge economy. While there is now a…

  13. Using the Delphi questionnaire technique to create a reading comprehension resource guide for middle school science teachers

    Science.gov (United States)

    Wegner, Molly F.

    As students begin middle school, they are expected to possess and apply a wide array of nonfiction reading strategies if they are to comprehend new concepts from nonfiction texts. Although strategies and resource guides for fiction reading are available, an effective nonfiction reading comprehension resource guide tailored to middle school science teachers is lacking. The conceptual framework guiding this study is based on schema theory that supports the use of prior knowledge as a foundation for learning. The purpose of this project study was to address this local problem by providing middle school science teachers with a user-friendly resource for nonfiction reading comprehension strategies in a science context. The research question examined nonfiction reading comprehension strategies that could supplement middle school science teachers' instructional practices to increase student comprehension in science, as reflected on the results of state standardized tests. This project study consulted science and language arts teachers using a Delphi questionnaire technique to achieve a consensus through multiple iterations of questionnaires. Science teachers identified 7 areas of concern as students read nonfiction texts, and language arts teachers suggested effective reading comprehension strategies to address these areas. Based on the consensus of reading comprehension strategies and review of literature, a resource guide for middle school science teachers was created. By improving reading comprehension in content areas, teachers may not only increase student learning, but also underscore the importance of literacy relating to life-long learning through future occupations, academic endeavors, and society as well.

  14. Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum

    Science.gov (United States)

    Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

    2012-12-01

    Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

  15. Talking Maths

    Science.gov (United States)

    Murray, Jenny

    2006-01-01

    Discussion in maths lessons has always been something encouraged by ATM but can be difficult to initiate for non-specialist and inexperienced teachers who may feel they need material in books to get them going. In this article, the author describes resources aimed at encouraging discussion among primary mathematicians. These resources include: (1)…

  16. Penguin Math

    Science.gov (United States)

    Green, Daniel; Kearney, Thomas

    2015-01-01

    Emperor penguins, the largest of all the penguin species, attain heights of nearly four feet and weigh up to 99 pounds. Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how…

  17. Tangible Math

    Science.gov (United States)

    Scarlatos, Lori L.

    2006-01-01

    Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives--such as pattern blocks and number lines--have increasingly been making their way into classrooms and children's museums. Yet without the constant guidance…

  18. Math Problem

    Science.gov (United States)

    Oguntoyinbo, Lekan

    2012-01-01

    Many experts give the nation's schools a poor grade for their approach to teaching mathematics and for their preparation of mathematics teachers. While many policymakers make much of data that suggest children in the United States lag behind many other advanced countries in math, many experts call for a change in mathematics education,…

  19. Designing Reading Materials for the Faculty of Social and Political Sciences at UIN Syarif Hidayatullah Jakarta

    Directory of Open Access Journals (Sweden)

    Devi Yusnita

    2016-01-01

    Full Text Available This research is aimed to design reading materials for the Faculty of Social and Political Sciences, UIN Syarif HIdayatullah Jakarta, due to the absence of such specific materials in the market. To produce satisfactory teaching materials, the researcher did some steps i.e. doing needs analysis, reviewing the principles of materials design and reading strategies, designing course framework, designing syllabus, designing the reading materials, and implementing the sample lessons. The needs analysis was intended to find out what the students needed and to find out the subjects the students learned from the institution in order to produce adequate reading materials. Based on the needs analysis, the researcher then identified the global aims of the course, thereby, the writer designed course framework. This course framework contained general points of reading themes and topics, information of classroom activities that followed up reading, the length of study session, the number of the course meetings, and the number of participants. The course framework became the basis to write the syllabus. Finally the syllabus became the basis for designing reading materials.

  20. Improving the Reading Ability of Science Students through Study Groups and Multiple Intelligences

    Science.gov (United States)

    Owolabi, Tunde; Okebukola, Foluso

    2009-01-01

    This study explored the effects of appropriate pedagogical skills (study groups and multiple intelligences) on students' efficiencies in reading skills. It employed a factorial design using three variables. A sample of 90 science students choosing from three intact classes were involved in the study. Data analyses were carried out using mean,…

  1. A Flexible e-Learning Resource Promoting the Critical Reading of Scientific Papers for Science Undergraduates

    Science.gov (United States)

    Letchford, Julie; Corradi, Hazel; Day, Trevor

    2017-01-01

    An important aim of undergraduate science education is to develop student skills in reading and evaluating research papers. We have designed, developed, and implemented an on-line interactive resource entitled "Evaluating Scientific Research literature" (ESRL) aimed at students from the first 2 years of the undergraduate program. In this…

  2. A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

    Science.gov (United States)

    Hsu, Chihcheng; Ou Yang, Fang-Chuan

    2013-01-01

    Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements…

  3. How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content

    Science.gov (United States)

    Wardrip, Peter; Tobey, Jennifer

    2009-01-01

    Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…

  4. Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences

    Science.gov (United States)

    Cartolari, Manuela; Carlino, Paula; Colombo, Laura M.

    2013-01-01

    This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or…

  5. All you need in Maths!

    NARCIS (Netherlands)

    van de Craats, J.; Bosch, R.

    2014-01-01

    All You Need in Maths! covers the basic mathematics you need to successfully embark on a university or college career in technology, natural sciences, computer and information science, economics, business and management studies, and related disciplines. By basic mathematics we mean elementary

  6. Briefing paper for universities on Core Maths

    OpenAIRE

    Glaister, Paul

    2015-01-01

    This briefing paper outlines the rationale for and development of the new Core Maths qualifications, the characteristics of Core Maths, and why Core Maths is important for higher education. It is part of a communication to university vice-chancellors from the Department for Business, Innovation and Skills (BIS) comprising this paper and a joint Ministerial letter from Jo Johnson, Minister of State for Universities and Science in BIS, and Nick Gibb, Minister of State for Schools in the Departm...

  7. Working memory, math performance, and math anxiety.

    Science.gov (United States)

    Ashcraft, Mark H; Krause, Jeremy A

    2007-04-01

    The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.

  8. Initiating New Science Partnerships in Rural Education (INSPIRE) Brining STEM Research to 7th-12th Grade Science and Math Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.

    2012-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in

  9. Using a Non-Equivalent Groups Quasi Experimental Design to Reduce Internal Validity Threats to Claims Made by Math and Science K-12 Teacher Recruitment Programs

    Science.gov (United States)

    Moin, Laura

    2009-10-01

    The American Recovery and Reinvestment Act national policy established in 2009 calls for ``meaningful data'' that demonstrate educational improvements, including the recruitment of high-quality teachers. The scant data available and the low credibility of many K-12 math/science teacher recruitment program evaluations remain the major barriers for the identification of effective recruitment strategies. Our study presents a methodology to better evaluate the impact of recruitment programs on increasing participants' interest in teaching careers. The research capitalizes on the use of several control groups and presents a non-equivalent groups quasi-experimental evaluation design that produces program effect claims with higher internal validity than claims generated by current program evaluations. With this method that compares responses to a teaching career interest question from undergraduates all along a continuum from just attending an information session to participating (or not) in the recruitment program, we were able to compare the effect of the program in increasing participants' interest in teaching careers versus the evolution of the same interest but in the absence of the program. We were also able to make suggestions for program improvement and further research. While our findings may not apply to other K-12 math/science teacher recruitment programs, we believe that our evaluation methodology does and will contribute to conduct stronger program evaluations. In so doing, our evaluation procedure may inform recruitment program designers and policy makers.

  10. Let the Girls Learn! It is not Only about Math It's about Gender Social Norms

    OpenAIRE

    Nollenberger, Natalia; Rodríguez-Planas, Núria

    2017-01-01

    Using PISA test scores from 11,527 second-generation immigrants coming from 35 different countries of ancestry and living in 9 host countries, we find that the positive effects of country-of-ancestry gender social norms on girls' math test scores relative to those of boys: (1) expand to other subjects (namely reading and science); (2) are shaped by beliefs on women's political empowerment and economic opportunity; and (3) are driven by parents' influencing their children's (especially their g...

  11. Perceptions of preparedness of LBS I teachers in the state of Illinois and graduates of Illinois State University's LBS I program to collaborate in teaching grade 7--12 math, science, and social science

    Science.gov (United States)

    Caldwell, Janet E.

    The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher certification program in LBS I perceive their preparedness to teach these subjects. Participants provided information about coursework and life experiences, and they made suggestions about teacher preparation and professional development programs. Six key items forming the composite variable focused on level of preparation in (a) best practices, (b) selecting materials, (c) selecting objectives, (d) adapting instructional strategies, (e) planning lessons, and (f) and evaluating outcomes. Only 30 LBS I teachers of the 282 contacted by e-mail completed surveys. Of 115 graduates contacted, 71 participated in the original survey and 23 participated in a follow-up survey. Data were analyzed to learn more about the teachers' self-perceptions regarding preparedness to teach math, science, or social science. There was a correlation between perceived level of knowledge and the composite preparation variable for all subjects, but no correlation with length of teaching. Both groups indicated high school content courses were important in preparation to teach. Teachers also indicated collaboration and graduates indicated grade school learning. The most frequent recommendation for both teacher preparation and professional development was additional methods courses. A survey distributed to math, science, and social science teachers of Grades 7--12 asked about their perceptions of the preparedness of LBS I teachers to teach their area of content. Few surveys were completed for each subject so they were examined qualitatively. There was variability among participants, but generally the content area teachers rated themselves as more prepared than

  12. "You Don't Read a Science Book, You Study It": An Exploration of Cultural Concepts of Reading.

    Science.gov (United States)

    Anderson, Jim; Gunderson, Lee

    2001-01-01

    Discusses how the differing views held by teachers and immigrant parents and their children affect early reading instruction, secondary content reading, and reading involving technology. Demonstrates that immigrant students and their parents hold different beliefs about reading and schooling than those held by many teachers. Concludes it is…

  13. Fatou, Julia, Montel le grand prix des sciences mathématiques de 1918, et après

    CERN Document Server

    Audin, Michèle

    2009-01-01

    Comment Fatou et Julia ont inventA(c) ce que la (TM)on appelle aujourda (TM)hui les ensembles de Julia, avant, pendant et aprA]s la premiA]re guerre mondiale? La (TM)histoire est racontA(c)e, avec ses mathA(c)matiques, ses conflits, ses personnalitA(c)s. Elle est traitA(c)e A partir de sources nouvelles, et avec rigueur. On pourra sa (TM)y initier A la (TM)itA(c)ration des fractions rationnelles et A la dynamique complexe (ensembles de Julia, de Mandelbrot, ensembles-limites). Qui A(c)taient Pierre Fatou, Gaston Julia, Paul Montel? On y trouvera en particulier des informations sur un mathA(c)m

  14. Counseling the Math Anxious

    Science.gov (United States)

    Tobias, Sheila; Donady, Bonnie

    1977-01-01

    Describes the rationale and mode of operations for a Math Clinic at Wellesley University and Wesleyan College where counselors and math specialists work together to combat "math anxiety," particularly in female students. (HMV)

  15. Reading Strategy Guides to Assist Middle School Educators of Students with Dyslexia

    Science.gov (United States)

    Nichols-Yehling, M.; Strohl, C.

    2014-07-01

    According to the 2010 International Dyslexia Association publication, “Knowledge and Practice Standards for Teachers of Reading,” effective instruction is the key to addressing students' reading difficulties associated with dyslexia, a language-based disorder of learning to read and write. “Informed and effective classroom instruction. . . can prevent or at least effectively address and limit the severity of reading and writing problems.” The Interstellar Boundary Explorer (IBEX) mission Education and Public Outreach program recently funded the development of six strategy guides for teachers of middle school students with reading difficulties, especially dyslexia. These guides utilize space science-themed reading materials developed by the Great Exploration in Math and Science (GEMS), including the IBEX-funded GEMS Space Science Sequence (Grades 6-8). The aforementioned reading strategy guides are now available on the IBEX mission website.

  16. Math for scientists refreshing the essentials

    CERN Document Server

    Maurits, Natasha

    2017-01-01

    Accessible and comprehensive, this guide is an indispensable tool for anyone in the sciences – new and established researchers, students and scientists – looking either to refresh their math skills or to prepare for the broad range of math, statistical and data-related challenges they are likely to encounter in their work or studies. In addition to helping scientists improve their knowledge of key mathematical concepts, this unique book will help readers: ·                     Read mathematical symbols ·                     Understand formulas, data or statistical information ·                     Determine medication equivalents ·                     Analyze neuroimaging  Mathematical concepts are presented alongside illustrative and useful real-world scien­tific examples and are further clarified through practical pen-and-paper exercises. Whether you are a student encountering high-level mathematics in your research or...

  17. Math Game(s) - an alternative (approach) to teaching math?

    OpenAIRE

    Ruttkay, Z.M.; Eliens, A.P.W.; Breitlauch, L.

    2009-01-01

    Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the opportunities offered by computer graphics, visual programming and game design as an alternative for traditional methods of teaching mathemathics. In particular, games may be deployed both as intruments to d...

  18. Literacy for Real: Reading, Thinking, and Learning in the Content Areas. Language & Literacy Practitioners Bookshelf

    Science.gov (United States)

    Lent, ReLeah Cossett

    2009-01-01

    Written for the busy practitioner by an experienced professional development consultant, writer, and speaker, "Literacy for Real" is a hands-on guide to meaningful reading across the content areas of math, science, and social studies in grades 6-12. It presents key information that addresses all types of 21st century literacy--visual, digital, and…

  19. Can Financial Aid Help to Address the Growing Need for STEM Education? The Effects of Need-Based Grants on the Completion of Science, Technology, Engineering, and Math Courses and Degrees

    Science.gov (United States)

    Castleman, Benjamin L.; Long, Bridget Terry; Mabel, Zachary

    2018-01-01

    Although workers in science, technology, engineering, and math (STEM) fields earn above-average wages, the number of college graduates prepared for STEM jobs lags behind employer demand. A key question is how to recruit and retain college students in STEM majors. We offer new evidence on the role of financial aid in supporting STEM attainment.…

  20. Taking Math Anxiety out of Math Instruction

    Science.gov (United States)

    Shields, Darla J.

