Stacey L. Carpenter, Valerie Meier, Sungmin Moon, Alexis D. Spina, Julie A. Bianchini
In this mixed methods study, we analyzed survey and interview data from 100 preservice secondary science and mathematics teachers enrolled in four teacher education programs (TEPs) to investigate their readiness to teach multilingual learners. We defined readiness as preservice teachers' sense of preparedness to teach multilingual learners and their understanding of effective multilingual learner instruction. We examined participants' self‐reported levels of preparedness, their understanding of effective multilingual learner instruction, and sources contributing to and/or limiting their readiness. We found that participants' readiness to teach multilingual learners significantly increased between the beginning and end of their TEPs. We also found that participants' understanding of effective multilingual learner instruction was significantly associated with a higher sense of preparedness. Furthermore, we found that participants enrolled in graduate TEPs reported higher levels of preparedness than participants enrolled in an undergraduate TEP. Likewise, participants whose first language was other than or in addition to English reported higher levels of preparedness. Finally, participants identified field placement experiences, personal and professional background, and coursework as factors contributing to their readiness to teach multilingual learners. We close with recommendations for teacher educators intent on helping preservice teachers better understand and implement effective instruction for multilingual learners.
在这项混合方法研究中，我们分析了来自四个师范教育项目（TEPs）的 100 名中学理科和数学教师的调查和访谈数据，以调查他们是否做好了教授多语种学生的准备。我们将 "准备就绪 "定义为职前教师对教授多语种学生的准备程度以及他们对有效教授多语种学生的理解。我们考察了参与者自我报告的准备程度、他们对有效的多语言学习者教学的理解，以及促进和/或限制他们准备程度的因素。我们发现，学员们的多语言学习者教学准备程度在他们的 TEP 开始和结束之间有了明显的提高。我们还发现，学员对有效的多语种学习者教学的理解与较高的准备度有很大关系。此外，我们还发现，参加研究生多语种教学法的学员比参加本科生多语种教学法的学员的准备程度更高。同样，母语不是英语或除了英语之外还有其他语言的学员的准备程度也更高。最后，学员们认为，实地实习经历、个人和专业背景以及课程学习是促使他们做好准备教授多语种学习者的因素。最后，我们向有意帮助职前教师更好地理解和实施针对多语种学习者的有效教学的教师教育工作者提出了建议。
{"title":"Preservice secondary science and mathematics teachers' readiness to teach multilingual learners: An investigation across four teacher education programs","authors":"Stacey L. Carpenter, Valerie Meier, Sungmin Moon, Alexis D. Spina, Julie A. Bianchini","doi":"10.1111/ssm.12690","DOIUrl":"https://doi.org/10.1111/ssm.12690","url":null,"abstract":"In this mixed methods study, we analyzed survey and interview data from 100 preservice secondary science and mathematics teachers enrolled in four teacher education programs (TEPs) to investigate their readiness to teach multilingual learners. We defined readiness as preservice teachers' sense of preparedness to teach multilingual learners and their understanding of effective multilingual learner instruction. We examined participants' self‐reported levels of preparedness, their understanding of effective multilingual learner instruction, and sources contributing to and/or limiting their readiness. We found that participants' readiness to teach multilingual learners significantly increased between the beginning and end of their TEPs. We also found that participants' understanding of effective multilingual learner instruction was significantly associated with a higher sense of preparedness. Furthermore, we found that participants enrolled in graduate TEPs reported higher levels of preparedness than participants enrolled in an undergraduate TEP. Likewise, participants whose first language was other than or in addition to English reported higher levels of preparedness. Finally, participants identified field placement experiences, personal and professional background, and coursework as factors contributing to their readiness to teach multilingual learners. We close with recommendations for teacher educators intent on helping preservice teachers better understand and implement effective instruction for multilingual learners.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511185","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}
Danielle O. Lariviere, Tessa L. Arsenault, S. Blair Payne
This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary or with an embedded vocabulary component. Ultimately, 13 studies with participants from kindergarten to Grade 8 were included in the review. The majority of included studies had dual foci on vocabulary and other mathematics content, including whole number computation, word problem solving, fractions, algebra, or geometry. All studies that measured mathematics vocabulary performance indicated positive student outcomes. In addition, multiple studies indicated positive effects on measures of other mathematics content beyond mathematics vocabulary knowledge. We noted six instructional practices across studies that bolstered the mathematics vocabulary performance of students with mathematics difficulty. From most to least common, these practices included formal vocabulary use, explicit instruction, use of representations, repeated exposures, pre‐teaching, and graphic organizers. Implications are addressed for both researchers and practitioners.
