International Journal of Science and Mathematics Education最新文献

This article reports on an empirical study that investigates the way students’ performance in solving arithmetical tasks may be related to their performance in solving algebraic tasks. The sample consisted of 203 Grade 6 students. The arithmetical tasks involved arithmetical expressions with known quantities, whereas the algebraic tasks involved algebraic expressions with both known quantities and unknown quantities; the latter were represented by letter-symbolic representations. The analysis of students’ responses in solving the arithmetical tasks showed that students either used “strategies based on calculations” or “strategies based on structure sense”. The results from the Analysis of Variance (ANOVA) indicated that “strategies based on structure sense” had a significant effect on students successfully solving the algebraic tasks. The findings also suggested that “structure sense” is a shared characteristic of arithmetical thinking and algebraic thinking that is essential for successful engagement with both arithmetic and letter-symbolic algebra contexts.

To create opportunities for meaningful applications of data science for diverse students, we developed and implemented an online learning module focused on engaging students at a Hispanic Serving Institution (HSI) in an analysis of authentic soil data. Development of the module occurred over three design iterations involving interviews with 10 undergraduate STEM students. We then implemented the finalized module in three undergraduate microbiology classrooms (N = 118) using a pretest, posttest, comparison group quasi-experimental study design to assess whether the module improved student microbiology knowledge, perceived relevance of data science, and motivation. Findings revealed that, after adjusting for key variables, the intervention group demonstrated significantly greater microbiology knowledge than the comparison group. Path analyses revealed indirect effects of the intervention through value and interest in STEM. We discuss how findings contribute to theory and practice.

The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers’ (PSTs’) learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom. After each cycle, the TEs received formative information about their PSTs’ discussion performance in the form of a feedback report and a scoring report. The study used qualitative content analysis to analyze and interpret key themes from TEs’ interview data to determine how they used this formative information. Findings suggest the TEs used the formative information provided in the feedback and scoring reports: (a) to gauge their PSTs’ instructional capabilities, (b) to reflect on and make changes to their practice, (c) to evaluate their PSTs’ understanding and interpretation of the feedback reports, and (d) to attend to specific features of their PSTs’ practice. Study results highlight the usefulness of providing TEs with formative information about their PSTs’ ability to engage in specific aspects of a core teaching practice, especially to support identification of areas for improvement and inform future instruction.

Teachers need technology-related knowledge to effectively use technology in the classroom. Previous studies have often used self-reports to assess such knowledge. However, it is questionable whether self-reports are valid measures for this purpose. This study investigates how mathematics teachers’ self-reports correlate with their scores in a paper–pencil knowledge test regarding TPCK (technological pedagogical content knowledge), CK (content knowledge), pedagogical content knowledge (PCK), and technological knowledge (TK). Participants were (N = 173) pre- and in-service mathematics teachers. To assess self-reports, we adapted an existing survey from the literature. We also compiled a knowledge test based on items from existing test instruments. To increase comparability between the two instruments, both the self-report and the paper–pencil knowledge test addressed the specific topic of fractions. The four subscales in both instruments had sufficient reliability. The correlations between the self-reports and the paper–pencil test scores were low or very low for all subscales (left(r=.00-.23right)), suggesting that the two instruments captured different underlying constructs. While paper–pencil tests seem more suitable for assessing knowledge, self-reports may be influenced more strongly by participants’ personal traits such as self-efficacy. Our findings raise concerns about the validity of self-reports as measures of teachers’ professional knowledge, and the comparability of studies that use distinct assessment instruments. We recommend that researchers should be more cautious when interpreting self-reports as knowledge and rely more strongly on externally assessed tests.