    2007-01-01

    To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…

  1. Counting on Early Math Skills: Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs

    Science.gov (United States)

    Mattera, Shira; Morris, Pamela

    2017-01-01

    Early math ability is one of the best predictors of children's math and reading skills into late elementary school. Children with stronger math proficiency in elementary school, in turn, are more likely to graduate from high school and attend college. However, early math skills have not historically been a major focus of instruction in preschool…

  2. Multiple Intelligence Scores of Science Stream Students and Their Relation with Reading Competency in Malaysian University English Test (MUET)

    Science.gov (United States)

    Razak, Norizan Abdul; Zaini, Nuramirah

    2014-01-01

    Many researches have shown that different approach needed in analysing linear and non-linear reading comprehension texts and different cognitive skills are required. This research attempts to discover the relationship between Science Stream students' reading competency on linear and non-linear texts in Malaysian University English Test (MUET) with…

  3. Teaching Math to the Talented

    Science.gov (United States)

    Hanushek, Eric A.; Peterson, Paul E.; Woessmann, Ludger

    2011-01-01

    Maintaining America's productivity as a nation depends importantly on developing a highly qualified cadre of scientists, engineers, entrepreneurs, and other professionals. To realize that objective requires a system of schooling that produces students with advanced math and science skills. To see how well schools in the United States do at…

  4. L'Entrainement a la Comprehension Ecrite des Etudiants Etrangers de la Faculte des Sciences (Reading Comprehension Training for Foreign Students in the Science Faculty). Melanges Pedagogiques, 1977.

    Science.gov (United States)

    Duda, R.; Regent, O.

    The ability of foreign students to read non-scientific material efficiently is important for rapid social and cultural integration. This report describes the reading comprehension section of a French language course aimed at foreign students at the Nancy Science Faculty. Exercises are presented which cover morpho-syntactic, communicative and…

  5. Examination of the Teaching Skills for Reading Scientific Materials Needed by Science Teachers by Comparing In-Service and Prospective Science Teachers

    OpenAIRE

    山根, 嵩史; 中條, 和光

    2016-01-01

    We examined the teaching skills for reading scientific materials needed by science teachers. We compared the views of teaching skills for reading scientific materials of science teachers both in service and in training. The result of text mining for free description of the teaching skills of both groups showed that, whereas trainee teachers emphasized language ability as a teaching skill (for example, the ability to image the contents of a text), current teachers emphasized teaching the curri...

  6. Science Education for Students with Special Needs

    Science.gov (United States)

    Villanueva, Mary Grace; Taylor, Jonte; Therrien, William; Hand, Brian

    2012-01-01

    Students with special needs tend to show significantly lower achievement in science than their peers. Reasons for this include severe difficulties with academic skills (i.e. reading, math and writing), behaviour problems and limited prior understanding of core concepts background knowledge. Despite this bleak picture, much is known on how to…

  7. Reading comprehension as an alternative tool for teaching science and nuclear technology

    International Nuclear Information System (INIS)

    Martin, H. R.

    2013-01-01

    In recent decades, the vast amount of information originated in the production of knowledge and its applications, has highlighted the importance of being independent readers, critics, and able to interpret written material circulating referred to scientific and technological issues, that invade the people's daily life. Moreover, in the last stage of education system of all future citizens of the country, the results of many diagnoses have highlighted the difficulties of young students to understand the texts related to science and technology. However, simultaneously with these weaknesses, students permanently express the need to relate science and technology to everyday life, and are interested in the discussion of the news related to atomic energy spread by the mass media. This duality lack of interest in reading vs interest in knowledge in certain subjects, is what has been taken into account when proposing this pedagogical approach that simultaneously involves several aspects. From the need to find a trigger for the treatment of a particular issue, to familiarization of students with the vocabulary and methodology of science ill the debate on the characteristics of specific technological applications of nuclear technology. Considering particularly the last of these factors, since 2011 has been developed in Jose Maria Paz School of Cordoba, Reading Comprehension Experience, using texts with scientific and technological contents published by Institute for Energy and Development (IEDS) of the National Atomic Energy Commission (CNEA) in Knowledge Leaves Series, as a methodological tool, to bring students to the physics of the atom and matter. The reading strategy used is based on the hypothesis of the type of questions being asked about the contents, can help students to develop reading strategies for comprehension and thus contribute positively to his learning. With this proposal it has been observed an increased on student interest in learning natural science

  8. 78 FR 18326 - Agency Information Collection Activities; Comment Request; Upward Bound and Upward Bound Math...

    Science.gov (United States)

    2013-03-26

    ...; Comment Request; Upward Bound and Upward Bound Math Science Annual Performance Report AGENCY: The Office... considered public records. Title of Collection: Upward Bound and Upward Bound Math Science Annual Performance...) and Upward Bound Math and Science (UBMS) Programs. The Department is requesting a new APR because of...

  9. Math and Movement: Practical Ways to Incorporate Math into Physical Education

    Science.gov (United States)

    Wade, Marcia

    2016-01-01

    Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…

  10. Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

    Science.gov (United States)

    Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

    2016-01-01

    Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

  11. Early Math.

    Science.gov (United States)

    Van Nuys, Ute Elisabeth

    1986-01-01

    Presents reviews of the following mathematics software designed to teach young children counting, number recognition, visual discrimination, matching, addition, and subtraction skills; Stickybear Numbers, Learning with Leeper, Getting Ready to Read and Add, Counting Parade, Early Games for Young Children, Charlie Brown's 1,2,3's, Let's Go Fishing,…

  12. Stable measures of number sense accuracy in math learning disability: Is it time to proceed from basic science to clinical application?

    Science.gov (United States)

    Júlio-Costa, Annelise; Starling-Alves, Isabella; Lopes-Silva, Júlia Beatriz; Wood, Guilherme; Haase, Vitor Geraldi

    2015-12-01

    Math learning disability (MLD) or developmental dyscalculia is a highly prevalent and persistent difficulty in learning arithmetic that may be explained by different cognitive mechanisms. The accuracy of the number sense has been implicated by some evidence as a core deficit in MLD. However, research on this topic has been mainly conducted in demographically selected samples, using arbitrary cut-off scores to characterize MLD. The clinical relevance of the association between number sense and MLD remains to be investigated. In this study, we aimed at assessing the stability of a number sense accuracy measure (w) across five experimental sessions, in two clinically defined cases of MLD. Stable measures of number sense accuracy estimate are required to clinically characterize subtypes of MLD and to make theoretical inferences regarding the underlying cognitive mechanisms. G. A. was a 10-year-old boy with MLD in the context of dyslexia and phonological processing impairment and his performance remained steadily in the typical scores range. The performance of H. V., a 9-year-old girl with MLD associated with number sense inaccuracy, remained consistently impaired across measurements, with a nonsignificant tendency to worsen. Qualitatively, H. V.'s performance was also characterized by greater variability across sessions. Concomitant clinical observations suggested that H. V.'s difficulties could be aggravated by developing symptoms of mathematics anxiety. Results in these two cases are in line with the hypotheses that at least two reliable patterns of cognitive impairment may underlie math learning difficulties in MLD, one related to number sense inaccuracy and the other to phonological processing impairment. Additionally, it indicates the need for more translational research in order to examine the usefulness and validity of theoretical advances in numerical cognition to the clinical neuropsychological practice with MLD. © 2015 The Institute of Psychology, Chinese

  13. Video-games do not negatively impact adolescent academic performance in science, mathematics or reading.

    Science.gov (United States)

    Drummond, Aaron; Sauer, James D

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.

  14. Video-games do not negatively impact adolescent academic performance in science, mathematics or reading.

    Directory of Open Access Journals (Sweden)

    Aaron Drummond

    Full Text Available Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.

  15. Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

    Science.gov (United States)

    Drummond, Aaron; Sauer, James D.

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement. PMID:24699536

  16. Instant Math Storymats with Hands-on Activities for Building Essential Primary Math Skills, Grades K-2.

    Science.gov (United States)

    Spann, Mary Beth

    This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…

  17. Launching Kindergarten Math Clubs: The Implementation of High 5s in New York City

    Science.gov (United States)

    Jacob, Robin; Erickison, Anna; Mattera, Shira K.

    2018-01-01

    Early math has been shown to predict not only longer-term math achievement, but also future reading achievement, high school completion, and college attendance. Yet effects from early math programs often fade out as children move into more varied instructional contexts in elementary school. This fade-out suggests the need for an alignment of math…

  18. Reading and Writing as Scientists? Text Genres and Literacy Practices in Girls' Middle-Grade Science

    Science.gov (United States)

    Faller, S. Elisabeth

    2018-01-01

    Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn…

  19. The neurodevelopmental basis of math anxiety.

    Science.gov (United States)

    Young, Christina B; Wu, Sarah S; Menon, Vinod

    2012-05-01

    Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.

  20. Does print size matter for reading? A review of findings from vision science and typography.

    Science.gov (United States)

    Legge, Gordon E; Bigelow, Charles A

    2011-08-09

    The size and shape of printed symbols determine the legibility of text. In this paper, we focus on print size because of its crucial role in understanding reading performance and its significance in the history and contemporary practice of typography. We present evidence supporting the hypothesis that the distribution of print sizes in historical and contemporary publications falls within the psychophysically defined range of fluent print size--the range over which text can be read at maximum speed. The fluent range extends over a factor of 10 in angular print size (x-height) from approximately 0.2° to 2°. Assuming a standard reading distance of 40 cm (16 inches), the corresponding physical x-heights are 1.4 mm (4 points) and 14 mm (40 points). We provide new data on the distributions of print sizes in published books and newspapers and in typefounders' specimens, and consider factors influencing these distributions. We discuss theoretical concepts from vision science concerning visual size coding that help inform our understanding of historical and modern typographical practices. While economic, social, technological, and artistic factors influence type design and selection, we conclude that properties of human visual processing play a dominant role in constraining the distribution of print sizes in common use.

  1. Diagnosing Competency Mastery in Science: An Application of GDM to TIMSS 2011 Data

    Science.gov (United States)

    Kabiri, Masoud; Ghazi-Tabatabaei, Mahmood; Bazargan, Abbas; Shokoohi-Yekta, Mohsen; Kharrazi, Kamal

    2017-01-01

    Numerous diagnostic studies have been conducted on large-scale assessments to illustrate the students' mastery profile in the areas of math and reading; however, for science a limited number of investigations are reported. This study investigated Iranian eighth graders' competency mastery of science and examined the utility of the General…

  2. A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

    Science.gov (United States)

    Hsu, Chihcheng; Yang, Fang-Chuan Ou

    2013-05-01

    Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors-vocabulary-while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.

  3. A study of a science-based peer reading assignment and its effects on first grade student understanding and use of describing words in science

    Science.gov (United States)

    Pearson, Meghan Jeanne

    The first grade curriculum for science in Colorado requires students be able to use describing words to depict and compare objects and people; however, first graders struggle with using specific enough language to create strong descriptions. With science education research encouraging teachers to use alternative teaching methods to approach these challenging topics, it is important to provide teachers with resources appropriate to their students. One such alternative learning method is a reading partner. Reading partners have been shown to increase vocabulary, boost school performance, and improve self-esteem in children. This study analyzed the effectiveness of using a science-based peer reading assignment about describing words on increasing a first grader's understanding of the topic. The book required the class to work together to help the characters describe different images and characters in the book with the intent that students were engaged during the reading. In pre-interview and post-interview, students described pictures, and their responses were analyzed for quality of the describing words provided and the number of strong (specific and not opinion) describing words provided. In the post-interview, students had an overall increase in the number of strong describing words provided. The quantitative data was analyzed by comparing strong describing words used pre-reading and post-reading, and the effect size was very large. The results indicate reading the book explaining describing words that asked for student participation did increase students understanding and use of describing words.

  4. A Study of the Experience of Female African-American Seventh Graders in a Science, Technology, Engineering, and Math (STEM) Afterschool Program

    Science.gov (United States)

    Hinds, Beverley Fiona

    The purpose of this qualitative study was to determine what inspires or leads seventh-grade African-American girls toward an interest in STEM, to characterize and describe the context of an out-of-school STEM learning environment, explore the impact on the seventh- grade African-American girls who participated in the program as it relates to individual STEM identity, and identify personal and academic experiences of seventh-grade African- American girls that contribute to the discouragement or pursuit of science and math-related academic pathways and careers. Notable findings in this study included the following: 1. Participants were interested in STEM and able to identify both external and internal influences that supported their involvement and interest in STEM activities. External influences expanded and elevated exposure to STEM experiences. 2. The MJS program provided an opportunity for participants to overcome challenges related to science and math knowledge and skills in school. 3. The MJS program increased levels of interest in STEM for the participants. 4. All participants increased their capacity to demonstrate increased knowledge in STEM content as a result of the learning experiences within the MJS program, and participants transferred this knowledge to experiences outside of the program including school. 5. The STEM learning environment provided multiple opportunities for participants to meet high expectation and access to engaging activities within a supportive, well-managed setting. 6. The MJS program participants demonstrated behaviors related to building a STEM identity through the components described by Carlone and Johnson (2007), including recognition-internal and external acknowledgement of being a STEM person; competence-demonstrating an understanding of STEM content; and performance-publically exhibiting STEM knowledge and skills. The findings in this study suggested that African-American seventh-grade girls interested in STEM are inspired

  5. Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

    Science.gov (United States)

    Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

    2017-01-01

    With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

  6. Short-cut math

    CERN Document Server

    Kelly, Gerard W

    1984-01-01

    Clear, concise compendium of about 150 time-saving math short-cuts features faster, easier ways to add, subtract, multiply, and divide. Each problem includes an explanation of the method. No special math ability needed.