{"title":"A literature review: Mathematics vocabulary intervention for students with mathematics difficulty","authors":"Danielle O. Lariviere, Tessa L. Arsenault, S. Blair Payne","doi":"10.1111/ssm.12684","DOIUrl":"https://doi.org/10.1111/ssm.12684","url":null,"abstract":"This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary or with an embedded vocabulary component. Ultimately, 13 studies with participants from kindergarten to Grade 8 were included in the review. The majority of included studies had dual foci on vocabulary and other mathematics content, including whole number computation, word problem solving, fractions, algebra, or geometry. All studies that measured mathematics vocabulary performance indicated positive student outcomes. In addition, multiple studies indicated positive effects on measures of other mathematics content beyond mathematics vocabulary knowledge. We noted six instructional practices across studies that bolstered the mathematics vocabulary performance of students with mathematics difficulty. From most to least common, these practices included formal vocabulary use, explicit instruction, use of representations, repeated exposures, pre‐teaching, and graphic organizers. Implications are addressed for both researchers and practitioners.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511186","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}
In this article, we examine how elementary classroom teachers who are pursuing their Elementary Mathematics Specialist certification—who we refer to as Elementary Mathematics Specialists in Training (EMSTs)—are positioned in their advice and information networks for mathematics. Analyzing the advice networks of six elementary schools in one district, we found that EMSTs were sought out by more individuals than other teachers, and when sought out by others, provided advice at a greater frequency than formal leaders. EMSTs' advice‐interactions were often with grade‐level peers, with interactions in the same grade occurring at a greater frequency than those spanning grade levels. We also found that, in the school with a formal mathematics‐specific leader, advice interactions were primarily directed at the formal leader, including the advice‐seeking of the EMSTs at that school. Based on our findings, we conclude with implications for how teacher education programs and school administrators can support mathematics teacher leaders in enacting leadership from their classrooms.
{"title":"How informal elementary teacher leaders in mathematics are positioned in advice and information networks","authors":"Phi Nguyen, Corey Webel, Brendan Dames","doi":"10.1111/ssm.12687","DOIUrl":"https://doi.org/10.1111/ssm.12687","url":null,"abstract":"In this article, we examine how elementary classroom teachers who are pursuing their Elementary Mathematics Specialist certification—who we refer to as Elementary Mathematics Specialists in Training (EMSTs)—are positioned in their advice and information networks for mathematics. Analyzing the advice networks of six elementary schools in one district, we found that EMSTs were sought out by more individuals than other teachers, and when sought out by others, provided advice at a greater frequency than formal leaders. EMSTs' advice‐interactions were often with grade‐level peers, with interactions in the same grade occurring at a greater frequency than those spanning grade levels. We also found that, in the school with a formal mathematics‐specific leader, advice interactions were primarily directed at the formal leader, including the advice‐seeking of the EMSTs at that school. Based on our findings, we conclude with implications for how teacher education programs and school administrators can support mathematics teacher leaders in enacting leadership from their classrooms.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511188","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}
Susan O. Cannon, Brittney Castanheira, Jeffrey Keese, Shaffiq Welji
Elementary teachers are underprepared to teach mathematics, and there is a lack of field‐based support for mathematics‐specific pedagogies in the elementary grades. To address this theory to practice gap, we developed an innovative model of fieldwork that draws on the expertise of in‐service teachers (elementary mathematics specialists [EMSs]) who had recently completed a K–5 mathematics endorsement to work in the role of university supervisors supporting beginning teachers (BTs) in initial fieldwork. We argue that this model has three key aspects that will support BTs bridging the theory to practice gap: (1) as in‐service teachers the EMSs are keenly connected to the context of schools; (2) recent experience in university coursework in mathematics while serving as in‐service teachers required the EMSs to navigate the theory to practice gap themselves; (3) one‐on‐one mentorship supports strong and trusting relationships. Drawing on data from a 3‐year study we found that EMSs brought intimate knowledge of the school context and knowledge of the mathematics‐specific pedagogies taught at the university. These connections to the field and the university allowed EMSs to support BTs in implementing research‐based practices in their mathematics lessons that went against the norms of their school settings.
