Journal of Research in Science, Mathematics and Technology Education最新文献

Evaluating the Influence of Instructional Approaches on the Mathematical Achievement of Immigrant Students 评估教学方法对移民学生数学成绩的影响

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-06-14 DOI: 10.31756/jrsmte.319si

Malihe Manzouri

引用次数: 0

Mathematics Graduate Students’ Teacher Identity Development: Examining Roles Within the Teaching Assistant Position 数学研究生的教师身份发展：考察助教职位中的角色

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-06-13 DOI: 10.31756/jrsmte.316si

T. R. Olarte, Micah Swartz, Sarah A. Roberts

{"title":"Mathematics Graduate Students’ Teacher Identity Development: Examining Roles Within the Teaching Assistant Position","authors":"T. R. Olarte, Micah Swartz, Sarah A. Roberts","doi":"10.31756/jrsmte.316si","DOIUrl":"https://doi.org/10.31756/jrsmte.316si","url":null,"abstract":"The ways that serving as a teaching assistant (TA) influences the teacher identity development of mathematics graduate students is still a largely undertheorized area of postsecondary mathematics education research. Drawing on sociocultural theories and role identity theories, we qualitatively examined how interactions within the mathematics TA position prompted graduate students to take up a multitude of role identities. We found that different interactions uniquely positioned participants to assume roles, such as instructor, supporter, mentor, and learner. Some role identities were only situated within specific interactions, while others were evident across multiple interactions. Teacher identity is a complex, multidimensional construct, and we found that serving as a TA supported the teacher identity development of mathematics graduate students through opportunities to take up a myriad of role identities. Understanding the nuances and complexities of the identities and experiences of mathematics graduate students can equip mathematics departments and higher education institutions to better support their transition to the mathematics professoriate.","PeriodicalId":513454,"journal":{"name":"Journal of Research in Science, Mathematics and Technology Education","volume":"49 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349569","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}

引用次数: 0

Defining Spatial Reasoning: A Content Analysis to Explicate Spatial Reasoning Skills for Early Childhood Educators’ Use 定义空间推理：阐述空间推理技能的内容分析，供幼儿教育工作者使用

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-06-13 DOI: 10.31756/jrsmte.317si

Robyn K Pinilla

引用次数: 0

Novel Representations of the Experiences of Calculus I Students’ Participation in the Parallel Spaces of Coursework and Complementary Instruction 微积分 I 学生参与课程作业和补充教学平行空间的新经验表述

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-06-13 DOI: 10.31756/jrsmte.318si

Karmen Tracy Yu, Steven Greenstein

{"title":"Novel Representations of the Experiences of Calculus I Students’ Participation in the Parallel Spaces of Coursework and Complementary Instruction","authors":"Karmen Tracy Yu, Steven Greenstein","doi":"10.31756/jrsmte.318si","DOIUrl":"https://doi.org/10.31756/jrsmte.318si","url":null,"abstract":"Calculus has long been known for its \"gatekeeping\" role in postsecondary students' pursuit of STEM careers. In addressing this pressing issue, researchers at Montclair State University developed a model of peer-led complementary instruction to engage Calculus I students in small-group, collaborative problem solving on inquiry-oriented, groupworthy tasks. This work comes from a multiple-case study that sought to address the question, “How do undergraduate students experience and navigate their calculus learning in the parallel spaces of coursework and inquiry-oriented complementary instruction?” The analytic representations that were constructed to represent the findings of that study are presented here. Those findings include characterizations of the different forms of Calculus I students’ agentive participation and the figured worlds of class and complementary instruction. The analytic representations depict those findings in the form of word clouds and Venn diagrams. The analytical representations of “Victor’s” participation are presented and discussed here, and an argument is made for their particular representational power and efficiency. As such, this work seeks to make a methodological contribution to education research that seeks to characterize the nature of participation by the actors in figured worlds.","PeriodicalId":513454,"journal":{"name":"Journal of Research in Science, Mathematics and Technology Education","volume":"56 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346959","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}

引用次数: 0

Global Competency Integration in STEAM Fields in Higher Education 将全球能力纳入高等教育中的 STEAM 领域

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-06-04 DOI: 10.31756/jrsmte.315si