  7. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

    OpenAIRE

    Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

    2015-01-01

    Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math de...

  8. Advanced Math Equals Career Readiness. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…

  9. Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation.

    Science.gov (United States)

    Silk, Kami J; Parrott, Roxanne L

    2014-01-01

    Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.

  10. What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

    OpenAIRE

    Kenneth Akiha; Kenneth Akiha; Emilie Brigham; Emilie Brigham; Brian A. Couch; Justin Lewin; Justin Lewin; Marilyne Stains; MacKenzie R. Stetzer; MacKenzie R. Stetzer; Erin L. Vinson; Erin L. Vinson; Michelle K. Smith; Michelle K. Smith

    2018-01-01

    Despite the need for a strong Science, Technology, Engineering, and Math (STEM) workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon m...

  11. Teaching Math Their Way.

    Science.gov (United States)

    Tankersley, Karen

    1993-01-01

    Teachers at a K-8 urban school in Phoenix, Arizona, worked to develop an effective math program that generated student interest and positive self-esteem. They eventually set aside classroom and large enclosed porch area to house math manipulative lab, where children could learn new concepts at concrete level. Results are excitement about math and…

  12. Solving America's Math Problem

    Science.gov (United States)

    Vigdor, Jacob

    2013-01-01

    Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…

  13. Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

    Science.gov (United States)

    Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

    2016-12-01

    [This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

  14. Primary maths anyone can feed skittles to sharks

    CERN Document Server

    Tiley-Nunn, Nick

    2014-01-01

    Primary maths is stereotypically loved by a few hairy oddballs, tolerated by most sane primary practitioners; loathed by many. With the right approach, however; the right mindset and sense of the impossible being achievable, maths can be moulded into the diamond in the rough of the primary curriculum. Enter Nick Tiley-Nunn: Britain's most imaginative, most exciting primary maths specialist. Over years of practice he has generated ideas about the teaching of maths that are so distinct, so far out and so utterly brilliant that any primary teacher struggling to grasp the nettle of teaching long division will emerge from communing with his ideas not just with some clichéd sense that ‘maths can be fun', but that it can be brilliant, life-enhancing and truly hilarious. This book presents ideas for primary maths teaching so wildly creative and so full of the joy of life that any classroom of kids will be grateful you read it.

  15. Integrating Explicit Learning about the Culture of Science into the Pre-Service Teacher Curriculum through Readings and Reflections

    Science.gov (United States)

    Egger, A. E.

    2014-12-01

    Teachers provide foundational science experiences that spark interest in some students to pursue science and serve as an endpoint for others. For both groups, getting a glimpse into the culture of science is important to their futures as citizens, but this glimpse is not something all teachers are equipped to offer. Explicit instruction in the culture of science is generally not part of college-level science courses; to reach future teachers, it should be incorporated into the curriculum for pre-service teachers. I have incorporated readings from Visionlearning's peer-reviewed, freely available, web-based Process of Science series (http://www.visionlearning.com/en/library/Process-of-Science/49) into my class for pre-service middle-level and secondary science teachers. The readings describe the development of the culture and process of science using deeply embedded examples of scientists and their work. Students reflected on each reading by describing what they learned and something they will use in their future teaching. Responses were graded for thoughtfulness and completeness and later compiled. In general, students with more science courses had a better initial understanding of the culture of science and found the readings engaging stories that explained in more depth what they already knew. However, all students reported learning some fundamental aspects of the culture and nature of science. Most commonly, they learned scientific language, often words with both colloquial and scientific definitions: theory, hypothesis, law, uncertainty, error, confidence. Other learning gains were reported in defining the difference between scientific controversy and social controversy over science, interactions between historical events and the scientific enterprise, how much scientists work in groups and interact at meetings, and the role that funding plays in guiding research. On their own, students struggled to describe explicit ways to incorporate these concepts into their

  16. Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood.

    Science.gov (United States)

    Ferriman, Kimberley; Lubinski, David; Benbow, Camilla P

    2009-09-01

    Work preferences, life values, and personal views of top math/science graduate students (275 men, 255 women) were assessed at ages 25 and 35 years. In Study 1, analyses of work preferences revealed developmental changes and gender differences in priorities: Some gender differences increased over time and increased more among parents than among childless participants, seemingly because the mothers' priorities changed. In Study 2, gender differences in the graduate students' life values and personal views at age 35 were compared with those of profoundly gifted participants (top 1 in 10,000, identified by age 13 and tracked for 20 years: 265 men, 84 women). Again, gender differences were larger among parents. Across both cohorts, men appeared to assume a more agentic, career-focused perspective than women did, placing more importance on creating high-impact products, receiving compensation, taking risks, and gaining recognition as the best in their fields. Women appeared to favor a more communal, holistic perspective, emphasizing community, family, friendships, and less time devoted to career. Gender differences in life priorities, which intensify during parenthood, anticipated differential male-female representation in high-level and time-intensive careers, even among talented men and women with similar profiles of abilities, vocational interests, and educational experiences. (c) 2009 APA, all rights reserved).

  17. Think Scientifically: The NASA Solar Dynamics Observatory's Elementary Science Literacy Program

    Science.gov (United States)

    Van Norden, Wendy M.

    2013-07-01

    The pressure to focus on math and reading at the elementary level has increased in recent years. As a result, science education has taken a back seat in elementary classrooms. The Think Scientifically book series provides a way for science to easily integrate with existing math and reading curriculum. This story-based science literature program integrates a classic storybook format with solar science concepts, to make an educational product that meets state literacy standards. Each story is accompanied by hands-on labs and activities that teachers can easily conduct in their classrooms with minimal training and materials, as well as math and language arts extensions. These books are being distributed through teacher workshops and conferences, and are available free at http://sdo.gsfc.nasa.gov/epo/educators/thinkscientifically.php.

  18. Maths in Prison

    Directory of Open Access Journals (Sweden)

    Catherine Patricia Byrne

    2015-08-01

    Full Text Available I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT. This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a prison maths teacher.

  19. Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

    Science.gov (United States)

    Shi, Zhan; Liu, Peiru

    2016-01-01

    Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

  20. Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

    Directory of Open Access Journals (Sweden)

    Zhan Shi

    Full Text Available Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

  1. Penicillin for Education: How Cognitive Science Can Contribute to Education.

    Science.gov (United States)

    Bruer, John T.

    1995-01-01

    Education can benefit from knowledge derived from cognitive and developmental psychology. Family demographics have actually improved between 1970 and 90 and so have NAEP scores. Three innovative programs demonstrating cognitive science applications include the Teaching Number Sense elementary math program, reciprocal teaching (reading strategy),…

  2. Beneath the Numbers: A Review of Gender Disparities in Undergraduate Education across Science, Technology, Engineering, and Math Disciplines

    Science.gov (United States)

    Eddy, Sarah L.; Brownell, Sara E.

    2016-01-01

    This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college…

  3. Preserving Food by Drying. A Math/Science Teaching Manual. Appropriate Technologies for Development. Manual No. M-10.

    Science.gov (United States)

    Fahy, Cynthia; And Others

    This manual presents a design for teaching science principles and mathematics concepts through a sequence of activities concentrating on weather, solar food dryers, and nutrition. Part I focuses on the effect of solar energy on air and water, examining the concepts of evaporation, condensation, radiation, conduction, and convection. These concepts…

  4. The Role of Teacher Morale and Motivation on Students' Science and Math Achievement: Findings from Singapore, Japan, Finland and Turkey

    Science.gov (United States)

    Abazaoglu, Ilkay; Aztekin, Serdar

    2016-01-01

    Teacher motivation is one of the factors that affect the realization of the teaching objectives, motivation and academic achievement of student. This study aimed to answer to the question "How is the relation between the students' academic (sciences and mathematics) achievement and teachers' morale/motivation in Singapore, Japan, Finland and…

  5. "Finding the Joy in the Unknown": Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms

    Science.gov (United States)

    Quigley, Cassie F.; Herro, Dani

    2016-01-01

    In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and…

  6. Exploring Counseling Services and Their Impact on Female, Underrepresented Minority Community College Students in Science, Technology, Engineering, and Math: A Qualitative Study

    Science.gov (United States)

    Strother, Elizabeth

    The economic future of the United States depends on developing a workforce of professionals in science, technology, engineering and mathematics (Adkins, 2012; Mokter Hossain & Robinson, 2012). In California, the college population is increasingly female and underrepresented minority, a population that has historically chosen to study majors other than STEM. In California, community colleges provide a major inroad for students seeking to further their education in one of the many universities in the state. The recent passage of Senate Bill 1456 and the Student Success and Support Program mandate increased counseling services for all California community college students (California Community College Chancellors Office, 2014). This dissertation is designed to explore the perceptions of female, underrepresented minority college students who are majoring in an area of science, technology, engineering and math, as they relate to community college counseling services. Specifically, it aims to understand what counseling services are most effective, and what community college counselors can do to increase the level of interest in STEM careers in this population. This is a qualitative study. Eight participants were interviewed for the case study, all of whom are current or former community college students who have declared a major in a STEM discipline. The semi-structured interviews were designed to help understand what community college counselors can do to better serve this population, and to encourage more students to pursue STEM majors and careers. Through the interviews, themes emerged to explain what counseling services are the most helpful. Successful STEM students benefited from counselors who showed empathy and support. Counselors who understood the intricacies of educational planning for STEM majors were considered the most efficacious. Counselors who could connect students with enrichment activities, such as internships, were highly valued, as were counseling

  7. Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers

    Science.gov (United States)

    West, Robert J.

    This mixed-method case study focused on the phenomenon of the transition from student to teacher. The educational system in the United States is constantly shifting to provide the correct number of teachers for our nations' schools. There is no simple formula for this process and occasionally an area of need arises that is not being met. Recently, the demand for science and math teachers in the K-12 system has outpaced the supply of new teachers (Business-Higher Education Forum, 2011). To complicate the problem further, teachers are leaving the field in record numbers both through retirement and attrition (National Commission on Teaching and America's Future, 2007). Particularly hard hit are poor rural schools with low-performing students, such as the schools of Appalachia (Barley, 2009; Goodpaster, Adedokun, & Weaver, 2012). Out of this need, alternative licensure programs for teachers have developed. The alternative teacher-training program studied in this research is the Woodrow Wilson Teaching Fellowship (WWTF) website, "The Woodrow Wilson Ohio Teaching Fellowship seeks to attract talented, committed individuals with backgrounds in the STEM fields---science, technology, engineering, and mathematics---into teaching in high-need Ohio secondary schools" (para. 2) . The researcher was interested in the formation of teacher identity and self-efficacy as these constructs have been shown to manifest in highly effective teachers that are likely to remain in the field of teaching (Beaucamp & Thomas 2009; Klassen, Tze, Betts, & Gordon, 2010). The research method included in-depth interviews, mixed with pretest/posttest administrations of the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy 2001) given during the teacher-training period and again following the first year of professional teaching. Results from both the TSES and the interviews indicate that the participants had a successful transition into teaching. They both felt and demonstrated that

  8. La maison des mathématiques

    CERN Document Server

    Villani, Cédric; Moncorgé, Vincent

    2014-01-01

    Comment travaillent les mathématiciens ? C'est peut-être en se promenant dans les couloirs de la première des " maisons des mathématiques " de France, l'institut Henri Poincaré, que l'on trouvera quelques réponses. Le mathématicien Cédric Villani et le physicien Jean-Philippe Uzan nous invitent à découvrir cette discipline et ses acteurs. Au fil des pages on suit, à travers de superbes images signées du photographe Vincent Moncorgé, la façon dont se fabrique cette science qui reste souvent mystérieuse. Toutes les dimensions, scientifique, esthétique et poétique, des mathématiques sont convoquées grâce à des regards croisés : la diversité des inspirations des chercheurs, la source de leur créativité, l'imaginaire littéraire et artistique des mathématiques, la drôle de tribu des mathématiciens. Un voyage au cœur de cette " auberge espagnole " des mathématiques, campus " à la française " accueillant des centaines de chercheurs du monde entier, devenu un lieu d'émulation et d'éc...

  9. College Math Assessment: SAT Scores vs. College Math Placement Scores

    Science.gov (United States)

    Foley-Peres, Kathleen; Poirier, Dawn

    2008-01-01

    Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

  10. Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

    Science.gov (United States)

    Deacon, Mary M.

    2011-01-01

    Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…

  11. 77 FR 21089 - Notice of Submission for OMB Review; Application for Grants Under the Upward Bound Math and...

    Science.gov (United States)

    2012-04-09

    ... Upward Bound Math and Science Program AGENCY: Office of Postsecondary Education, Department of Education. SUMMARY: The Upward Bound Math and Science (UBMS) program provides grants to institutions of higher... for success in a program of postsecondary education that lead to careers in math and science. DATES...

  12. An Informed Approach to Improving Quantitative Literacy and Mitigating Math Anxiety in Undergraduates Through Introductory Science Courses

    Science.gov (United States)

    Follette, K.; McCarthy, D.

    2012-08-01

    Current trends in the teaching of high school and college science avoid numerical engagement because nearly all students lack basic arithmetic skills and experience anxiety when encountering numbers. Nevertheless, such skills are essential to science and vital to becoming savvy consumers, citizens capable of recognizing pseudoscience, and discerning interpreters of statistics in ever-present polls, studies, and surveys in which our society is awash. Can a general-education collegiate course motivate students to value numeracy and to improve their quantitative skills in what may well be their final opportunity in formal education? We present a tool to assess whether skills in numeracy/quantitative literacy can be fostered and improved in college students through the vehicle of non-major introductory courses in astronomy. Initial classroom applications define the magnitude of this problem and indicate that significant improvements are possible. Based on these initial results we offer this tool online and hope to collaborate with other educators, both formal and informal, to develop effective mechanisms for encouraging all students to value and improve their skills in basic numeracy.

