Pub Date : 2022-05-24DOI: 10.1080/19477503.2022.2073120
Sandi Cooper, Ryann N. Shelton, R. Padgett, Brandy Crowley, K. Kerschen, Melissa P. Donham
ABSTRACT This longitudinal quantitative study determined the impact of a summer mathematics academy for early learners on their number sense and how their number sense compared to that of their peers who did not attend the academy. The Texas Early Mathematics Inventory – Progress Monitoring (TEMI-PM) was used to measure students’ number sense. Results revealed that (1) all participants showed growth in their understanding of Number Identification in their first year of attending the academy, (2) participants who attended for two consecutive years grew in multiple areas of early number sense, and (3) participants who attended for one year demonstrated a decreased gap when compared to peers. The evidence supports the benefits of a mathematics-focused summer intervention to develop number sense for early learners.
{"title":"The Impact of a Summer Intervention Focused on Foundational Concepts of Number Sense for Early Learners","authors":"Sandi Cooper, Ryann N. Shelton, R. Padgett, Brandy Crowley, K. Kerschen, Melissa P. Donham","doi":"10.1080/19477503.2022.2073120","DOIUrl":"https://doi.org/10.1080/19477503.2022.2073120","url":null,"abstract":"ABSTRACT This longitudinal quantitative study determined the impact of a summer mathematics academy for early learners on their number sense and how their number sense compared to that of their peers who did not attend the academy. The Texas Early Mathematics Inventory – Progress Monitoring (TEMI-PM) was used to measure students’ number sense. Results revealed that (1) all participants showed growth in their understanding of Number Identification in their first year of attending the academy, (2) participants who attended for two consecutive years grew in multiple areas of early number sense, and (3) participants who attended for one year demonstrated a decreased gap when compared to peers. The evidence supports the benefits of a mathematics-focused summer intervention to develop number sense for early learners.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"199 - 214"},"PeriodicalIF":0.0,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44030160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01Epub Date: 2022-04-07DOI: 10.1002/jcla.24390
Afaf T Ibrahiem, Amin K Makhdoom, Khalid S Alanazi, Abdulaziz M Alanazi, Abdulaziz M Mukhlef, Saad H Elshafey, Eman A Toraih, Manal S Fawzy
Background: An aberrant expression of long non-coding RNA PVT1 has been associated with apoptosis in various cancer types. We aimed to explore the PVT1 and four apoptosis-related proteins (p53, Bcl2, and PD-1/PD-L1) signature in thyroid cancer (TC).
Methods: The PVT1 expression level was measured in 64 FFPE TC paired samples by real-time quantitative PCR. Overall and stratified analyses by different clinicopathological features were done. The apoptotic proteins were evaluated by immunohistochemistry staining.
Results: Overall analysis showed significant PVT1upregulation in TC tissues (p < 0.001). Similarly, subgroup analysis by BRAFV600E mutation showed consistent results. Lower expression of p53 was associated with mortality (p = 0.001). Bcl2 overexpression was associated with greater tumor size (p = 0.005). At the same time, HCV-positive cases were associated with repressed Bcl2 expression levels (54.3% in HCV-negative vs. 6.9% in HCV-positive cases, p = 0.011). PD-1 expression was associated with lymph node metastasis (p = 0.004). Enhanced PD-L1 expression in the tumor was associated with a higher tumor stage, lymphovascular invasion, and mortality risk. Kaplan-Meier curves for overall survival showed that low p53 and high PD-L1 expressions were associated with lower survival time. The p53-positive staining is associated with a 90% decreased mortality risk (HR = 0.10, 95%CI = 0.02-0.47, p = 0.001), while patients with high PD-L1 were five times more likely to die (HR = 4.74, 95%CI = 1.2-18.7, p = 0.027).
Conclusion: Our results confirm the upregulation of PVT1 in TC. The apoptosis-related proteins (p53, Bcl2, and PD-1/PD-L1) showed different prognostic utility in TC patients; in particular, low p53 and high PD-L1 expressions associated with low survival times. Further large-scale and mechanistic studies are warranted.