{"title":"Engaging elementary mathematics specialists: Strengthening the connections between university coursework and practice","authors":"Susan O. Cannon, Brittney Castanheira, Jeffrey Keese, Shaffiq Welji","doi":"10.1111/ssm.12689","DOIUrl":"https://doi.org/10.1111/ssm.12689","url":null,"abstract":"Elementary teachers are underprepared to teach mathematics, and there is a lack of field‐based support for mathematics‐specific pedagogies in the elementary grades. To address this theory to practice gap, we developed an innovative model of fieldwork that draws on the expertise of in‐service teachers (elementary mathematics specialists [EMSs]) who had recently completed a K–5 mathematics endorsement to work in the role of university supervisors supporting beginning teachers (BTs) in initial fieldwork. We argue that this model has three key aspects that will support BTs bridging the theory to practice gap: (1) as in‐service teachers the EMSs are keenly connected to the context of schools; (2) recent experience in university coursework in mathematics while serving as in‐service teachers required the EMSs to navigate the theory to practice gap themselves; (3) one‐on‐one mentorship supports strong and trusting relationships. Drawing on data from a 3‐year study we found that EMSs brought intimate knowledge of the school context and knowledge of the mathematics‐specific pedagogies taught at the university. These connections to the field and the university allowed EMSs to support BTs in implementing research‐based practices in their mathematics lessons that went against the norms of their school settings.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511187","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}
Answering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and problem‐solving. While there is an increasing body of research surrounding teaching academic content (i.e., mathematics and science) as well as skills that are critical to support student success in these areas (i.e., communication and self‐determination), the research supporting instruction of math, science, and engineering practices and processes are only emerging. The purpose of this article is to provide a research‐based framework for instructional design that provides ideas for cognitive accessibility and supports for students with MSD in STEM. The framework aims to guide teachers in considering why to teach STEM, what to teach, and how to teach it. The framework guides teachers to use evidence‐based practices in special education to teach students to know about STEM (i.e., academic content), do STEM practices and processes (i.e., critical thinking skills combined into routines for asking questions or solving problems), and think in ways that support this learning (i.e., metacognitive behaviors).
{"title":"An instructional framework for teaching STEM to students with moderate to severe disabilities","authors":"Leah Wood, Bree Jimenez, Ginevra Courtade","doi":"10.1111/ssm.12673","DOIUrl":"https://doi.org/10.1111/ssm.12673","url":null,"abstract":"Answering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and problem‐solving. While there is an increasing body of research surrounding teaching academic content (i.e., mathematics and science) as well as skills that are critical to support student success in these areas (i.e., communication and self‐determination), the research supporting instruction of math, science, and engineering practices and processes are only emerging. The purpose of this article is to provide a research‐based framework for instructional design that provides ideas for cognitive accessibility and supports for students with MSD in STEM. The framework aims to guide teachers in considering why to teach STEM, what to teach, and how to teach it. The framework guides teachers to use evidence‐based practices in special education to teach students to know about STEM (i.e., academic content), do STEM practices and processes (i.e., critical thinking skills combined into routines for asking questions or solving problems), and think in ways that support this learning (i.e., metacognitive behaviors).","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366855","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}
Evthokia Stephanie Saclarides, Ryan Gillespie, Anna DeJarnette
Coaching teachers is complex work as coaches must navigate multiple and competing roles of expert and colleague. Within mathematics education, there is a lack of research exploring how coaches enact their stance for coaching, balancing the roles of expert and colleague, in ways that best support teacher learning. Furthermore, little is known about the specific discursive practices coaches use when enacting different stances during mathematics interactions with teachers. Drawing on data collected from one coaching cycle for one coach–teacher dyad during mathematics instruction, including transcripts of two planning meetings, one modeled lesson, one reflection meeting, and five semi‐structured interviews, this study explores one instructional coach's discursive enactment of their coaching stance. Qualitative analyses indicate that the coach had the goal of enacting a responsive coaching stance, and in her practice the coach discursively enacted multiple coaching stances. Furthermore, findings indicate that the coach's disciplinary expertise seemed to influence the discursive enactment of her coaching stance. Implications for research and practice are discussed.