  13. The Relationship between Student's Quantitative Skills, Application of Math, Science Courses, and Science Marks at Single-Sex Independent High Schools

    Science.gov (United States)

    Cambridge, David

    2012-01-01

    For independent secondary schools who offer rigorous curriculum to attract students, integration of quantitative skills in the science courses has become an important definition of rigor. However, there is little research examining students' quantitative skills in relation to high school science performance within the single-sex independent school…

  14. Benefiting Female Students in Science, Math, and Engineering: The Nuts and Bolts of Establishing a WISE (Women in Science and Engineering) Learning Community

    Science.gov (United States)

    Pace, Diana; Witucki, Laurie; Blumreich, Kathleen

    2008-01-01

    This paper describes the rationale and the step by step process for setting up a WISE (Women in Science and Engineering) learning community at one institution. Background information on challenges for women in science and engineering and the benefits of a learning community for female students in these major areas are described. Authors discuss…

  15. Site Index | About IASc | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    History · Memorandum of Association · Role of the Academy · Statutes ... Proceedings – Mathematical Sciences · Resonance – Journal of Science Education · Sadhana ... Math Art and Design: MAD about Math, Math Education and Outreach.

  16. Into the Curriculum. Art: Whistler's Mother; Reading/Language Arts: Finding My Voice; Science: Where on My Tongue? Taste; Social Studies/Science: Volcanoes; Social Studies: Pompeii.

    Science.gov (United States)

    Reed-Mundell, Charlie

    2001-01-01

    Provides five fully developed library media activities that are designed for use with specific curriculum units in art, reading, language arts, science, and social studies. Describes library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up for each activity. (LRW)

  17. Maths in Prison

    OpenAIRE

    Catherine Patricia Byrne

    2015-01-01

    I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a ...

  18. Maths in Prison

    OpenAIRE

    Byrne, Catherine; Carr, Michael

    2015-01-01

    I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a p...

  19. Getting Manipulative about Math.

    Science.gov (United States)

    Scheer, Janet K.; And Others

    1984-01-01

    Math manipulatives that are made from inexpensive, common items help students understand basic mathematics concepts. Learning activities using Cheerios, jellybeans, and clay as teaching materials are suggested. (DF)

  20. GRE math tests

    CERN Document Server

    Kolby, Jeff

    2014-01-01

    Twenty-three GRE Math Tests! The GRE math section is not easy. There is no quick fix that will allow you to ""beat"" the section. But GRE math is very learnable. If you study hard and master the techniques in this book, your math score will improve--significantly! The GRE cannot be ""beaten."" But it can be mastered--through hard work, analytical thought, and by training yourself to think like a test writer. Many of the problems in this book are designed to prompt you to think like a test writer. For example, you will find ""Duals."" These are pairs of similar problems in which only one prop

  1. Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

    Science.gov (United States)

    Eddy, Sarah L.; Brownell, Sara E.

    2016-12-01

    [This paper is part of the Focused Collection on Gender in Physics.] This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college STEM on measures that have been correlated with retention. These include disparities in academic performance, engagement, self-efficacy, belonging, and identity. We argue that observable factors such as persistence, performance, and engagement can inform researchers about what populations are disadvantaged in a STEM classroom or program, but we need to measure underlying mechanisms to understand how these inequalities arise. We present a framework that helps connect larger sociocultural factors, including stereotypes and gendered socialization, to student affect and observable behaviors in STEM contexts. We highlight four mechanisms that demonstrate how sociocultural factors could impact women in STEM classrooms and majors. We end with a set of recommendations for how we can more holistically evaluate the experiences of women in STEM to help mitigate the underlying inequities instead of applying a quick fix.

  2. Dr Math at your service

    CSIR Research Space (South Africa)

    Butgereit, L

    2012-10-01

    Full Text Available In this presentation the author explains how the Dr Math service works; how tutors are recruited to act as Dr Math; and how school pupils can reach Dr Math for help with their mathematics homework....

  3. Metrological Traceability in the Social Sciences: A Model from Reading Measurement

    International Nuclear Information System (INIS)

    Stenner, A Jackson; Fisher, William P Jr

    2013-01-01

    The central importance of reading ability in learning makes it the natural place to start in formative and summative assessments in education. The Lexile Framework for Reading constitutes a commercial metrological traceability network linking books, test results, instructional materials, and students in elementary and secondary English and Spanish language reading education in the U.S., Canada, Mexico, and Australia

  4. Impact of University Lecturers' Intervention in School MathTeaching

    Indian Academy of Sciences (India)

    Some schools in the neighbourhood of Sefako MakgathoHealth Sciences University (SMU) in South Africa persistentlyyielded poor mathematics results in the past years. Thiswas of concern since maths is the main subject for manyopportunities, including admissiontoSMUstudy programmes.Some SMU maths lecturers ...

  5. Mobilizing the Forgotten Army: Improving Undergraduate Math and Science Education through Professional Development of Graduate Teaching Assistants

    Science.gov (United States)

    Gerton, Jordan

    Evidence-based best practices for improving undergraduate STEM education abound. Unfortunately, these practices have not been widely adopted, in part because typical dissemination efforts are mediated in a top-down fashion and fail to obtain critical buy-in from key local stakeholders. Here, we present a novel framework to increase nationwide uptake of STEM-education best practices through grassroots propagation of Professional Development programs for Graduate Teaching Assistants (GTA-PD). Our model pays special attention to overcoming resistance to change by soliciting, from the very start, critical buy-in from departmental chairs, faculty, and GTAs who have direct control over and responsibility for instruction. A key component of our approach involves an annual National GTA Workshop where faculty-GTA leadership teams from many different Physics and Chemistry departments come together to develop best-practices-based GTA-PD improvement plans for their own departments while guided by a core group of nationally recognized expert practitioners in GTA-PD and STEM education. As a pre-condition for participation, each department chair must pledge to facilitate implementation of their leadership team's plan; additional and ongoing support is provided by the core group of experts, together with other teams from the workshop cohort. Our initial pilot efforts point to success via enthusiastic buy-in within each STEM department due to the potential for immediate positive impacts on both undergraduate instruction and the long term research productivity of GTAs. In the future, longitudinal data on the progress of the GTA-PD programs will be gathered and analyzed to provide guidance for improving the success of future GTA-PD programs. Financial support provided by the Research Corporation for Science Advancement and the American Chemical Society.

  6. New fellows | Announcements | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    ... of Medical Sciences, New Delhi; S K Bhowmik, Indian Institute of Technology, ... Souvik Mahapatra, Indian Institute of Technology, Mumbai; Prabal K Maiti, Indian ... Math Art and Design: MAD about Math, Math Education and Outreach.

  7. Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.

    Science.gov (United States)

    Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana

    2016-06-01

    Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

  8. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

    Science.gov (United States)

    Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

    2015-01-01

    Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

  9. Parent-Child Math Anxiety and Math-Gender Stereotypes Predict Adolescents’ Math Education Outcomes

    Directory of Open Access Journals (Sweden)

    Bettina J Casad

    2015-11-01

    Full Text Available Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children’s math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa for performance beliefs and outcomes (self-efficacy and GPA. Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and for boys, and for boys with GPA. These findings address gaps in the literature on the role of parents’ math anxiety in the effects of children’s math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents’ math anxiety and dispelling gender stereotypes in math classrooms.

  10. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

    Science.gov (United States)

    Casad, Bettina J; Hale, Patricia; Wachs, Faye L

    2015-01-01

    Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

  11. A flexible e-learning resource promoting the critical reading of scientific papers for science undergraduates.

    Science.gov (United States)

    Letchford, Julie; Corradi, Hazel; Day, Trevor

    2017-11-01

    An important aim of undergraduate science education is to develop student skills in reading and evaluating research papers. We have designed, developed, and implemented an on-line interactive resource entitled "Evaluating Scientific Research literature" (ESRL) aimed at students from the first 2 years of the undergraduate program. In this article, we describe the resource, then use student data collected from questionnaire surveys to evaluate the resource within 2 years of its launch. Our results add to those reported previously and indicate that ESRL can enable students to start evaluating research articles when used during their undergraduate program. We conclude maximal learning is likely to occur when the resource can be embedded in the curriculum such that students have a clearly articulated context for the resource's activities, can see their relevance in relation to assessed assignments and can be encouraged to think deeply about the activities in conversation with one another and/or with staff. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):483-490, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  12. The influence of experiencing success in math on math anxiety, perceived math competence, and math performance

    NARCIS (Netherlands)

    Jansen, B.R.J.; Louwerse, J.; Straatemeier, M.; van der Ven, S.H.G.; Klinkenberg, S.; van der Maas, H.L.J.

    2013-01-01

    It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a

  13. Barron's SAT math workbook

    CERN Document Server

    Leff MS, Lawrence S

    2016-01-01

    This completely revised edition reflects all of the new questions and question types that will appear on the new SAT, scheduled to be administered in Spring 2016. Includes hundreds of revised math questions and answer explanations, math strategies, test-taking tips, and much more.

  14. String Math 2017

    CERN Document Server

    The series of String-Math conferences has developed into a central event on the interface between mathematics and physics related to string theory, quantum field theory and neighboring subjects. The conference will take place from July 24-28 in the main building of Hamburg university. The String-Math conference is organised by the University of Hamburg jointly with DESY Hamburg.

  15. The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

    Science.gov (United States)

    Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

    2013-01-01

    It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

  16. GRE math workbook

    CERN Document Server

    Madore, Blair

    2015-01-01

    Reflective of the current GRE, this third edition includes a description of the General Math Exam explaining structure, questions types, and scoring, strategies for problem solving, two full-length math sample sections structured to reflect the actual exam, answers thoroughly explained, and more.

  17. Reading Evaluation

    Science.gov (United States)

    Fagan, W. T.

    1978-01-01

    The Canadian Institute for Research in Behavioral and Social Sciences of Calgary was awarded a contract by the Provincial Government of Alberta to assess student skills and knowledge in reading and written composition. Here evaluation is defined and the use of standardized and criterion referenced tests for evaluating reading performance are…

  18. Implications of a Cognitive Science Model Integrating Literacy in Science on Achievement in Science and Reading: Direct Effects in Grades 3-5 with Transfer to Grades 6-7

    Science.gov (United States)

    Romance, Nancy; Vitale, Michael

    2017-01-01

    Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3-4-5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and…

  19. Productive failure in learning math.

    Science.gov (United States)

    Kapur, Manu

    2014-06-01

    When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized-controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before being taught demonstrated significantly greater conceptual understanding and ability to transfer to novel problems than those who were taught first. The second study further showed that when given an opportunity to learn from the failed problem-solving attempts of their peers, students outperformed those who were taught first, but not those who engaged in problem solving first. Process findings showed that the number of student-generated solutions significantly predicted learning outcomes. These results challenge the conventional practice of direct instruction to teach new math concepts and procedures, and propose the possibility of learning from one's own failed problem-solving attempts or those of others before receiving instruction as alternatives for better math learning. © 2014 Cognitive Science Society, Inc.

  20. Flight Software Math Library

    Science.gov (United States)

    McComas, David

    2013-01-01

    The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.

  1. Motivation and Math Anxiety for Ability Grouped College Math Students

    Science.gov (United States)

    Helming, Luralyn

    2013-01-01

    The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

  2. Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences

    Science.gov (United States)

    Figueroa, Tanya

    Considering the importance of a diverse science, technology, engineering, and math (STEM) research workforce for our country's future, it is troubling that many underrepresented racial minority (URM) students start graduate STEM programs, but do not finish. However, some institutional contexts better position students for degree completion than others. The purpose of this study was to uncover the academic and social experiences, power dynamics, and programmatic/institutional structures URM students face within their graduate STEM programs that hinder or support degree progression. Using a critical socialization framework applied in a cross-comparative qualitative study, I focused on how issues of race, ethnicity, and underrepresentation within the educational contexts shape students' experiences. Data was collected from focus group interviews involving 53 URM graduate students pursuing STEM disciplines across three institution types -- a Predominately White Institution, a Hispanic-Serving Institution, and a Historically Black University. Results demonstrate that when students' relationships with faculty advisors were characterized by benign neglect, students felt lost, wasted time and energy making avoidable mistakes, had less positive views of their experiences, and had more difficulty progressing through classes or research, which could cause them to delay time to degree completion or to leave with a master's degree. Conversely, faculty empowered students when they helped them navigate difficult processes/milestones with regular check-ins, but also allowed students room to make decisions and solve problems independently. Further, faculty set the tone for the overall interactional culture and helping behavior in the classroom and lab contexts; where faculty modeled collaboration and concern for students, peers were likely to do the same. International peers sometimes excluded domestic students both socially and academically, which had a negative affect on

  3. Why and How Do Parents Decide to Send Their Children to the Interdistrict School Choice Program at the Magnet Program for Math and Science

    Science.gov (United States)

    Doyle, Kevin S.

    The New Jersey Interdistrict School Choice Program allows parents to send their students to schools outside of their local school district. Determining why parents send their students to choice schools is important to school leaders who are trying to attract new students, as well as those who are trying to retain their current students. This study examined the reasons why parents decided to send their students to the Magnet Program for Math and Science (MP4M&S), a school choice program in a suburban school district in northwest New Jersey, during the 2015- 2016 school year. A large volume of research has focused on school choice programs in urban and poor communities. This study addressed the gap in the research by focusing on an affluent suburban school district. This mixed methods study focused on three areas, why parents choose to send their students to the MP4M&S, what criteria they used to make their decision, and where they got their information. Research shows that these three areas of focus can be influenced by parental level of education, socioeconomic status, geographic location, academic rigor, school quality, and school environment. Parents from different groups, based upon their out-of-district status, were interviewed. The information from the interviews was used to focus a survey that was given to the families of all 137 students in the MP4M&S during the 2015-2016 school year. The results of this study show that parents found the academic focus, academic rigor, the school environment, the original research project, the activity offerings, and the economics involved in attending the program to be important attractors. The study also found that the Information Nights, the school website, and interactions with members of the MP4M&S community to be important sources of information. Finally, the study found that there were few differences between in and out-of-district parents when assigning importance to both the attractors and the sources in the study

  4. International note: what factors are associated with reading, mathematics, and science literacy of Indian adolescents? A multilevel examination.