{"title":"Analysis of anti-apoptotic PVT1 oncogene and apoptosis-related proteins (p53, Bcl2, PD-1, and PD-L1) expression in thyroid carcinoma.","authors":"Afaf T Ibrahiem, Amin K Makhdoom, Khalid S Alanazi, Abdulaziz M Alanazi, Abdulaziz M Mukhlef, Saad H Elshafey, Eman A Toraih, Manal S Fawzy","doi":"10.1002/jcla.24390","DOIUrl":"10.1002/jcla.24390","url":null,"abstract":"<p><strong>Background: </strong>An aberrant expression of long non-coding RNA PVT1 has been associated with apoptosis in various cancer types. We aimed to explore the PVT1 and four apoptosis-related proteins (p53, Bcl2, and PD-1/PD-L1) signature in thyroid cancer (TC).</p><p><strong>Methods: </strong>The PVT1 expression level was measured in 64 FFPE TC paired samples by real-time quantitative PCR. Overall and stratified analyses by different clinicopathological features were done. The apoptotic proteins were evaluated by immunohistochemistry staining.</p><p><strong>Results: </strong>Overall analysis showed significant PVT1upregulation in TC tissues (p < 0.001). Similarly, subgroup analysis by BRAF<sup>V600E</sup> mutation showed consistent results. Lower expression of p53 was associated with mortality (p = 0.001). Bcl2 overexpression was associated with greater tumor size (p = 0.005). At the same time, HCV-positive cases were associated with repressed Bcl2 expression levels (54.3% in HCV-negative vs. 6.9% in HCV-positive cases, p = 0.011). PD-1 expression was associated with lymph node metastasis (p = 0.004). Enhanced PD-L1 expression in the tumor was associated with a higher tumor stage, lymphovascular invasion, and mortality risk. Kaplan-Meier curves for overall survival showed that low p53 and high PD-L1 expressions were associated with lower survival time. The p53-positive staining is associated with a 90% decreased mortality risk (HR = 0.10, 95%CI = 0.02-0.47, p = 0.001), while patients with high PD-L1 were five times more likely to die (HR = 4.74, 95%CI = 1.2-18.7, p = 0.027).</p><p><strong>Conclusion: </strong>Our results confirm the upregulation of PVT1 in TC. The apoptosis-related proteins (p53, Bcl2, and PD-1/PD-L1) showed different prognostic utility in TC patients; in particular, low p53 and high PD-L1 expressions associated with low survival times. Further large-scale and mechanistic studies are warranted.</p>","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"10 1","pages":"e24390"},"PeriodicalIF":2.6,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9102754/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75505869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1080/19477503.2022.2052664
E. Saclarides
ABSTRACT Although co-teaching has been identified as a potentially productive coaching activity, research has yet to explore the kinds of coach-teacher interactions that are achieved during episodes of co-teaching. This exploratory study examined the foci and depth of coach-teacher interactions (n = 243) across 10 co-taught mathematics lessons between three coach-teacher dyads in one elementary school. Building upon findings from a previous study that explored coach-teacher interactions amid modeled mathematics lessons, the current study identified seven types of coach-teacher co-teaching interactions. Specifically, five types of co-teaching coach-teacher interactions were similar to those identified in the previous modeling study: Building Relationships, Discussing Content and Pedagogy, Joint Teaching, Logistics, Performative Praise and Discipline. Furthermore, two unique coach-teacher interactions were identified specific to co-teaching: Negotiating Coach-teacher Roles, Noticing and Responding to Student Thinking. Additionally, the current study utilizes the conceptualization of depth of coach-teacher interactions that was developed in the previous modeling study and extends it to a new context involving co-teaching, and illustrates that coaches and teachers can have brief interactions in which their reasoning is made public during mathematics instruction. Implications for coaches and administrators, as well as researchers who wish to further this line of inquiry are discussed.
