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Schoen, Robert C.; Champagne, Zachary; Whitacre, Ian; McCrackin, Shelby – School Science and Mathematics, 2021

Decades of research conducted worldwide has resulted in a taxonomy for word problems involving additive situations. Research published in the 1980s found that U.S. curricula only exposed first-grade students to a small subset of the easiest types of word problems. Widely adopted curriculum standards in the United States call for first-grade…

Descriptors: Word Problems (Mathematics), Elementary School Mathematics, Textbooks, Incidence

Sianturi, Iwan Andi Jonri; Ismail, Zaleha; Yang, Der-Ching – School Science and Mathematics, 2021

The purpose of this study is to compare the differences of four essential aspects (i.e., representational forms, contextual features, cognitive demand levels, and response types) embedded in mathematical problems within the topics of numbers and operations in mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This…

Descriptors: Mathematics Instruction, Problem Solving, Numbers, Arithmetic

Campbell, Todd; Lee, Hyunju; Longhurst, Max; McKenna, Thomas J.; Coster, Daniel; Lundgren, Lisa – School Science and Mathematics, 2021

In the United States and internationally, there has been an increased emphasis on the practice turn or a focus on engaging students in more authentic representations of how science is practiced. In this article, we describe the development of a student questionnaire to investigate the extent to which students report being engaged in learning…

Descriptors: Science Education, Student Experience, Questionnaires, Test Construction

Asempapa, Reuben S.; Love, Tyler S. – School Science and Mathematics, 2021

Mathematical modeling is a critical component of the current K-12 mathematics, science, and technology and engineering (T&E) educational standards in the United States. However, mathematical modeling is often overlooked or underemphasized in integrative STEM lessons. This could be attributed to teachers' limited content and pedagogical…

Descriptors: Mathematics Instruction, Mathematical Models, Computer Peripherals, Printing

Bostic, Jonathan D.; Clark, Quintana M.; Vo, Tina; Esters, Levon T.; Knoblach, Neil A. – School Science and Mathematics, 2021

Agricultural life science topics include but are not limited to (1) agriculture and the environment, (2) culture, society, and economy, and (3) energy. These topics have potential to come up during mathematics and science instruction and offer learning opportunities. One way for agricultural life science topics to be part of such instruction is…

Descriptors: Agricultural Education, Biological Sciences, Problem Solving, Problem Based Learning

Shelton, Ryann N.; Kerschen, Keith; Wilkerson, Trena L. – School Science and Mathematics, 2021

Because of their brief nature, vignettes are a strategic way to highlight or explore complex instructional practices. Using a qualitative approach, we examined how the use of vignettes in a Vignette Activity Sequence contributed to secondary mathematics preservice teachers' understanding of the Mathematical Practices and the Mathematics Teaching…

Descriptors: Vignettes, Sequential Learning, Secondary School Mathematics, Methods Courses

Marco-Bujosa, Lisa M.; Friedman, Audrey A.; Kramer, Allison – School Science and Mathematics, 2021

The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that…

Descriptors: Science Instruction, Teaching Methods, Urban Schools, Phenomenology

Johnson, Todd M.; Byrd, Kelly O.; Allison, Elizabeth R. – School Science and Mathematics, 2021

The purpose of the current study was to evaluate the impact of co-taught integrated STEM methods instruction on preservice elementary teachers' self-efficacy for teaching science and mathematics within an integrated STEM framework. Two instructional methods courses (Elementary Mathematics Methods and Elementary Science Methods) were redesigned to…

Descriptors: STEM Education, Preservice Teacher Education, Preservice Teachers, Methods Courses

Navy, Shannon L.; Kaya, Fatma; Boone, Brian; Brewster, Christine; Calvelage, Kelly; Ferdous, Tanzimul; Hood, Ebony; Sass, Laura; Zimmerman, Maggie – School Science and Mathematics, 2021

Although STEM is at the forefront of many educational initiatives, little is known about various professionals' perceptions of STEM. This mixed-methods study surveyed 164 preservice teachers, inservice teachers, administrators, informal educators, and STEM professionals. Quantitative and qualitative questions on the survey elicited participants'…

Descriptors: STEM Education, Informal Education, Preservice Teachers, Teacher Educators

Gomez, Carlos Nicolas – School Science and Mathematics, 2021

Metaphors have been widely used to investigate the perspectives of teachers and students in mathematics. In this report, an instrument was developed, the metaphor continuums, to provide a space for four prospective teachers to discuss their projective identities as teachers and mathematics teacher. Using an argumentation perspective on identity,…

Descriptors: Preservice Teachers, Figurative Language, Professional Identity, Mathematics Teachers

Conway, Basil, IV – School Science and Mathematics, 2021

The following mixed methods research describes the impact of nineteen students who were given the opportunity to take honors mathematics courses during high school after previously being tracked into grade level courses in middle school. Quantitative results showed significant increases in students' standardized state test scores when moved to the…

Descriptors: Honors Curriculum, High School Students, Track System (Education), Middle School Students

Bae, Yejun; Fulmer, Gavin W.; Hand, Brian M. – School Science and Mathematics, 2021

This study investigates two latent constructs (Engagement and Value) of dialogic interaction to examine the epistemic climate. Since the new reform movement emphasizes creating generative learning environments, it is important to examine whether a classroom promotes students' knowledge generation or limit students' epistemic growth through rote…

Descriptors: Dialogs (Language), Interaction, Epistemology, Classroom Environment

Joung, Eunmi; Byun, JaeHwan – School Science and Mathematics, 2021

This exploratory study was conducted to evaluate the quality of digital math games by measuring how much the content of a digital game is aligned to the NCTM Content and Process Standards. For this purpose, this study employed a content analysis method. In total, 23 digital mathematics games have been selected and analyzed using an instrument, a…

Descriptors: Content Analysis, Educational Games, Computer Games, Mathematics Education

Fuesting, Melissa A.; Diekman, Amanda B.; Bautista, Nazan – School Science and Mathematics, 2021

Developing student capacity for the science, technology, engineering, and math (STEM) workforce requires not only better preparation in specific content and skills but also better preparation in understanding the goals that STEM fields can afford. In particular, stereotypic views that STEM fields lack communal opportunities to work with and help…

Descriptors: Preservice Teachers, Science Teachers, Student Attitudes, Beliefs

Willingham, James C.; Barlow, Angela T.; Stephens, D. Christopher; Lischka, Alyson E.; Hartland, Kristin S. – School Science and Mathematics, 2021

Two potentially impactful conceptions of mathematics and mathematics teaching, teachers' implicit theories (i.e., mindset) toward intelligence and mathematical ability, have not been well examined in the literature. This study established baseline characteristics for these constructs across grades K-12 teachers through a survey of background and…

Descriptors: Teacher Attitudes, Mathematics Skills, Elementary School Teachers, Secondary School Teachers