    Science.gov (United States)

    Areepattamannil, Shaljan

    2014-06-01

    A sample of 15-year-olds in India took part in the Program for International Student Assessment (PISA) for the first time in 2010. The PISA reading, mathematics, and science literacy scores of Indian adolescents were considerably lower than their counterparts in most PISA participating countries. In order to explore potential reasons for this, the present study, therefore, drawing on data from the fourth cycle of PISA and employing multilevel modeling, examined the relations of student- and school-level factors to reading, mathematics, and science literacy among 4826 15-year-old students from 213 schools in India. Gender, metacognitive learning strategies, students' positive attitudes toward school, and students' positive perceptions of classroom climate were found to be significantly associated with Indian adolescents' performance on the PISA assessment. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  5. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    Science.gov (United States)

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  6. Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-Efficacy and Anxiety

    Science.gov (United States)

    Yüksel, Mehmet; Geban, Ömer

    2016-01-01

    This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school…

  7. The Effects of Math Anxiety

    Science.gov (United States)

    Andrews, Amanda; Brown, Jennifer

    2015-01-01

    Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…

  8. Applying a Reading Program Based on Cognitive Science in Rural Areas of Malawi: Preliminary Results

    Science.gov (United States)

    Iyengar, Radhika; Karim, Alia; Chagwira, Florie

    2016-01-01

    Reading fluency is a skill foundational to academic performance, and acquiring this skill in early grades is crucial. Throughout sub-Saharan Africa, reading levels of students are far below grade level, and Malawi is no exception. Research suggests that students, particularly in consistently spelled languages, acquire automaticity most easily by…

  9. Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference

    Science.gov (United States)

    Cervetti, Gina N.; Bravo, Marco A.; Hiebert, Elfrieda H.; Pearson, P. David; Jaynes, Carolyn A.

    2009-01-01

    This study examined ease of reading, comprehension, and recall and preference for the same scientific content under two conditions: an informational text and a fictional narrative text. Seventy-four third and fourth graders were assessed individually around the reading of fictional narrative and informational texts that were about either snails or…

  10. A longitudinal analysis of sex differences in math and spatial skills in primary school age children☆

    Science.gov (United States)

    Lachance, Jennifer A.; Mazzocco, Michèle M.M.

    2009-01-01

    We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years. PMID:20463851

  11. SAT math prep course

    CERN Document Server

    Kolby, Jeff

    2011-01-01

    Comprehensive Prep for SAT Math Every year, students pay 1,000 and more to test prep companies to prepare for the math section of the new SAT. Now you can get the same preparation in a book. Features: * Comprehensive Review: Twenty-three chapters provide complete review of SAT math. * Practice: Includes 164 examples and more than 500 exercises! Arranged from easy to medium to hard to very hard. * Diagnostic Test: The diagnostic test measures your strengths and weaknesses and directs you to areas you need to study more. * Performance: If your target is a 700+ score, this is the book!

  12. More math into Latex

    CERN Document Server

    Grätzer, George

    2007-01-01

    For close to two decades, Math into Latex has been the standard introduction and complete reference for writing articles and books containing mathematical formulas. In this fourth edition, the reader is provided with important updates on articles and books. An important new topic is discussed: transparencies (computer projections). Key features of More Math into Latex, 4th edition: Installation instructions for PC and Mac users; An example-based, visual approach and a gentle introduction with the Short Course; A detailed exposition of multiline math formulas with a Visual Guide; A unified appr

  13. Principals in Partnership with Math Coaches

    Science.gov (United States)

    Grant, Catherine Miles; Davenport, Linda Ruiz

    2009-01-01

    One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

  14. A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults

    Science.gov (United States)

    Hocker, Tami

    2017-01-01

    This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…

  15. Voices from inside the elementary classroom: Three teachers' perspectives on the Alabama Reading Initiative and elementary science

    Science.gov (United States)

    Webb, Brenda Hainley

    The influences of mandates, particularly the Alabama Reading Initiative (ARI) as the response to No Child Left Behind (2002), on elementary science education in Alabama were investigated. Teachers' voices provided insights to the status of science education in kindergarten, second grade, and third grade, and all three case participants reported negative influences of ARI on science education in their classrooms. The multiple case study, framed by critical theory and critical pedagogy, indicated that these teachers sometimes accepted marginalized roles in determining curriculum and pedagogy yet at other times made the decisions to empower themselves and negotiate or discard mandates in favor of meeting their children's learning needs or their own professional needs as they perceived them to be. Whether the case participants reached a threshold of resisting mandates or not, they struggled with the view of the political hierarchy that continues to force them into the status of being a technician rather than being a teaching professional. NCLB currently mandates standardized science testing, beginning in the spring of 2008. Historically, standardized testing reduces learning to low-level recall and teaching to rigid, uncreative, uncritical strategies. All of this intersects with science education reform and a national call for more attention to be given to science, technology, and mathematics learning. Research should track the continued influences of intersecting mandates on science education at every level.

  16. The Effects of a Web-Based Vocabulary Development Tool on Student Reading Comprehension of Science Texts

    Directory of Open Access Journals (Sweden)

    Karen Thompson

    2012-10-01

    Full Text Available The complexities of reading comprehension have received increasing recognition in recent years. In this realm, the power of vocabulary in predicting cognitive challenges in phonological, orthographic, and semantic processes is well documented. In this study, we present a web-based vocabulary development tool that has a series of interactive displays, including a list of the 50 most frequent words in a particular text, Google image and video results for any combination of those words, definitions, and synonyms for particular words from the text, and a list of sentences from the text in which particular words appear. Additionally, we report the results of an experiment that was performed working collaboratively with middle school science teachers from a large urban district in the United States. While this experiment did not show a significant positive effect of this tool on reading comprehension in science, we did find that girls seem to score worse on a reading comprehension assessment after using our web-based tool. This result could reflect prior research that suggests that some girls tend to have a negative attitude towards technology due to gender stereotypes that give girls the impression that they are not as good as boys in working with computers.

  17. Doing science in order to communicate about science from 1st course of ESO: learning to think, to read, to make, to communicate and to write science

    Directory of Open Access Journals (Sweden)

    María del Pilar Menoyo Díaz

    2017-01-01

    Full Text Available This  article  presents  the  project  \\Doing  science  in  order  to  communicate  about  science  from  1st  course of ESO : learning to think, to read, to make to communicate and to write science", awarded with “Ethics and Science for schools" second price in 2015 by the Foundation Victor Grífols i Lucas. The project's aim is twofold: the first one is that students gradually achieve during the whole ESO's itinerary a high-quality scientific alphabetization from all the areas and thus acquiring scientific and linguistic competencies that qualify  them  to  ask  themselves  questions  that  can  be  answered  through  by  research.  Its  second  goal  is  to encourage  students  to  ethically  process  sources  of  information  and  data  gathering  as  well  as  to  make  a sustainable use of the available resources. Communication and external dissemination of the process and results of the research is encouraged in two main ways. The first one, is achieved by using Juan Manuel Zafra  high-school's  website  as  teaching-learning  tool:  both  in  the  private  area  (Moodle  and  the  public area (with an on-line magazine, news, tweets and blogs. Moreover, students are encouraged to participate in  young  researchers  meetings,  as  Exporecerca  Jove,  Jóvenes  Investigadores,  Galiciencia  among  others research seminars. This article propounds a progression of the scientific and linguistic competences along the  four  courses  of  ESO  as  well  as  proposing  frames  in  which  the  student  body  can  be  initiated  in  the research process.

  18. The Impact of Success Maker Software on Grade 4 Math Proficiency on State Tests

    Science.gov (United States)

    Geer, Brandon Terrell

    2014-01-01

    Success Maker is an educational software that differentiates and personalizes K-8 reading and math. Limited research has been conducted on the impact of Success Maker on Grade 4 math state tests. At the research site, located in southeastern United States, 33.7% of fourth grade students did not pass the Palmetto Assessment of State Standards…

  19. Teaching Children to Read : The Fragile Link Between Science & Federal Education Policy

    Directory of Open Access Journals (Sweden)

    Gregory Camilli

    2003-05-01

    Full Text Available Teaching Children to Read (TCR has stirred much controversy among reading experts regarding the efficacy of phonics instruction. This report, which was conducted by the National Reading Panel (NRP, has also played an important role in subsequent federal policy regarding reading instruction. Using meta-analysis, the NRP found that systematic phonics instruction was more effective than alternatives in teaching children to read. In the present study, the findings and procedures leading to TCR were examined. We concluded that the methodology and procedures in TCR were not adequate for synthesizing the research literature on phonics instruction. Moreover, we estimated a smaller though still substantial effect (d = .24 for systematic phonics, but we also found an effect for systematic language activities (d = .29 and tutoring (d = .40. Systematic phonics instruction when combined with language activities and individual tutoring may triple the effect of phonics alone. As federal policies are formulated around early literacy curricula and instruction, these findings indicate that phonics, as one aspect of the complex reading process, should not be over-emphasized.

  20. Math Anxiety and Math Ability in Early Primary School Years

    Science.gov (United States)

    Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

    2010-01-01

    Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

  1. Questions de mathématiques élémentaires à l'usage des candidats aux écoles du Gouvernement, des aspirants au baccalauréat ès sciences et des élèves des établissements d'enseignement secondaire

    CERN Document Server

    Vuibert, Henry

    1879-01-01

    Questions de mathématiques élémentaires à l'usage des candidats aux écoles du Gouvernement, des aspirants au baccalauréat ès sciences et des élèves des établissements d'enseignement secondaire

  2. News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

    Science.gov (United States)

    2010-05-01

    Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

  3. Math in Action. Hands-On, Minds-On Math.

    Science.gov (United States)

    Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.

    1998-01-01

    Hands-on math must also involve students' minds in creative thinking. Math manipulatives must be used for uncovering, not just discovering. This paper presents guidelines for planning hands-on, minds-on math for elementary students. Suggestions include dialoging, questioning, integrating manipulatives and other tools, writing, and evaluating. (SM)

  4. An Integrated Interdisciplinary Model for Accelerating Student Achievement in Science and Reading Comprehension across Grades 3-8: Implications for Research and Practice

    Science.gov (United States)

    Romance, Nancy R.; Vitale, Michael R.

    2011-01-01

    The purpose of this cross-sectional study was to investigate the effects of a multi-year implementation of the Science IDEAS model on (a) the Iowa Tests of Basic Skills (ITBS) achievement growth in Reading Comprehension and Science of grade 3-5 students receiving the model, and (b) the transfer effects of the model as measured by ITBS Reading…

  5. An Annotated Math Lab Inventory.

    Science.gov (United States)

    Schussheim, Joan Yares

    1980-01-01

    A listing of mathematics laboratory material is organized as follows: learning kits, tape programs, manipulative learning materials, publications, math games, math lab library, and an alphabetized listing of publishers and/or companies offering materials. (MP)

  6. Culture and math.

    Science.gov (United States)

    Tcheang, Lili

    2014-01-01

    Cultural differences have been shown across a number of different cognitive domains from vision, language, and music. Mathematical cognition is another domain that is an integral part of modern society and because there are a fixed number of ways in which many math operations can be performed, it is also an apposite tool for cultural comparisons. This discussion examines the literature on mathematical processing in accordance with culture, summarizing the brain regions involved across various mathematical tasks. In doing so, we provide a clear picture of the anatomical similarities and differences between cultures when performing different math tasks. This information is useful to explore the possibility of enhancement of mathematical skills, where different strategies may be applicable in accordance with culture. It also contributes to the evolutionary development of different math skills and the growing theory that anatomical and behavioral studies must account for the cultural identity of their sample.

  7. When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

    Directory of Open Access Journals (Sweden)

    Ian M Lyons

    Full Text Available Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs, math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula. Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

  8. When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

    Science.gov (United States)

    Lyons, Ian M.; Beilock, Sian L.

    2012-01-01

    Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs’ feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation – such as pain – about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one’s math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

  9. When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

    Science.gov (United States)

    Lyons, Ian M; Beilock, Sian L

    2012-01-01

    Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

  10. Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement

    Science.gov (United States)

    Nosek, Brian A.; Smyth, Frederick L.

    2011-01-01

    Gender stereotypes about math and science do not need to be endorsed, or even available to conscious introspection, to contribute to the sex gap in engagement and achievement in science, technology, engineering, and mathematics (STEM). The authors examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants.…

  11. Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

    Science.gov (United States)

    Williams, Richard L.; Yore, Larry D.

    Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

  12. Manufacturing Math Classes: An Instructional Program Guide for Manufacturing Workers.

    Science.gov (United States)

    McBride, Pamela G.; And Others

    This program guide documents a manufacturing job family curriculum that develops competence in generic work force education skills through three courses: Reading Rulers, Charts, and Gauges and Math for Manufacturing Workers I and II. An annotated table of contents lists a brief description of the questions answered in each section. An introduction…

  13. Math Disabilities: A Selective Meta-Analysis of the Literature

    Science.gov (United States)

    Swanson, H. Lee; Jerman, Olga

    2006-01-01

    This article synthesizes published literature comparing the cognitive functioning of children who have math disabilities (MD) with that of (a) average-achieving children; (b) children who have reading disabilities (RD); and (c) children who have co-morbid disabilities (MD+RD). Average achievers outperformed children with MD on measures of verbal…

  14. Group Activities for Math Enthusiasts

    Science.gov (United States)

    Holdener, J.; Milnikel, R.

    2016-01-01

    In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.