{"title":"Studying Coach-teacher Interactions during Co-taught Mathematics Lessons","authors":"E. Saclarides","doi":"10.1080/19477503.2022.2052664","DOIUrl":"https://doi.org/10.1080/19477503.2022.2052664","url":null,"abstract":"ABSTRACT Although co-teaching has been identified as a potentially productive coaching activity, research has yet to explore the kinds of coach-teacher interactions that are achieved during episodes of co-teaching. This exploratory study examined the foci and depth of coach-teacher interactions (n = 243) across 10 co-taught mathematics lessons between three coach-teacher dyads in one elementary school. Building upon findings from a previous study that explored coach-teacher interactions amid modeled mathematics lessons, the current study identified seven types of coach-teacher co-teaching interactions. Specifically, five types of co-teaching coach-teacher interactions were similar to those identified in the previous modeling study: Building Relationships, Discussing Content and Pedagogy, Joint Teaching, Logistics, Performative Praise and Discipline. Furthermore, two unique coach-teacher interactions were identified specific to co-teaching: Negotiating Coach-teacher Roles, Noticing and Responding to Student Thinking. Additionally, the current study utilizes the conceptualization of depth of coach-teacher interactions that was developed in the previous modeling study and extends it to a new context involving co-teaching, and illustrates that coaches and teachers can have brief interactions in which their reasoning is made public during mathematics instruction. Implications for coaches and administrators, as well as researchers who wish to further this line of inquiry are discussed.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"167 - 183"},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45670614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/19477503.2022.2058841
Tuğrul Kar, Beyzanur Erkan
ABSTRACT In the present study, we investigated pre-service mathematics teachers’ problem-formulation performances, which is a kind of problem-posing, in terms of being related to the existing problems, mathematical validity, and strategy types. Thirty-eight participants responded to a paper-and-pencil test wherein they formulated mathematics problems in as many ways as possible. We analyzed the problems formulated in the paper-and-pencil test according to our theoretical framework of problem-formulation strategy types and determined whether they were task-related and mathematically appropriate. The results indicated that most of the formulated problems were task-related and mathematically appropriate. The pre-service mathematics teachers tended to use strategies that involved making changes to the surface features of existing problems rather than the structural features of existing problems. The pre-service mathematics teachers used the strategy of replacing the given and requested information and generalizing strategies the least among the structural strategies. We also found that their problem-formulation tendencies changed according to the problem type.
{"title":"An Examination of Pre-Service Mathematics Teachers’ Problem-Formulation Performances","authors":"Tuğrul Kar, Beyzanur Erkan","doi":"10.1080/19477503.2022.2058841","DOIUrl":"https://doi.org/10.1080/19477503.2022.2058841","url":null,"abstract":"ABSTRACT In the present study, we investigated pre-service mathematics teachers’ problem-formulation performances, which is a kind of problem-posing, in terms of being related to the existing problems, mathematical validity, and strategy types. Thirty-eight participants responded to a paper-and-pencil test wherein they formulated mathematics problems in as many ways as possible. We analyzed the problems formulated in the paper-and-pencil test according to our theoretical framework of problem-formulation strategy types and determined whether they were task-related and mathematically appropriate. The results indicated that most of the formulated problems were task-related and mathematically appropriate. The pre-service mathematics teachers tended to use strategies that involved making changes to the surface features of existing problems rather than the structural features of existing problems. The pre-service mathematics teachers used the strategy of replacing the given and requested information and generalizing strategies the least among the structural strategies. We also found that their problem-formulation tendencies changed according to the problem type.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"184 - 198"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47745850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1080/19477503.2022.2060023
Molly Creagar, Nathan Wakefield, W. Smith, Naneh Apkarian, Matthew Voigt
ABSTRACT Active Learning is becoming a standard method of delivering instruction in mathematics courses across the country. Researchers, administrators, policy makers, and instructors all need access to valid means of measuring practices used in the classroom. Drawing on the Postsecondary Instructional Practices Survey, the Student Postsecondary Instructional Practices Survey in Mathematics (SPIPS-M) was developed to measure the undergraduate student perspective of active learning. Factor analysis from 10 institutions (N = 16,495 surveys) supports a 4-factor model with a plausible theoretical foundation connected to the four pillars of Inquiry-Based Mathematics Education, by measuring the degree to which students perceive 1) their own engagement with meaningful mathematics, 2) collaboration to process mathematical ideas, 3) participation and formation of community, and 4) contribution of their own ideas for immediate instructor feedback. The instrument provides a new mechanism for program evaluation and course formative feedback. Ultimately the SPIPS-M instrument will allow a better understanding of the nuances of student experiences in their mathematics courses.
