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ERIC Number: EJ1048927
Record Type: Journal
Publication Date: 2015-Jan
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
Mathematics and Science Teachers' Use of and Confidence in Empirical Reasoning: Implications for STEM Teacher Preparation
Wasserman, Nicholas H.; Rossi, Dara
School Science and Mathematics, v115 n1 p22-34 Jan 2015
The recent trend to unite mathematically related disciplines (science, technology, engineering, and mathematics) under the broader umbrella of STEM education has advantages. In this new educational context of integration, however, STEM teachers need to be able to distinguish between sufficient proof and reasoning across different disciplines, particularly between the status of inductive and deductive modes of reasoning in mathematics. Through a specific set of mathematical conjectures, researchers explored differences between mathematics (n = 24) and science (n = 23) teachers' reasoning schemes, as well as the confidence they had in their justifications. Results from the study indicate differences between the two groups in terms of their levels of mathematical proof, as well as correlational trends that inform their confidence across these levels. Implications particularly for teacher training and preparation within the context of an integrated STEM education model are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A