{"title":"Exploring the enactment of a coaching stance: Findings from one coach–teacher dyad","authors":"Evthokia Stephanie Saclarides, Ryan Gillespie, Anna DeJarnette","doi":"10.1111/ssm.12672","DOIUrl":"https://doi.org/10.1111/ssm.12672","url":null,"abstract":"Coaching teachers is complex work as coaches must navigate multiple and competing roles of expert and colleague. Within mathematics education, there is a lack of research exploring how coaches enact their stance for coaching, balancing the roles of expert and colleague, in ways that best support teacher learning. Furthermore, little is known about the specific discursive practices coaches use when enacting different stances during mathematics interactions with teachers. Drawing on data collected from one coaching cycle for one coach–teacher dyad during mathematics instruction, including transcripts of two planning meetings, one modeled lesson, one reflection meeting, and five semi‐structured interviews, this study explores one instructional coach's discursive enactment of their coaching stance. Qualitative analyses indicate that the coach had the goal of enacting a responsive coaching stance, and in her practice the coach discursively enacted multiple coaching stances. Furthermore, findings indicate that the coach's disciplinary expertise seemed to influence the discursive enactment of her coaching stance. Implications for research and practice are discussed.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141149668","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}
This qualitative review aims to describe the current status of problem‐based learning (PBL) implementation in mathematics and identify research gaps in the area of investigation. Literature was searched using the ERIC and Google Scholar search engines. The inclusion/exclusion criteria included: articles published in reputable journals in English since 2015; use PBL as an instructional strategy; include critical thinking, problem‐solving, and creative thinking skills or explore the PBL process; as well as studies conducted at the secondary school level; those using well‐defined research design, process, and procedures; use reliable and valid data collection instruments; rigors maintained; clear discussion and precise conclusion. Based on these criteria, 14 primary studies were selected and reviewed. The results show that PBL improves mathematical critical thinking, problem‐solving, and creative thinking skills. Second, teachers' and students' adaptation to the PBL environment encompasses multiple stages of conceptualization and reconceptualization of its basic features. In addressing the challenges associated with the complex nature of PBL implementation during the shift from the conventional direct instruction model to the PBL environment in secondary school mathematics instruction, these studies fall short of producing concrete results and knowledge.