  15. Into the Curriculum. Art: Pueblo Storyteller Figures [and] Physical Education: Games That Rely on Feet [and] Reading/Language Arts: Movie Reviews [and] Reading/Language Arts: Reader's Choice [and] Science: Float or Sink [and] Social Studies: Buildings and Designs.

    Science.gov (United States)

    Crane, Jean; Rains, Annette

    1996-01-01

    Presents six curriculum guides for art, physical education, reading/language arts, science, and social studies. Each guide identifies library media skills objectives; curriculum objectives; grade levels; print and nonprint resources; instructional roles; the activity; and procedures for completion, evaluation, and follow-up activities. (AEF)

  16. Rural Alaska Science and Mathematics Network

    National Research Council Canada - National Science Library

    Brunk, Blanche R

    2005-01-01

    ... and progress in math and science education. The goal of this project was to develop and deliver, both on-site and through distance learning, a comprehensive program of developmental and college preparatory math and science courses at minority...

  17. Nurturing Quality Science Learning and Teaching: The Impact of a Reading Group

    Science.gov (United States)

    Fitzgerald, Ange; Cooper, Rebecca; Sarkar, Mahbub

    2016-01-01

    Teachers are key to the delivery of quality science education experiences in Australian classrooms. In achieving this, there is a need for teachers to be better supported in thinking reflexively and critically about their practice. The Centre for Science, Mathematics and Technology Education (CSMTE) at Monash University took action to address this…

  18. Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

    Science.gov (United States)

    Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

    2015-12-01

    The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

  19. Business Math without Tears.

    Science.gov (United States)

    Merchant, Ronald

    1980-01-01

    Describes a new course at Spokane Falls Community College which builds on and reviews basic business math and electronic calculator skills. Material is self-paced and includes work with metrics. Discusses student evaluation of the course and type of equipment used. (CT)

  20. Understand electrical and electronics maths

    CERN Document Server

    Bishop, Owen

    1993-01-01

    Understand Electrical and Electronics Maths covers elementary maths and the aspects of electronics. The book discusses basic maths including quotients, algebraic fractions, logarithms, types of equations and balancing of equations. The text also describes the main features and functions of graphs and the solutions to simpler types of electronics problems. The book then tackles the applications of polar coordinates in electronics, limits, differentiation and integration, and the applications of maths of rates of change in electronics. The activities of an electronic circuit; techniques of math

  1. Fellowship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    History · Memorandum of Association · Role of the Academy · Statutes · Council · Raman Chair ... Elected: 1999 Section: Mathematical Sciences. Misra ... Address: Department of Mathematics, Indian Institute of Science, Bengaluru 560 012, Karnataka ... Math Art and Design: MAD about Math, Math Education and Outreach.

  2. Fellowship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    History · Memorandum of Association · Role of the Academy · Statutes · Council · Raman Chair ... Elected: 2006 Section: Animal Sciences ... Address: Professor, National Centre for Biological Sciences, GKVK Campus, Bengaluru 560 065, Karnataka ... Math Art and Design: MAD about Math, Math Education and Outreach.

  3. Fellowship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    History · Memorandum of Association · Role of the Academy · Statutes · Council · Raman Chair · Jubilee ... Elected: 1988 Section: Mathematical Sciences ... Address: Professor, Department of Mathematics and Computer Science, Emory University, 400 ... Math Art and Design: MAD about Math, Math Education and Outreach.

  4. Using Caldecotts across the Curriculum: Reading and Writing Mini-Lessons, Math and Science Spin-Offs, Unique Art Activities, and More.

    Science.gov (United States)

    Novelli, Joan

    Intended for teachers of grades K-2, this book aims to inspire students with the award-winning art and stories found in Caldecott books. The book uses Caldecott winners as springboards to provide lively, literature-based learning experiences--from projects that encourage children's own artistic expression to fun and creative activities that…

  5. Are Psychology Students Getting Worse at Math?: Trends in the Math Skills of Psychology Statistics Students across 21 Years

    Science.gov (United States)

    Carpenter, Thomas P.; Kirk, Roger E.

    2017-01-01

    Statistics is an important subject in psychology and social science education. However, inadequate mathematical skills can pose a barrier to learning statistics. Some educators have suggested that students' math skills are declining. The present research examined trends in the math skills of psychology undergraduates across 21 years. Students…

  6. Tutoring math platform accessible for visually impaired people.

    Science.gov (United States)

    Maćkowski, Michał Sebastian; Brzoza, Piotr Franciszek; Spinczyk, Dominik Roland

    2018-04-01

    There are many problems with teaching and assessing impaired students in higher education, especially in technical science, where the knowledge is represented mostly by structural information like: math formulae, charts, graphs, etc. Developing e-learning platform for distance education solves this problem only partially due to the lack of accessibility for the blind. The proposed method is based on the decomposition of the typical mathematical exercise into a sequence of elementary sub-exercises. This allows for interactive resolving of math exercises and assessment of the correctness of exercise solutions at every stage. The presented methods were prepared and evaluated by visually impaired people and students. The article presents the accessible interactive tutoring platform for math teaching and assessment, and experience in exploring it. The results of conducted research confirm good understanding of math formulae described according to elaborated rules. Regardless of the level of complexity of the math formulae the level of math formulae understanding is higher for alternative structural description. The proposed solution enables alternative descriptions of math formulae. Based on the research results, the tool for computer-aided interactive learning of mathematics adapted to the needs of the blind has been designed, implemented and deployed as a platform for on-site and online and distance learning. The designed solution can be very helpful in overcoming many barriers that occur while teaching impaired students. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. The Explorer's Guide to the Universe: A Reading List for Planetary and Space Science. Revised

    Science.gov (United States)

    French, Bevan M. (Compiler); McDonagh, Mark S. (Compiler)

    1984-01-01

    During the last decade, both scientists and the public have been engulfed by a flood of discoveries and information from outer space. Distant worlds have become familiar landscapes. Instruments in space have shown us a different Sun by the "light" of ultraviolet radiation and X-rays. Beyond the solar system, we have detected a strange universe of unsuspected violence, unexplained objects, and unimaginable energies. We are completely remarking our picture of the universe around us, and scientists and the general public alike are curious and excited about what we see. The public has participated in this period of exploration and discovery to an extent never possible before. In real time, TV screens show moonwalks, the sands of Mars, the volcanoes of Io, and the rings of Saturn. But after the initial excitement, it is hard for the curious non-scientist to learn more details or even to stay in touch with what is going on. Each space mission or new discovery is quickly skimmed over by newspapers and TV and then preserved in technical journals that are neither accessible nor easily read by the average reader. This reading list is an attempt to bridge the gap between the people who make discoveries in space and the people who would like to read about them. The aim has been to provide to many different people--teachers, students, scientists, other professionals, and curious citizens of all kinds--a list of readings where they can find out what the universe is like and what we have learned about it. We have included sections on the objects that seem to be of general interest--the Moon, the planets, the Sun, comets, and the universe beyond. We have also included material on related subjects that people are interested in--the history of space exploration, space habitats, extraterrestrial life, and U F O ' s . The list is intended to be self-contained; it includes both general references to supply background and more specific sources for new discoveries. Although the list can

  8. Math in plain english literacy strategies for the mathematics classroom

    CERN Document Server

    Benjamin, Amy

    2013-01-01

    Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like ""value"" and ""portion"" seem to mislead them? Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak, read, write, and listen to each other so they can understand, retain, and apply mathematics concepts. This book explains how to use 10 classroom-ready literacy strategies in concert with your mathematics instruction. You'll learn how to develop stude

  9. Improving Middle School Students’ Critical Thinking Skills Through Reading Infusion-Loaded Discovery Learning Model in the Science Instruction

    Science.gov (United States)

    Nuryakin; Riandi

    2017-02-01

    A study has been conducted to obtain a depiction of middle school students’ critical thinking skills improvement through the implementation of reading infusion-loaded discovery learning model in science instruction. A quasi-experimental study with the pretest-posttest control group design was used to engage 55 eighth-year middle school students in Tasikmalaya, which was divided into the experimental and control group respectively were 28 and 27 students. Critical thinking skills were measured using a critical thinking skills test in multiple-choice with reason format questions that administered before and after a given instruction. The test was 28 items encompassing three essential concepts, vibration, waves and auditory senses. The critical thinking skills improvement was determined by using the normalized gain score and statistically analyzed by using Mann-Whitney U test.. The findings showed that the average of students’ critical thinking skills normalized gain score of both groups were 59 and 43, respectively for experimental and control group in the medium category. There were significant differences between both group’s improvement. Thus, the implementation of reading infusion-loaded discovery learning model could further improve middle school students’ critical thinking skills than conventional learning.

  10. Attentional Bias in Math Anxiety

    Directory of Open Access Journals (Sweden)

    Orly eRubinsten

    2015-10-01

    Full Text Available Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety as well (i.e., a persistent negative reaction to math. Twenty seven participants (14 with high levels of math anxiety and 13 with low levels of math anxiety were presented with a novel computerized numerical version of the well established dot probe task. One of 6 types of prime stimuli, either math related or typically neutral, were presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks. Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in math anxiety. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words. These findings suggest that attentional bias is linked to unduly intense math anxiety symptoms.

  11. Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers' online reading comprehension strategies

    Science.gov (United States)

    Sevensma, Kara

    In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and comprehend online science information. The research on digital literacy is still in its infancy and little is known about the strategies and processes students use when reading science content on the Internet. Even less is known about how at-risk readers comprehend digital science content. Therefore, this study addresses three research questions: (1) What strategies and processes do at-risk and average-achieving readers use as they locate information and generate meaning from science websites? (2) What navigational profiles emerge as at-risk and average-achieving readers construct traversals (unique online paths of information) they locate information and generate meaning from science websites? (3) What individual characteristics influenced students' strategies as they locate information and generate meaning from science websites? Participants were six ninth-grade students in general education biology classrooms. Three were average-achieving readers and three were at-risk readers based on assessments of reading comprehension in traditional print-based texts. The students engaged in a three-day research project about the rainforest biome, locating information online, taking notes, and constructing an information brochure about the rainforest for peers. Data measures prior to and during the research included an Internet use survey, verbal protocols, screen captures of online activity, oral reading fluency assessments, and prior knowledge and topic engagement surveys. Quantitative descriptive and univariate analyses as well as qualitative abductive coding were employed over multiple phases to analyze the data. First, the results suggest

  12. A Study on the Effect of Computer Assisted Math Fact Fluency Intervention on Math Achievement for Elementary and Middle School Special Education Students in a Chicago South Suburban School District

    Science.gov (United States)

    Nottke, Regina

    2017-01-01

    The gap in academic achievement between regular and special education students is well documented. Math was once the stronger area for students with IEPs; however, the scores in Illinois in 2013 suggest that for the subgroup of IEP students, reading and math performance has reached an all-time ten-year low, even when correcting for the change in…

  13. Positive Feedback From Male Authority Figures Boosts Women's Math Outcomes.

    Science.gov (United States)

    Park, Lora E; Kondrak, Cheryl L; Ward, Deborah E; Streamer, Lindsey

    2018-03-01

    People often search for cues in the environment to determine whether or not they will be judged or treated negatively based on their social identities. Accordingly, feedback from gatekeepers-members of majority groups who hold authority and power in a field-may be an especially important cue for those at risk of experiencing social identity threat, such as women in math settings. Across a series of studies, women who received positive ("Good job!") versus objective (score only) feedback from a male (vs. female) authority figure in math reported greater confidence; belonging; self-efficacy; more favorable Science, Technology, Engineering, and Mathematics (STEM) attitudes/identification/interest; and greater implicit identification with math. Men were affected only by the type of math feedback they received, not by the source of feedback. A meta-analysis across studies confirmed results. Together, these findings suggest that positive feedback from gatekeepers is an important situational cue that can improve the outcomes of negatively stereotyped groups.

  14. The relationship between constructivist supervisory practices, school climate, and student proficiency in reading, mathematics, and science: Evidence from NELS:88

    Science.gov (United States)

    Molnar, John Alexander

    In an effort to improve instruction and student learning, school reform efforts have become prevalent. School reformers have examined many aspects of the school experience, including learning theories such as behaviorism and constructivism, the changing roles of teachers and supervisors, and even the concept of the school itself. The theoretical framework for this study centered around constructivist learning theory. The study itself focused on the application of constructivist learning theory to the supervisory process. The study examined five areas of interest: (a) teachers' perceptions of constructivist supervisory behavior; (b) teachers' perceptions of efficacy and control in the classroom; (c) teachers' perceptions of school climate; (d) teachers' perceptions of job satisfaction, and (e) the influences of each of the aforementioned on student proficiency in mathematics, reading, and science. Data for the study was drawn from the first follow-up survey of the National Educational Longitudinal Study of 1988 (NELS: 88). NELS: 88 investigated a wide variety of factors that influence the educational process. The first follow-up focuses on environmental factors that affect teachers and students. Variables were selected from the NELS:88 data set that represented the areas to be examined. Factor analysis and correlational analysis were applied to ensure that the variables were measuring distinct constructs and to determine ways they could be grouped for analysis. Multiple linear regression analysis was applied to determine relationships among the individual and composite variables, controlling for student and teacher demographic factors. The results of the study suggest that varying relationships do exist between constructivist supervisory practices and the constructs measuring school climate and job satisfaction. The results also suggest that varying relationships exist between each of these factors and student proficiency in mathematics, reading, and science

  15. Technical Math For Dummies

    CERN Document Server

    Schoenborn, Barry

    2010-01-01

    Technical Math For Dummies is your one-stop, hands-on guide to acing the math courses you’ll encounter as you work toward getting your degree, certifacation, or�license in the skilled trades. You’ll get easy-to-follow, plain-English guidance on mathematical formulas and methods that professionals use every day in the automotive, health, construction, licensed trades, maintenance, and other trades. You’ll learn how to apply concepts of algebra, geometry, and trigonometry and their formulas related to occupational areas of study. Plus, you’ll find out how to perform basic arithmetic

  16. Contact dynamics math model

    Science.gov (United States)

    Glaese, John R.; Tobbe, Patrick A.