{"title":"Developing the Student Postsecondary Instructional Practices Survey in Mathematics for Measuring Student Experiences in Introductory Mathematics Courses","authors":"Molly Creagar, Nathan Wakefield, W. Smith, Naneh Apkarian, Matthew Voigt","doi":"10.1080/19477503.2022.2060023","DOIUrl":"https://doi.org/10.1080/19477503.2022.2060023","url":null,"abstract":"ABSTRACT Active Learning is becoming a standard method of delivering instruction in mathematics courses across the country. Researchers, administrators, policy makers, and instructors all need access to valid means of measuring practices used in the classroom. Drawing on the Postsecondary Instructional Practices Survey, the Student Postsecondary Instructional Practices Survey in Mathematics (SPIPS-M) was developed to measure the undergraduate student perspective of active learning. Factor analysis from 10 institutions (N = 16,495 surveys) supports a 4-factor model with a plausible theoretical foundation connected to the four pillars of Inquiry-Based Mathematics Education, by measuring the degree to which students perceive 1) their own engagement with meaningful mathematics, 2) collaboration to process mathematical ideas, 3) participation and formation of community, and 4) contribution of their own ideas for immediate instructor feedback. The instrument provides a new mechanism for program evaluation and course formative feedback. Ultimately the SPIPS-M instrument will allow a better understanding of the nuances of student experiences in their mathematics courses.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"151 - 165"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48080756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.1080/19477503.2022.2038470
Daniel Edelen, Sarah B. Bush, Ashley Schmidt, Tandrea Fulton, Lybrya Kebreab, Treshonda Rutledge
ABSTRACT In this paper, we aim to untangle positioning theory (Davies & Harré, 1990) and its implications for the field of mathematics education research, considering both existing use and potential use. Specific theoretical assumptions of positions or positionings in the context of learning mathematics are outlined. In this paper, a classroom-based instrumental case study illuminates examples of how students are positioned within their mathematical experiences as a means to understand some of the factors that affect how students come to exist within mathematical spaces and how classroom-based positionings impact students’ opportunities to engage in learning. Our goal is to present positioning theory as a potential tool for how our teaching practices impact students’ experiences in mathematical spaces. We present a moment-by-moment analysis, from an ethnographic perspective of the case, to clearly demonstrate how positioning theory may be utilized for both research and practice within mathematics education research. Implications for methodology and positioning theory through an ethnographic perspective are shared.
{"title":"Untangling Classroom Positionings: An Instrumental Case Unpacking Positioning Theory in Mathematics Education","authors":"Daniel Edelen, Sarah B. Bush, Ashley Schmidt, Tandrea Fulton, Lybrya Kebreab, Treshonda Rutledge","doi":"10.1080/19477503.2022.2038470","DOIUrl":"https://doi.org/10.1080/19477503.2022.2038470","url":null,"abstract":"ABSTRACT In this paper, we aim to untangle positioning theory (Davies & Harré, 1990) and its implications for the field of mathematics education research, considering both existing use and potential use. Specific theoretical assumptions of positions or positionings in the context of learning mathematics are outlined. In this paper, a classroom-based instrumental case study illuminates examples of how students are positioned within their mathematical experiences as a means to understand some of the factors that affect how students come to exist within mathematical spaces and how classroom-based positionings impact students’ opportunities to engage in learning. Our goal is to present positioning theory as a potential tool for how our teaching practices impact students’ experiences in mathematical spaces. We present a moment-by-moment analysis, from an ethnographic perspective of the case, to clearly demonstrate how positioning theory may be utilized for both research and practice within mathematics education research. Implications for methodology and positioning theory through an ethnographic perspective are shared.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"117 - 133"},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41940147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1080/19477503.2022.2043664
C. Baker, M. Hjalmarson, F. Fennell
ABSTRACT Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID −19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey was administered nationally to reveal how school-based mathematics specialists adapted their responsibilities in response to the changing school conditions. Responses from school-based mathematics specialists were analyzed using a mixed methods approach to capture self-reported shifts in responsibilities, as well as challenges and opportunities. Findings indicate that the school-based mathematics specialists were able to rapidly reprioritize their responsibilities in response to both teachers’ professional learning and instructional needs. These findings illuminate the importance of mathematics specialists as school-based leaders who must continually navigate relationships and apply leadership knowledge and skills in novel ways to support shifts in mathematics teaching and learning.