本定性综述旨在描述数学中基于问题的学习（PBL）的实施现状，并找出该调查领域的研究空白。我们使用 ERIC 和 Google Scholar 搜索引擎对文献进行了检索。纳入/排除标准包括：2015 年以来在知名英文期刊上发表的文章；将 PBL 作为一种教学策略；包含批判性思维、问题解决和创造性思维技能或探索 PBL 过程；以及在中学阶段进行的研究；采用明确的研究设计、过程和程序；使用可靠有效的数据收集工具；保持严谨性；清晰的讨论和准确的结论。根据这些标准，我们选择并审查了 14 项主要研究。结果表明，PBL 提高了数学批判性思维、解决问题和创造性思维能力。其次，教师和学生对 PBL 环境的适应包括对其基本特征的概念化和再概念化的多个阶段。在中学数学教学中，从传统的直接教学模式向 PBL 环境转变的过程中，PBL 的实施具有复杂性，在应对与之相关的挑战时，这些研究未能产生具体的结果和知识。
{"title":"Higher‐order thinking skills‐oriented problem‐based learning interventions in mathematics: A systematic literature review","authors":"Zinab Aba‐Oli, Kidane Koyas, Abera Husen","doi":"10.1111/ssm.12676","DOIUrl":"https://doi.org/10.1111/ssm.12676","url":null,"abstract":"This qualitative review aims to describe the current status of problem‐based learning (PBL) implementation in mathematics and identify research gaps in the area of investigation. Literature was searched using the ERIC and Google Scholar search engines. The inclusion/exclusion criteria included: articles published in reputable journals in English since 2015; use PBL as an instructional strategy; include critical thinking, problem‐solving, and creative thinking skills or explore the PBL process; as well as studies conducted at the secondary school level; those using well‐defined research design, process, and procedures; use reliable and valid data collection instruments; rigors maintained; clear discussion and precise conclusion. Based on these criteria, 14 primary studies were selected and reviewed. The results show that PBL improves mathematical critical thinking, problem‐solving, and creative thinking skills. Second, teachers' and students' adaptation to the PBL environment encompasses multiple stages of conceptualization and reconceptualization of its basic features. In addressing the challenges associated with the complex nature of PBL implementation during the shift from the conventional direct instruction model to the PBL environment in secondary school mathematics instruction, these studies fall short of producing concrete results and knowledge.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112732","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}
Jesse Wilcox, Heidi Berger, Sara Lawson, Molly Ella Ramker
Scholarships in science, technology, engineering, and mathematics (S‐STEM) programs have been designed to retain highly qualified students in STEM. At Simpson College, the Carver Bridge to STEM Success Program, funded by the National Science Foundation, has this same goal in mind. We designed and carried out a case study on the 15 Carver Bridge Scholars to quantify their experiences in the program and to measure their sense of belonging. We compared the Scholars to two groups: a comparison group of students who were eligible for the Carver Bridge program but did not participate and all STEM majors who matriculated at Simpson College at the same time as the Scholars. We found that the Scholars had a statistically significantly higher retention in STEM compared to the comparison group (2 = 13.715 p < 0.001, df = 1, ⍵ = 0.71) and a similar GPA at graduation compared to other STEM majors at Simpson College (Mann–Whitney U = 653, p = 0.725, r = 0.03). We found major themes including seeking opportunities, the role of professors, and viewing the Carver Bridge as a “home base.” We outline the major strengths of Carver Bridge as seen by the students and propose a path forward for research on future generations of scholars.
{"title":"Building bridges: An exploratory study of Carver Bridge to STEM success students' experiences and sense of belonging","authors":"Jesse Wilcox, Heidi Berger, Sara Lawson, Molly Ella Ramker","doi":"10.1111/ssm.12674","DOIUrl":"https://doi.org/10.1111/ssm.12674","url":null,"abstract":"Scholarships in science, technology, engineering, and mathematics (S‐STEM) programs have been designed to retain highly qualified students in STEM. At Simpson College, the Carver Bridge to STEM Success Program, funded by the National Science Foundation, has this same goal in mind. We designed and carried out a case study on the 15 Carver Bridge Scholars to quantify their experiences in the program and to measure their sense of belonging. We compared the Scholars to two groups: a comparison group of students who were eligible for the Carver Bridge program but did not participate and all STEM majors who matriculated at Simpson College at the same time as the Scholars. We found that the Scholars had a statistically significantly higher retention in STEM compared to the comparison group (2 = 13.715 <jats:italic>p</jats:italic> < 0.001, df = 1, <jats:italic>⍵</jats:italic> = 0.71) and a similar GPA at graduation compared to other STEM majors at Simpson College (Mann–Whitney U = 653, <jats:italic>p</jats:italic> = 0.725, <jats:italic>r</jats:italic> = 0.03). We found major themes including seeking opportunities, the role of professors, and viewing the Carver Bridge as a “home base.” We outline the major strengths of Carver Bridge as seen by the students and propose a path forward for research on future generations of scholars.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141149673","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}
Students with autism spectrum disorder (ASD) are included in the general education classroom more often than ever before. Despite mathematical strengths and early success, these students experience poor outcomes (academic and employment) compared to their typically developing peers. The language of mathematics increases in complexity, use, and expectations as students age. To facilitate the development of mathematical proficiency for students with ASD, teachers can incorporate instructional strategies to support language processing and use in mathematics. This manuscript provides practical advice for teachers who want to support math language for students with ASD in the general education environment including (a) the importance of these supports, (b) specific recommendations, (c) visual and descriptive examples, and (d) additional resources.