    1986-01-01

    The Space Station Mechanism Test Bed consists of a hydraulically driven, computer controlled six degree of freedom (DOF) motion system with which docking, berthing, and other mechanisms can be evaluated. Measured contact forces and moments are provided to the simulation host computer to enable representation of orbital contact dynamics. This report describes the development of a generalized math model which represents the relative motion between two rigid orbiting vehicles. The model allows motion in six DOF for each body, with no vehicle size limitation. The rotational and translational equations of motion are derived. The method used to transform the forces and moments from the sensor location to the vehicles' centers of mass is also explained. Two math models of docking mechanisms, a simple translational spring and the Remote Manipulator System end effector, are presented along with simulation results. The translational spring model is used in an attempt to verify the simulation with compensated hardware in the loop results.

  17. Effects of nonfiction guided interactive read-alouds and think-alouds on fourth grader's depth of content area science vocabulary knowledge and comprehension

    Science.gov (United States)

    Hanna, Tania Tamara

    Effects of nonfiction guided interactive read-alouds and think-alouds as a supplement to basal science textbooks on three vocabulary measures, definitions, examples, and characteristics, and one multiple-choice comprehension measure were assessed for 127 fourth graders over three time periods: pretest, posttest, and a 2-week delayed posttest. Two of three fourth-grade elementary science teachers implemented a series of 12 content-enhanced guided interactive scripted lessons. Two of these teachers implemented two treatments each. The first condition employed basal science textbooks as the text for guided interactive read-alouds and think-alouds while the second treatment employed basal science textbooks in conjunction with nonfiction text sets as the texts for guided interactive read-alouds and think-alouds. The third teacher, guided by traditional lesson plans, provided students with silent independent reading instruction using basal science textbooks. Multivariate analyses of variance and analyses of variance tests showed that mean scores for both treatment groups significantly improved on definitions and characteristics measures at posttest and either stabilized or slightly declined at delayed posttest. The treatment-plus group lost considerably on the examples posttest measure. The treatment group improved mean scores on the examples posttest measure, outperforming the treatment-plus group and the control group. Alternately, the control group significantly improved on the delayed posttest examples measure. Additionally, the two groups implementing guided interactive read-alouds and think-alouds performed better than the independent reading group on multiple-choice comprehension measures at posttest and sustained those gains 2 weeks later on delayed posttests. Findings maintain the incremental nature of vocabulary acquisition and development research and emphasize the roles of listening and speaking as critical features for integrating vocabulary into long

  18. All Students Need Advanced Mathematics. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

  19. Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

    Science.gov (United States)

    Taboada Barber, Ana; Buehl, Michelle M.

    2013-01-01

    The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…

  20. Constructing and Reading Visual Information: Visual Literacy for Library and Information Science Education

    Science.gov (United States)

    Ma, Yan

    2015-01-01

    This article examines visual literacy education and research for library and information science profession to educate the information professionals who will be able to execute and implement the ACRL (Association of College and Research Libraries) Visual Literacy Competency Standards successfully. It is a continuing call for inclusion of visual…

  1. Financial Statement Math

    OpenAIRE

    2007-01-01

    game tool Game Tool Interactive Media Element The purpose of this interactive exercise is to help you understand the math in the income statement and balance sheet., Give the proper mathematical computations in order to correctly prepare the income statement and the balance sheet.The exercise is divided into 3 parts: The income Statement, The Balance Sheet - Assets, The Balance Sheet - Liabilities, GB3050 Financial Reporting and Analysis

  2. A teaching proposal on electrostatics based on the history of science through the reading of historical texts and argumentative discussions

    International Nuclear Information System (INIS)

    Castells, Marina; Konstantinidou, Aikaterini; Cerveró, Josep M.

    2015-01-01

    Researches on electrostatics’ conceptions found that students have ideas and conceptions that disagree with the scientific models and that might explain students’ learning difficulties. To favour the change of student’s ideas and conceptions, a teaching sequence that relies on a historical study of electrostatics is proposed. It begins with an exploration of electrostatics phenomena that students would do with everyday materials. About these phenomena they must draw their own explanations that will be shared and discussed in the class. The teacher will collect and summarize the ideas and explanations which are nearer the history of science. A brief history of electrostatics is introduced then, and some texts from scientists are used in an activity role-play-debate type in which the 'supporters of a single fluid' and 'supporters of two fluids' have to present arguments for their model and/or against the other model to explain the phenomena observed in the exploration phase. In the following, students will read texts related to science applications, the main aim of this activity is to relate electrostatics phenomena with current electricity. The first text explains how Franklin understood the nature of the lightning and the lightning rod and the second is a chapter of a roman about one historical episode situated in the Barcelona of the XVIII Century. Students will use the historical models of one and of two fluids to explain these two phenomena, and will compare them with the scientific explanation of the 'accepted' science of nowadays introduced by the teacher. With this type of teaching proposal, conceptual aspect of electrostatics will be learnt, but also the students will learn about the nature and history of science and culture, as well as about the practice of argumentation.

  3. A teaching proposal on electrostatics based on the history of science through the reading of historical texts and argumentative discussions

    Science.gov (United States)

    Castells, Marina; Konstantinidou, Aikaterini; Cerveró, Josep M.

    2016-05-01

    Researches on electrostatics' conceptions found that students have ideas and conceptions that disagree with the scientific models and that might explain students' learning difficulties. To favour the change of student's ideas and conceptions, a teaching sequence that relies on a historical study of electrostatics is proposed. It begins with an exploration of electrostatics phenomena that students would do with everyday materials. About these phenomena they must draw their own explanations that will be shared and discussed in the class. The teacher will collect and summarize the ideas and explanations which are nearer the history of science. A brief history of electrostatics is introduced then, and some texts from scientists are used in an activity role-play-debate type in which the "supporters of a single fluid" and "supporters of two fluids" have to present arguments for their model and/or against the other model to explain the phenomena observed in the exploration phase. In the following, students will read texts related to science applications, the main aim of this activity is to relate electrostatics phenomena with current electricity. The first text explains how Franklin understood the nature of the lightning and the lightning rod and the second is a chapter of a roman about one historical episode situated in the Barcelona of the XVIII Century. Students will use the historical models of one and of two fluids to explain these two phenomena, and will compare them with the scientific explanation of the "accepted" science of nowadays introduced by the teacher. With this type of teaching proposal, conceptual aspect of electrostatics will be learnt, but also the students will learn about the nature and history of science and culture, as well as about the practice of argumentation.

  4. Math Description Engine Software Development Kit

    Science.gov (United States)

    Shelton, Robert O.; Smith, Stephanie L.; Dexter, Dan E.; Hodgson, Terry R.

    2010-01-01

    The Math Description Engine Software Development Kit (MDE SDK) can be used by software developers to make computer-rendered graphs more accessible to blind and visually-impaired users. The MDE SDK generates alternative graph descriptions in two forms: textual descriptions and non-verbal sound renderings, or sonification. It also enables display of an animated trace of a graph sonification on a visual graph component, with color and line-thickness options for users having low vision or color-related impairments. A set of accessible graphical user interface widgets is provided for operation by end users and for control of accessible graph displays. Version 1.0 of the MDE SDK generates text descriptions for 2D graphs commonly seen in math and science curriculum (and practice). The mathematically rich text descriptions can also serve as a virtual math and science assistant for blind and sighted users, making graphs more accessible for everyone. The MDE SDK has a simple application programming interface (API) that makes it easy for programmers and Web-site developers to make graphs accessible with just a few lines of code. The source code is written in Java for cross-platform compatibility and to take advantage of Java s built-in support for building accessible software application interfaces. Compiled-library and NASA Open Source versions are available with API documentation and Programmer s Guide at http:/ / prim e.jsc.n asa. gov.

  5. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

    Science.gov (United States)

    Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

    2015-01-01

    Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

  6. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

    Science.gov (United States)

    Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

    2015-01-01

    Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID

  7. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

    Directory of Open Access Journals (Sweden)

    Elizabeth A Necka

    2015-10-01

    Full Text Available Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap to assess individuals’ self-math overlap. This nonverbal single-item measure showed that identifying oneself with math (having higher self-math overlap was strongly associated with lower math anxiety (r=-.610. We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be

  8. Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

    OpenAIRE

    Drummond, Aaron; Sauer, James D.

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and readi...

  9. Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science E-Textbooks: Considering the Struggling Reader

    Science.gov (United States)

    Rupley, William H.; Paige, David D.; Rasinski, Timothy V.; Slough, Scott W.

    2015-01-01

    Pavio's Dual-Coding Theory (1991) and Mayer's Multimedia Principal (2000) form the foundation for proposing a multi-coding theory centered around Multi-Touch Tablets and the newest generation of e-textbooks to scaffold struggling readers in reading and learning from science textbooks. Using E. O. Wilson's "Life on Earth: An Introduction"…

  10. Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language

    Science.gov (United States)

    Varelas, Maria; Pappas, Christine C.

    2006-01-01

    The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…

  11. Liberation and dependency: a theological reading of social sciences in Latin America

    Directory of Open Access Journals (Sweden)

    Teixeira, Helio Aparecido Campos

    2015-08-01

    Full Text Available Introduction: In the early 1970s, social movements directed Latin American theologyto a creative process of deprivatization of the Christian faith, reconfiguring fromthe community practices of liberation and their holistic implications the theoreticalexercise concerning its political and social commitment. Consequently, the notion ofliberation began to be addressed by the opposite equivalent of dependency withinthe methodological framework of the biblical-theological approach. Objective: Tounderstand the meaning of the opposite correlation between liberation and dependencyfrom their specificities in accordance with the vision of liberation intellectuals,and identify the way in which dependency was appropriate to respond to theresponsive and socio-analytical theoretical framework of these intellectuals, linkingthe reading of reality to the Latin American community practice. Methods: Historicaland systematic research, exploratory, under an analytical-descriptive orientation, organized from conceptual schemes. Results: Based on the finding regarding the theoretical refraction of dependency through liberation, the concept emerges as thetheological interpretation of an entire theoretical field taken indistinctly, namely theDependency Theory. Conclusion: The opposite correlation between dependency andliberation as a finding that reveals the similarity between the real that is theorized(dependency and the hypothetical conceptualization of maxims of action (liberation,comprehended within the general theory of anti-imperialism, resulted in aninterdisciplinary theological reflection.

  12. Advanced Math: Closing the Equity Gap. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…

  13. Early Math Interest and the Development of Math Skills

    Science.gov (United States)

    Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.

    2012-01-01

    Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…

  14. Math Anxiety and Math Ability in Early Primary School Years

    Science.gov (United States)

    Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

    2009-01-01

    Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…

  15. Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children.

    Science.gov (United States)

    Lambert, Katharina; Spinath, Birgit

    The aim of the present study was to investigate the associations between elementary school children's mathematical achievement and their conservation abilities, visuospatial skills, and numerosity processing speed. We also assessed differences in these abilities between children with different types of learning problems. In Study 1 ( N = 229), we investigated second to fourth graders and in Study 2 ( N = 120), third and fourth graders. Analyses revealed significant contributions of numerosity processing speed and visuospatial skills to math achievement beyond IQ. Conservation abilities were predictive in Study 1 only. Children with math difficulties showed lower visuospatial skills and conservation abilities than children with typical achievement levels and children with reading and/or spelling difficulties, whereas children with combined difficulties explicitly showed low conservation abilities. These findings provide further evidence for the relations between children's math skills and their visuospatial skills, conservation abilities, and processing speed and contribute to the understanding of deficits that are specific to mathematical difficulties.

  16. From Manga to Math

    Science.gov (United States)

    Brozo, William G.

    2013-01-01

    Considering the nature of the complex prose that K-12 students today must learn from, in light of the Common Core State Standards, students need to read informational texts on a meaningful level-and with enthusiasm. Teachers, Brozo says, need to achieve three goals: motivate students to read informational texts, expand students' background…

  17. The Relationship between Cognitive Reserve and Math Abilities

    Directory of Open Access Journals (Sweden)

    Giorgio Arcara

    2017-12-01

    Full Text Available Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations, in a group of healthy older people (aged 65–98 years. Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq, and assessed with the Numerical Activities of Daily Living battery (NADL, which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.

  18. The Relationship between Cognitive Reserve and Math Abilities.

    Science.gov (United States)

    Arcara, Giorgio; Mondini, Sara; Bisso, Alice; Palmer, Katie; Meneghello, Francesca; Semenza, Carlo

    2017-01-01

    Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65-98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.

  19. Teachers and Counselors: Building Math Confidence in Schools

    Directory of Open Access Journals (Sweden)

    Joseph M. Furner

    2017-08-01

    Full Text Available Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. It really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately a child's life: all decisions they will make and careers choices may be determined based on their disposition toward mathematics. This paper raises some interesting questions and provides some strategies (See Appendix A for teachers and counselors for addressing the issue of math anxiety while discussing the importance of developing mathematically confident young people for a high-tech world of STEM.