School change is difficult and is both leveraged and hindered by interactive influences within complex systems of social practice. Whole-school STEM (science, technology, engineering, and mathematics) is a growing trend with unique aspects of change required of educators. A qualitative case study was used to analyze educator perspectives of the affordances and constraints to implementing a project-based, STEM-focused curriculum across all grades and classes of a rural school district in the United States. Educator journals and interviews informed the case over the first 1.5 years of the initiative. Identified affordances and constraints to implementation were organized into six factors and one element. External, teacher, and curriculum factors were disproportionately described as affordances, while administration and district factors were disproportionately described as constraints to the initiative. Student elements and fixed factors were identified as balanced between affordances and constraints. STEM-specific implications of these findings are discussed.

While Bhutanese biology teachers are expected to possess a rich understanding of scientific models, little is known about their perceptions of scientific models. This study, thus, examined Bhutanese biology teachers’ perceptions of scientific models. The study recruited one hundred and eleven (N = 111) biology teachers using a total population sampling strategy. Quantitative data were collected using an online survey questionnaire, whereas, qualitative data were collected through semi-structured interviews. Quantitative and qualitative data were analysed using statistical methods and content analysis respectively. Findings indicated that Bhutanese biology teachers' views surrounding multiplicity and tentativeness of scientific models were almost entirely correct. However, they held a range of incorrect views in that they openly considered photographs as scientific models, scientific models as exact copies of realities, and physical objects as only real scientific models. Furthermore, their views regarding the potential application of scientific models appeared increasingly limited with models being a mere communication devices. The independent sample t-test revealed a lack of significant difference in Bhutanese biology teachers’ perceptions of scientific models based on gender (p > .05). Similarly, the three-factor ANOVA revealed no significant effects of an individual or the combination of academic qualifications, school type, and teaching experiences on Bhutanese biology teachers’ perceptions of scientific models (p > .05). Further, the multiple linear regression model indicated no significant influence of gender, academic qualifications, school type, and teaching experiences on Bhutanese biology teachers’ perceptions of scientific models (p > .05). Research implications related to the Ministry of Education, science curriculum developers, and teacher training modules are discussed.

Mathematical ideas are developed and spread during argumentative whole class discussions between a teacher and her students. The goal of the current study is to characterize how ideas about quadratic functions emerge and are spread during a whole-class discussion among ninth graders. To this end, we recorded both discussions between pairs of students and whole-class discussions led by the teacher. We used the approach of documenting collective activities as our methodological lens. The findings show that mathematical ideas about quadratic functions, like positive and negative range, increase and decrease range, minimum or maximum point, intersection with the axes, and more were spread in two parallel layers. Students participated in an overt layer in which they uttered their ideas in a public discussion. At the same time, they also uttered mathematical ideas privately with their peers in a covert layer. That is, whole-class discussions are not identical for all participants in that the covert layer turns these discussions into a unique experience.

Many countries have adopted integrative approaches to science, technology, engineering, and mathematics (STEM) education. As preservice teachers with majors in mathematics and science are prospective targets for addressing the demand for STEM education, they are expected to develop professional identities as STEM teachers, in addition to professional identities as general and disciplinary teachers. However, research investigating the extent to which preservice teachers with these majors identify as STEM teachers is scant. Moreover, the disciplinary specificity of preservice teachers’ professional identities remains an issue in literature. This study involves survey research examining the degree to which preservice teachers with majors in mathematics (42), general science (44), and advanced science (47) identify as general, disciplinary, and STEM teachers. We collected data using Likert-type questionnaires focusing on three components—motivation, self-efficacy, and self-image—as proxies of professional identity. We analyzed the data using Friedman tests with Conover’s post-hoc tests. The results show that preservice teachers similarly self-identify as general and disciplinary teachers regardless of their majors but see themselves significantly less as STEM teachers. When comparing across the components, they imagine themselves significantly less as STEM teachers than they were motivated and self-efficacious to become STEM teachers. The results suggest that the disciplinary specificity of preservice teachers’ professional identities largely manifests in the context of STEM education. The siloed approach to teacher education may not adequately prepare preservice teachers to develop professional identities as STEM teachers. Effective and ongoing support is needed for preservice teachers to identify as STEM teachers.