{"title":"Setting the stage for successful inclusion of students with autism spectrum disorder: Supports to generate and process mathematical language","authors":"Sarah K. Cox, Elizabeth Hughes","doi":"10.1111/ssm.12675","DOIUrl":"https://doi.org/10.1111/ssm.12675","url":null,"abstract":"Students with autism spectrum disorder (ASD) are included in the general education classroom more often than ever before. Despite mathematical strengths and early success, these students experience poor outcomes (academic and employment) compared to their typically developing peers. The language of mathematics increases in complexity, use, and expectations as students age. To facilitate the development of mathematical proficiency for students with ASD, teachers can incorporate instructional strategies to support language processing and use in mathematics. This manuscript provides practical advice for teachers who want to support math language for students with ASD in the general education environment including (a) the importance of these supports, (b) specific recommendations, (c) visual and descriptive examples, and (d) additional resources.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141062325","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}
The science methods course model presented here, called an immersed methods course (IMC), engaged preservice elementary teachers in reform‐based science instructional approaches within authentic classroom settings and with elementary students in a guided format. Questions guiding the study were: (1) Did participation in the IMC model impact preservice teachers (PTs') science teaching self‐efficacy? (2) Which science methods course model activities/experiences did PTs identify as the most impactful on their science teaching? (3) How did participation in the IMC model impact PTs' understandings of science teaching? Participants were 138 elementary PTs from a Southeastern United States university. Data were collected from seven course sections over 3 years and included pre/post science teaching self‐efficacy survey data, post written responses, and interviews. Member checking approaches were also used to refine and establish the validity of findings. Researchers completed qualitative data analysis, which was complimented by quantitative statistical analysis. Findings across data sources suggest participation positively influenced PTs' science teaching self‐efficacy and beliefs about the effectiveness of the instructional approaches. Participation also helped PTs apply theories to practice and develop competency using the practices. Findings highlight how the IMC model mitigates constraints associated with current science teacher preparation approaches.
{"title":"Exploring a practice‐based approach to elementary preservice science teacher preparation","authors":"Stephen L. Thompson, Xumei Fan, Amber J. Adgerson","doi":"10.1111/ssm.12663","DOIUrl":"https://doi.org/10.1111/ssm.12663","url":null,"abstract":"The science methods course model presented here, called an immersed methods course (IMC), engaged preservice elementary teachers in reform‐based science instructional approaches within authentic classroom settings and with elementary students in a guided format. Questions guiding the study were: (1) Did participation in the IMC model impact preservice teachers (PTs') science teaching self‐efficacy? (2) Which science methods course model activities/experiences did PTs identify as the most impactful on their science teaching? (3) How did participation in the IMC model impact PTs' understandings of science teaching? Participants were 138 elementary PTs from a Southeastern United States university. Data were collected from seven course sections over 3 years and included pre/post science teaching self‐efficacy survey data, post written responses, and interviews. Member checking approaches were also used to refine and establish the validity of findings. Researchers completed qualitative data analysis, which was complimented by quantitative statistical analysis. Findings across data sources suggest participation positively influenced PTs' science teaching self‐efficacy and beliefs about the effectiveness of the instructional approaches. Participation also helped PTs apply theories to practice and develop competency using the practices. Findings highlight how the IMC model mitigates constraints associated with current science teacher preparation approaches.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140938098","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：