{"title":"Mathematics Specialists as School-based Leaders: Adapting Responsibilities to Address Shifts in Teaching and Learning","authors":"C. Baker, M. Hjalmarson, F. Fennell","doi":"10.1080/19477503.2022.2043664","DOIUrl":"https://doi.org/10.1080/19477503.2022.2043664","url":null,"abstract":"ABSTRACT Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID −19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey was administered nationally to reveal how school-based mathematics specialists adapted their responsibilities in response to the changing school conditions. Responses from school-based mathematics specialists were analyzed using a mixed methods approach to capture self-reported shifts in responsibilities, as well as challenges and opportunities. Findings indicate that the school-based mathematics specialists were able to rapidly reprioritize their responsibilities in response to both teachers’ professional learning and instructional needs. These findings illuminate the importance of mathematics specialists as school-based leaders who must continually navigate relationships and apply leadership knowledge and skills in novel ways to support shifts in mathematics teaching and learning.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"134 - 150"},"PeriodicalIF":0.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43516561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/19477503.2021.2023966
C. Baker, Terrie M. Galanti, T. Kraft, Nancy Holincheck, M. Hjalmarson, J. Nelson
ABSTRACT The purpose of this study was to explore how university researcher professional development design decisions built and sustained K-8 partnerships which foregrounded mathematics in integrated STEM via model-eliciting activities (MEAs). We applied a self-study methodology to facilitate a longitudinal examination of our practice in this multi-year project. We used the Decision-Making Protocol for Mathematics Coaching to understand our collaboration with division stakeholders as they worked toward integrating MEAs with district curriculum and pacing. Analysis of professional development artifacts, evidence of scholarship, and researcher memos revealed four recalibration points driven by district initiatives and leadership changes. Coaching with MEAs created opportunities for equitable student engagement and formative assessment. Implications for designing professional development that emphasizes explicit connections between the constraints of mathematics curriculum and the possibilities of teaching and learning through STEM integration are presented.
{"title":"Researchers as Coaches: Developing Mathematics Teaching Capacity Using MEAs for STEM Integration","authors":"C. Baker, Terrie M. Galanti, T. Kraft, Nancy Holincheck, M. Hjalmarson, J. Nelson","doi":"10.1080/19477503.2021.2023966","DOIUrl":"https://doi.org/10.1080/19477503.2021.2023966","url":null,"abstract":"ABSTRACT The purpose of this study was to explore how university researcher professional development design decisions built and sustained K-8 partnerships which foregrounded mathematics in integrated STEM via model-eliciting activities (MEAs). We applied a self-study methodology to facilitate a longitudinal examination of our practice in this multi-year project. We used the Decision-Making Protocol for Mathematics Coaching to understand our collaboration with division stakeholders as they worked toward integrating MEAs with district curriculum and pacing. Analysis of professional development artifacts, evidence of scholarship, and researcher memos revealed four recalibration points driven by district initiatives and leadership changes. Coaching with MEAs created opportunities for equitable student engagement and formative assessment. Implications for designing professional development that emphasizes explicit connections between the constraints of mathematics curriculum and the possibilities of teaching and learning through STEM integration are presented.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"28 - 48"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48701342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/19477503.2021.2023965
Mollie H. Appelgate, Kari Jurgenson
ABSTRACT With student-centered, hands-on approaches to real-world problems, integrated STEM (science, technology, engineering, mathematics) curricula have the potential to engage students more authentically in multi-disciplinary learning and to learn mathematics more deeply. However, researchers have shown concern that the “M” is often a silent partner and have called for increasing mathematics’ visibility in STEM curricula. Taking into account this background, this paper investigated how teachers’ and students’ engagement with mathematics within a specific lesson in an integrated STEM unit evolved over four years in two elementary teachers’ classrooms and the factors the teachers pointed to that may explain their adaptations. Using classroom observations and teacher interviews, the results showed that the time engaged with the mathematics and the depth of engagement with the mathematics decreased over the four years. Five themes emerged that may explain their adaptations: 1) limited time, 2) the need to address required school academic standards in limited time, 3) materials and preparation, 4) the teachers’ comfort with the curriculum and, to a lesser extent, 5) their perceptions of their students’ abilities. These findings have implications for those that are writing, studying, or potentially using integrated STEM curricula in elementary schools.