Lori Jean Bushey

{"title":"Global Competency Integration in STEAM Fields in Higher Education","authors":"Lori Jean Bushey","doi":"10.31756/jrsmte.315si","DOIUrl":"https://doi.org/10.31756/jrsmte.315si","url":null,"abstract":"The concept of Global Competency (GC) has a growing presence in many collegiate mission statements in the United States. This interconnected, multidisciplinary approach coincides with that of the concept of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. The focus of this study was to identify what extent GC is present in the classrooms and curriculums, as well as the implementation methods higher education instructors observe and / or utilize in their STEAM field programs. The participants in this study were STEAM-field instructors at higher education institutions in the United States in which GC or an equivalent term is located in their mission or strategic plan. Seventy-six instructors from the midwestern United States completed a survey to generate a GC integration score, and 13 of those also participated in an interview. The quantitative analysis identified a statistically significant difference between the integration scores of Arts and Science instructors and Arts and Engineering instructors. Qualitative analysis identified curriculum and instruction-based strategies of successful integration, common barriers to integration, and the sentiment that integration varies greatly from a regional and sometimes institution-wide setting. The findings of this study can help standardize the concept and integration of GC in higher education as well as provide curriculum developers and administrators with a look at how GC is represented in the current climate of higher education.","PeriodicalId":513454,"journal":{"name":"Journal of Research in Science, Mathematics and Technology Education","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265693","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}

引用次数: 0

Investigating Pedagogies in Undergraduate Precalculus and their Relationships to Students’ Attitudes Towards Mathematics and Perseverance in Problem-Solving 调查本科生微积分预科教学法及其与学生数学态度和解决问题毅力的关系

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-06-01 DOI: 10.31756/jrsmte.314si

Amy Daniel, Joseph DiNapoli

{"title":"Investigating Pedagogies in Undergraduate Precalculus and their Relationships to Students’ Attitudes Towards Mathematics and Perseverance in Problem-Solving","authors":"Amy Daniel, Joseph DiNapoli","doi":"10.31756/jrsmte.314si","DOIUrl":"https://doi.org/10.31756/jrsmte.314si","url":null,"abstract":"This exploratory study investigated the relationships between professors’ enactments of a research-based precalculus curriculum (Pathways) and changes observed in students’ attitudes towards mathematics and perseverance in problem-solving. While much research focuses on improving student achievement in undergraduate STEM courses, it is also important to support students in developing the positive dispositions and practices needed to sustain them through years of mathematics-based STEM coursework. We therefore investigated the way three professors implemented Pathways, assessing via observation their pedagogical choices across three Pathways-aligned dimensions; we also investigated the changes in attitudes and perseverance of students in these professors’ classes. Our results suggest that although the Pathways precalculus curriculum may support the development of positive attitudes toward mathematics and improved perseverance in problem-solving, this potential is influenced by professors’ pedagogical choices. This research helps us better understand the connections between pedagogies enacted in STEM-gateway courses and students’ development of productive ways of engaging with mathematics.","PeriodicalId":513454,"journal":{"name":"Journal of Research in Science, Mathematics and Technology Education","volume":"26 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274472","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}

引用次数: 0

Seeing Through the Eyes of Classroom Observers: The Case of Rating Contrasted Groups of Lessons With Classroom Observation Measures 通过课堂观察者的眼睛看问题：用课堂观察指标对对比的课程组进行评分的案例

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-05-09 DOI: 10.31756/jrsmte.723

Kathleen Lynch

{"title":"Seeing Through the Eyes of Classroom Observers: The Case of Rating Contrasted Groups of Lessons With Classroom Observation Measures","authors":"Kathleen Lynch","doi":"10.31756/jrsmte.723","DOIUrl":"https://doi.org/10.31756/jrsmte.723","url":null,"abstract":"Classroom observations are commonly employed to assess quality of instruction in research and practice in mathematics education. However, there is more to be learned about how sensitive classroom observation protocols are to exemplars of strong mathematics instruction, and continuous refinements to observation protocols or rating processes that may be warranted. In this study, we use the public-released mathematics videos from the Third International Mathematics and Science Study (TIMSS) to examine how classroom observers, using two contemporary classroom observation instruments, rate a set of lessons whose instructional quality is in theory expected to differ, also referred to as contrasted groups. We find that descriptively, the pattern of findings is distinct from prior studies’ conclusions about the relative instructional quality reflected in the TIMSS video pool. We provide qualitative examples to illustrate the findings, and discuss implications for future research. We point to the potential value of exploring classroom observation rubrics’ performance using ‘contrasted groups’ of lesson videos, as a tool to broaden our understanding of how observation instruments are functioning.","PeriodicalId":513454,"journal":{"name":"Journal of Research in Science, Mathematics and Technology Education","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996137","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}

引用次数: 0

A Pilot Study of Supporting GTA Professional Development and Educator Identity in Engineering 支持一般教员专业发展和工程学教育者身份认同的试点研究

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-04-13 DOI: 10.31756/jrsmte.722

Gökçe Akçayir, Janelle McFeetors, Mijung Kim, Kerry Rose, Marnie V. Jamieson, Kristian Basaraba, Q. Jin, Duncan Buchanan