  20. Evaluación de habilidades en matemática y comprensión lectora en estudiantes que ingresan a pedagogía en educación básica: un estudio comparativo en dos universidades del Consejo de Rectores Math reasoning and reading comprehension skills assessment of entrant students from the primary school teaching program: a comparative study in two universities of the Council of Rectors (CRUCH

    Directory of Open Access Journals (Sweden)

    Pedro Rodrigo Sandoval Rubilar

    2010-01-01

    Full Text Available El artículo presenta los resultados de la evaluación realizada a estudiantes que ingresan a la carrera de Pedagogía en Educación General Básica, de dos instituciones universitarias regionales pertenecientes al Consejo de Rectores en Chile, en habilidades de razonamiento y conocimiento matemático y comprensión lectora. Corresponde a una evaluación diagnóstica de tipo descriptiva y comparativa de corte transversal, a una población compuesta por 80 alumnos, a quienes se les aplicó instrumentos debidamente validados con un Alfa de Cronbach α=0.82 en Matemática y de α=0.64 en Comprensión Lectora. Para el análisis de la información, se utilizaron métodos descriptivos univariados y multivariados. Los resultados evidencian, en general, un dominio descendido en ambas habilidades o por debajo de lo esperado al ingreso de la Educación Superior, especialmente en las habilidades matemáticas.Based on a comparative cross-assessment diagnosis conducted in two Council of Rectors (CRUCH universities in southern Chile in 2009, this paper shows the results of Math reasoning and reading comprehension skills assessment of entrant students from the Primary School Teaching Program. Data for this paper comes from a test with Cronbach's Alpha reliability of 0,82 in Math and 0,64 in Reading Comprehension, which was applied to a sample of 80 students. Data analysis required one-variable and multivariable descriptive methods and the results dramatically showed either a low command of both skills or far lower than expected performance for entrant students from the Primary School Teaching Program, especially in Maths.

  1. Math primer for engineers

    CERN Document Server

    Cryer, CW

    2014-01-01

    Mathematics and engineering are inevitably interrelated, and this interaction will steadily increase as the use of mathematical modelling grows. Although mathematicians and engineers often misunderstand one another, their basic approach is quite similar, as is the historical development of their respective disciplines. The purpose of this Math Primer is to provide a brief introduction to those parts of mathematics which are, or could be, useful in engineering, especially bioengineering. The aim is to summarize the ideas covered in each subject area without going into exhaustive detail. Formula

  2. The Generic Structure Potential of Science Nonfiction Selections in Four Basal Reading Series, Grades One and Two

    Science.gov (United States)

    Anthony, Angela Beckman

    2009-01-01

    Basal reading series are used in a majority of classrooms in the United States. The purpose of this study was to examine the frequency of fiction and nonfiction genres included in four recently published first and second grade basal reading series and to compare the frequencies to studies of older basal reading series. Based on the work of…

  3. Math Education at a Crossroads

    DEFF Research Database (Denmark)

    Markvorsen, Steen

    With an enrollment of 550 students once a year the first year course Math1 at the Technical University of Denmark is one of the largest courses at university level in Denmark. Since its re-formation 6 years ago a number of interesting valuable assets concerning undergraduate math education...

  4. From Mxit to Dr Math

    CSIR Research Space (South Africa)

    Botha, Adèle

    2013-02-01

    Full Text Available In 2007, Laurie Butgereit, a researcher at the CSIR Meraka Institute, started to use Mxit as a communication channel to tutor her son in mathematics. Her son and a number of his friends logged in, and Dr Math was born. At the inception of Dr Math...

  5. What Math Teachers Need Most

    Science.gov (United States)

    Nelson, Barbara Scott; Sassi, Annette

    2007-01-01

    The combination of new instructional methods and new accountability pressures puts many in a quandary in evaluating math instruction. There is much for principals to learn about how and under what conditions new instructional methods work in math classrooms, how to support teachers as they develop new instructional skills, and how to integrate a…

  6. "Math Anxiety" Explored in Studies

    Science.gov (United States)

    Sparks, Sarah D.

    2011-01-01

    Math problems make more than a few students--and even teachers--sweat, but new brain research is providing insights into the earliest causes of the anxiety so often associated with mathematics. Experts argue that "math anxiety" can bring about widespread, intergenerational discomfort with the subject, which could lead to anything from fewer…

  7. Math Fact Strategies Research Project

    Science.gov (United States)

    Boso, Annie

    2011-01-01

    An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…

  8. Math remediation for the college bound how teachers can close the gap, from the basics through algebra

    CERN Document Server

    Khatri, Daryao

    2011-01-01

    Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences.

  9. It is not known the impact or implications of a study skills class and its effect on high school students in relation to performance on math and science Georgia High School Graduation Test

    Science.gov (United States)

    Smith, Mary E.

    The Georgia State Board of Education has put in place requirements that high school students must meet in order to advance to a higher grade level and to achieve credits for graduation. Georgia requires all ninth, tenth, eleventh, and twelfth graders to take an end-of-course test after completing class time for academic core subjects. The student's final grade in the end-of-course test course will be calculated using the course grade as 85% and the end-of-course test score as 15%. The student must have a final course grade of 70 or above to pass the course and to earn credit toward graduation. Students in Georgia are required to take the Georgia High School Graduation Test. The tests consist of five parts, writing, math, science, social studies and language arts. Students must make a minimum score of 500 which indicates the student was proficient in mastering the objectives for that particular section of the test. Not all students finish high school in four years due to obstacles that occur. Tutorial sessions are provided for those that wish to participate. High schools may offer study skills classes for students that need extra help in focusing their attention on academic courses. Study skill courses provide the student with techniques that he or she may find useful in organizing thoughts and procedures that direct the student towards success.

  10. Teaching Reading

    Science.gov (United States)

    Day, Richard R.

    2013-01-01

    "Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…

  11. Journals | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Theory Of Evolution. Posted on 23 January 2018. Joint Statement by the Three Science Academies of India on the teaching of the theory of evolution more. ... Posted on 21 December 2017. ASTROPHYSICS: An Observational View of the Universe. Math Art and Design: MAD about Math, Math Education and Outreach.

  12. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Theory Of Evolution. Posted on 23 January 2018. Joint Statement by the Three Science Academies of India on the teaching of the theory of evolution more. ... Posted on 21 December 2017. ASTROPHYSICS: An Observational View of the Universe. Math Art and Design: MAD about Math, Math Education and Outreach.

  13. Comparing the performance and preference of students experiencing a Reading Aloud Accommodation to those who do not on a virtual science assessment

    Science.gov (United States)

    Shelton, Angela

    Many United States secondary students perform poorly on standardized summative science assessments. Situated Assessments using Virtual Environments (SAVE) Science is an innovative assessment project that seeks to capture students' science knowledge and understanding by contextualizing problems in a game-based virtual environment called Scientopolis. Within Scientopolis, students use an "avatar" to interact with non-player characters (NPCs), artifacts, embedded clues and "sci-tools" in order to help solve the problems of the townspeople. In an attempt to increase students' success on assessments, SAVE science places students in an environment where they can use their inquiry skills to solve problems instead of reading long passages which attempt to contextualize questions but ultimately cause construct-irrelevant variance. However, within these assessments reading is still required to access the test questions and character interactions. This dissertation explores how students' in-world performances differ when exposed to a Reading Aloud Accommodation (RAA) treatment in comparison to a control group. Student perceptions of the treatment are also evaluated. While a RAA is typically available for students with learning disabilities or English language learners, within this study, all students were randomly assigned to either the treatment or control, regardless of any demographic factors or learning barriers. The theories of Universal design for learning and brain-based learning advocate for multiple ways for students to engage, comprehend, and illustrate their content knowledge. Further, through providing more ways for students to interact with content, all students should benefit, not just those with learning disabilities. Students in the experimental group listened to the NPCs speak the dialogue that provides them with the problem, clues, and assessment questions, instead of relying on reading skills to gather the information. Overall, students in the treatment

  14. The math excellence workshop

    International Nuclear Information System (INIS)

    Lasser, Susan J.S.; Snelsire, Robert W.

    1992-01-01

    This paper describes the first two years of the Clemson University College of Engineering's Math Excellence Workshop, a program administered by Westinghouse Electric Corporation, Savannah River Site, and funded by the Department of Energy. The objective of the program is to prepare minority students for technical/scientific study, with the goal of increasing minority retention in the College of Engineering, Twenty-three African American students, all of whom had been accepted into the College of Engineering Fall 1990 freshman class, took part in the first year of the program. The contract paid for room, board, tuition, fees, books, and supplies for the students to live on campus and take a precalculus math course. In addition, the students attended a special honors workshop designed to prepare them to study technical material effectively. Twenty of the 23 students earned As or Bs in the precalculus class. All participants indicated that they felt confident of their ability to succeed academically at Clemson. At the end of the session, twenty of the students were still planning to major in engineering. The program was repeated the following summer with 24 students from the 1991 freshman class. Twelve of the students earned A's or B's in the precalculus class. (author)

  15. The math excellence workshop

    Energy Technology Data Exchange (ETDEWEB)

    Lasser, Susan J.S.; Snelsire, Robert W [College of Engineering, Clemson University, Clemson, SC (United States)

    1992-07-01

    This paper describes the first two years of the Clemson University College of Engineering's Math Excellence Workshop, a program administered by Westinghouse Electric Corporation, Savannah River Site, and funded by the Department of Energy. The objective of the program is to prepare minority students for technical/scientific study, with the goal of increasing minority retention in the College of Engineering, Twenty-three African American students, all of whom had been accepted into the College of Engineering Fall 1990 freshman class, took part in the first year of the program. The contract paid for room, board, tuition, fees, books, and supplies for the students to live on campus and take a precalculus math course. In addition, the students attended a special honors workshop designed to prepare them to study technical material effectively. Twenty of the 23 students earned As or Bs in the precalculus class. All participants indicated that they felt confident of their ability to succeed academically at Clemson. At the end of the session, twenty of the students were still planning to major in engineering. The program was repeated the following summer with 24 students from the 1991 freshman class. Twelve of the students earned A's or B's in the precalculus class. (author)

  16. MathPatch - Raising Retention and Performance in an Intro-geoscience Class by Raising Students' Quantitative Skills

    Science.gov (United States)

    Baer, E. M.; Whittington, C.; Burn, H.

    2008-12-01

    The geological sciences are fundamentally quantitative. However, the diversity of students' mathematical preparation and skills makes the successful use of quantitative concepts difficult in introductory level classes. At Highline Community College, we have implemented a one-credit co-requisite course to give students supplemental instruction for quantitative skills used in the course. The course, formally titled "Quantitative Geology," nicknamed "MathPatch," runs parallel to our introductory Physical Geology course. MathPatch teaches the quantitative skills required for the geology class right before they are needed. Thus, students learn only the skills they need and are given opportunities to apply them immediately. Topics include complex-graph reading, unit conversions, large numbers, scientific notation, scale and measurement, estimation, powers of 10, and other fundamental mathematical concepts used in basic geological concepts. Use of this course over the past 8 years has successfully accomplished the goals of increasing students' quantitative skills, success and retention. Students master the quantitative skills to a greater extent than before the course was implemented, and less time is spent covering basic quantitative skills in the classroom. Because the course supports the use of quantitative skills, the large number of faculty that teach Geology 101 are more comfortable in using quantitative analysis, and indeed see it as an expectation of the course at Highline. Also significant, retention in the geology course has increased substantially, from 75% to 85%. Although successful, challenges persist with requiring MathPatch as a supplementary course. One, we have seen enrollments decrease in Geology 101, which may be the result of adding this co-requisite. Students resist mandatory enrollment in the course, although they are not good at evaluating their own need for the course. The logistics utilizing MathPatch in an evening class with fewer and longer

  17. « Women in science, technology, engineering and maths (STEM). Where are we now and how can we move? » by Dr Jocelyn Bell Burnell

    CERN Multimedia

    CERN. Geneva

    2013-01-01

    Jocelyn Bell Burnell is a Visiting Professor at the University of Oxford. In a career spanning over four decades, she has made outstanding contributions to astronomy, the public understanding of science, in particular advancing the role of women in science, and to the promotion of physics. Working on a pioneering radio telescope as a graduate student in Cambridge in the 1960s, she made the observations that led to the discovery of pulsars. Subsequently she has performed roles in many branches of astronomy, working part-time while raising a family. Bell Burnell is a well-known figure in the public understanding of science, giving over 40 public lectures each year and making regular appearances in the media. Her work in this area was recognised in 2010 through the award of the Royal Society’s Michael Faraday prize. Increasing the number of women in science is particularly important to her, and she is an inspirational role model for young women considering a scientific career.  As P...

  18. High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content

    Science.gov (United States)

    Berland, Leema; Steingut, Rebecca; Ko, Pat

    2014-01-01

    Research and policy documents increasingly advocate for incorporating engineering design into K-12 classrooms in order to accomplish two goals: (1) provide an opportunity to engage with science content in a motivating real-world context; and (2) introduce students to the field of engineering. The present study uses multiple qualitative data…

  19. The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement

    Science.gov (United States)

    Soni, Akanksha; Kumari, Santha

    2017-01-01

    The present study investigated the antecedents and consequences of children's math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math…

  20. Examining a math-science professional development program for teachers in grades 7-12 in an urban school district in New York State

    Science.gov (United States)

    Kaszczak, Lesia

    With the adoption of the Common Core State Standards in New York State and the Next Generation Science Standards, it is more important than ever for school districts to develop professional development programs to provide teachers with the resources that will assist them in incorporating the new standards into their classroom instruction. This study focused on a mathematics and science professional development program known as STEMtastic STEM. The two purposes of the study were: to determine if there is an increase in STEM content knowledge of the participants involved in year two of a three year professional development program and to examine the teachers' perceptions of the impact of the professional development program on classroom instruction. The sample included teachers of grades 7-12 from an urban school district in New York State. The scores of a content knowledge pre-test and post-test were analyzed using a paired sample t-test to determine any significant differences in scores. In order to determine mathematics and science teachers' perceptions of the impact of the professional development program, responses from a 22 item Likert-style survey were analyzed to establish patterns of responses and to determine positive and negative perceptions of participants of the professional development program. A single sample t-test was used to determine if the responses were significantly positive. The results of this study indicated that there was no significant increase in content knowledge as a result of participation in the STEMtastic STEM professional development program. Both mathematics and science teachers exhibited significant positive perceptions of items dealing with hands-on participation during the professional development; support provided by STEMtastic STEM specialists; and the support provided by the administration. It was concluded that both mathematics and science teachers responded positively to the training they received during the professional