{"title":"How Engagement with Mathematics in an Integrated STEM Lesson Evolved over Four Years","authors":"Mollie H. Appelgate, Kari Jurgenson","doi":"10.1080/19477503.2021.2023965","DOIUrl":"https://doi.org/10.1080/19477503.2021.2023965","url":null,"abstract":"ABSTRACT With student-centered, hands-on approaches to real-world problems, integrated STEM (science, technology, engineering, mathematics) curricula have the potential to engage students more authentically in multi-disciplinary learning and to learn mathematics more deeply. However, researchers have shown concern that the “M” is often a silent partner and have called for increasing mathematics’ visibility in STEM curricula. Taking into account this background, this paper investigated how teachers’ and students’ engagement with mathematics within a specific lesson in an integrated STEM unit evolved over four years in two elementary teachers’ classrooms and the factors the teachers pointed to that may explain their adaptations. Using classroom observations and teacher interviews, the results showed that the time engaged with the mathematics and the depth of engagement with the mathematics decreased over the four years. Five themes emerged that may explain their adaptations: 1) limited time, 2) the need to address required school academic standards in limited time, 3) materials and preparation, 4) the teachers’ comfort with the curriculum and, to a lesser extent, 5) their perceptions of their students’ abilities. These findings have implications for those that are writing, studying, or potentially using integrated STEM curricula in elementary schools.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"63 - 86"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46136715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/19477503.2021.2023843
Stefanie D. Livers
ABSTRACT Science, technology, engineering, and mathematics (STEM) education is important to producing students prepared for problem solving, critical analysis, and collaborative approaches to address the needs of the 21st century. For meaningful and intentional STEM instruction to occur, teachers need support and professional development. This paper presents a case study of a year-long professional learning project connecting the school’s environmental science focus to improving mathematics instruction. A whole school agreement bounds this particular case. The school faculty initiated the project and included developing a mathematics trail to connect with their nature trail, garden, and an outdoor amphitheater. The quantitative and qualitative data reveal significant changes in mathematics practices and teachers’ beliefs about the teaching and learning of mathematics. Since this case study revealed that whole school professional development in STEM could improve the teaching and learning of mathematics, implications for practice and research are discussed.
{"title":"A Whole School Agreement: Professional Learning with a Focus on Environmental STEM","authors":"Stefanie D. Livers","doi":"10.1080/19477503.2021.2023843","DOIUrl":"https://doi.org/10.1080/19477503.2021.2023843","url":null,"abstract":"ABSTRACT Science, technology, engineering, and mathematics (STEM) education is important to producing students prepared for problem solving, critical analysis, and collaborative approaches to address the needs of the 21st century. For meaningful and intentional STEM instruction to occur, teachers need support and professional development. This paper presents a case study of a year-long professional learning project connecting the school’s environmental science focus to improving mathematics instruction. A whole school agreement bounds this particular case. The school faculty initiated the project and included developing a mathematics trail to connect with their nature trail, garden, and an outdoor amphitheater. The quantitative and qualitative data reveal significant changes in mathematics practices and teachers’ beliefs about the teaching and learning of mathematics. Since this case study revealed that whole school professional development in STEM could improve the teaching and learning of mathematics, implications for practice and research are discussed.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"14 1","pages":"49 - 62"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41927358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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