{"title":"A Pilot Study of Supporting GTA Professional Development and Educator Identity in Engineering","authors":"Gökçe Akçayir, Janelle McFeetors, Mijung Kim, Kerry Rose, Marnie V. Jamieson, Kristian Basaraba, Q. Jin, Duncan Buchanan","doi":"10.31756/jrsmte.722","DOIUrl":"https://doi.org/10.31756/jrsmte.722","url":null,"abstract":"Graduate teaching assistants (GTAs) significantly contribute to the learning and experiences of undergraduate students. Thus, supporting and enhancing GTA pedagogical knowledge and competencies can improve the learning experiences of undergraduates. Towards this goal, a discipline-specific pedagogical professional development program was created for GTAs in the Faculty of Engineering at a Canadian university. This case study explores the perspectives of participating GTAs, including how they engaged in learning about teaching, what they learned, their emerging educator identity formation, and the challenges they faced during the program. Situated learning theory informed the analysis of participant interviews and focus groups. Findings indicate that GTAs appreciated the situated and embedded nature of the program, reporting limited prior familiarity with pedagogical tools and practices and their application. Results also highlight the need to align GTA roles and responsibilities, providing opportunities to put their learning into practice with the pedagogical knowledge they developed in the program.","PeriodicalId":513454,"journal":{"name":"Journal of Research in Science, Mathematics and Technology Education","volume":"77 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708029","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}

引用次数: 0

Difficulty-Generating Features of Text-based Physics Tasks 基于文本的物理任务的难度生成特征

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-04-10 DOI: 10.31756/jrsmte.721

Knut Schwippert, Kendra Zilz, Dietmar Hoettecke

{"title":"Difficulty-Generating Features of Text-based Physics Tasks","authors":"Knut Schwippert, Kendra Zilz, Dietmar Hoettecke","doi":"10.31756/jrsmte.721","DOIUrl":"https://doi.org/10.31756/jrsmte.721","url":null,"abstract":"Influencing the difficulty of performance tasks is of great interest in science education as in several other subjects. In the context of the VAMPS project, difficulty-generating features with respect to the cognitive demand of text-based physics tasks were systematically varied at three levels. Based on preliminary work and two pilot studies presented here briefly, a model was developed by which cognitive requirement was varied according to three features. The viability of this model was empirically tested with a sample of n = 414 secondary school students. The feature cognitive activity proved to be a significant factor influencing the empirically measured difficulty of tasks. With the help of the feature number of information obtained from task stem and number of subject-specific mental procedures, no systematic influence on task difficulty could be shown. The influence of the test persons’ individual prior knowledge on the actual task difficulty is generally assumed to be a confounding factor. Overall, the present study contributes to a better understanding of construct representation in assessments of subject-specific proficiency and empirically confirms that a systematic variation of the task feature cognitive activity on three levels affects task difficulty","PeriodicalId":513454,"journal":{"name":"Journal of Research in Science, Mathematics and Technology Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140717446","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}

引用次数: 0

Improving STEM Education through Resource Activation: A Study of Culturally Relevant Teaching for Critical Data Literacy in a High School Science Classroom 通过激活资源改善 STEM 教育：高中科学课堂中关键数据素养的文化相关教学研究

Journal of Research in Science, Mathematics and Technology Education Pub Date : 2024-03-13 DOI: 10.31756/jrsmte.311si

Jooeun Shim, Susan Yoon

{"title":"Improving STEM Education through Resource Activation: A Study of Culturally Relevant Teaching for Critical Data Literacy in a High School Science Classroom","authors":"Jooeun Shim, Susan Yoon","doi":"10.31756/jrsmte.311si","DOIUrl":"https://doi.org/10.31756/jrsmte.311si","url":null,"abstract":"Interest in promoting data literacy among K-12 students has grown, driven by the need to cultivate skills in using data effectively across various fields of study. Integrating discipline-specific curricula, like bioinformatics, which merges biology and informatics, can broaden student engagement in STEM. While earlier efforts focused on technical data skills, recent research emphasizes a sociocultural approach to encourage critical data literacy, aligning with culturally relevant teaching (CRT). This study investigates a teacher's instructional practices for CRT in prompting critical data literacy. We used a resource activation framework that aims to explore the ways in which a teacher utilized material resources (tangible objects and tools), cultural resources (knowledge and skills), social resources (interactions and relationships), and symbolic resources (recognition and prestige). We worked with a science teacher, Tracy, who activated resources to adapt and teach a bioinformatics problem-based learning curriculum rooted in real-world problem-solving in STEM, connecting students with community issues, such as asthma and air quality. We deductively analyzed classroom observation notes, interviews, and recordings of the professional development workshop sessions. We found that during the curriculum implementation, Tracy activated cultural and social resources to enable access to other resources that were not readily available. Our findings suggest that the activation of cultural and social resources concurrently allowed the teacher to address diverse student needs, foster relevance and engagement, collaborate with colleagues, and continuously enhance their teaching practices. Ultimately, activating all four resources empowers teachers to provide high-quality instruction, leading to improved overall STEM education.","PeriodicalId":513454,"journal":{"name":"Journal of Research in Science, Mathematics and Technology Education","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245647","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}

引用次数: 0