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McGee, Daniel Lee; Gonulates, Funda; Hodgson, Theodore; Brewer, Meredith – School Science and Mathematics, 2020

This article presents a large-scale longitudinal study of hundreds of students across the state of Kentucky that participated in a dual-focus mathematics intervention initiative when they were in the third grade. Rather than an exclusive focus on intervention, this initiative focused on both (i) high quality pull-out intervention and (ii)…

Descriptors: Mathematics Instruction, Grade 3, Intervention, Instructional Effectiveness

Kosko, Karl W. – School Science and Mathematics, 2019

Visual representations and manipulatives are a highly advocated mathematical tool for the teaching and learning of multiplication and division. Although there is some prior research on elementary teachers' general use of manipulatives and visual representations, there is little to no specific focus on use of such representations on a specific…

Descriptors: Grade 3, Elementary School Teachers, Mathematical Concepts, Mathematics Instruction

Casa, Tutita M.; MacSwan, Juliana R.; LaMonica, Kara E.; Colonnese, Madelyn W.; Firmender, Janine M. – School Science and Mathematics, 2019

Curriculum guidelines and professional organizations' recommendations lack details about how often and how much students should write in mathematics and what characteristics should define their writing. This study presents an analytic framework that addresses how often students are prompted in student mathematics books to write, how much they may…

Descriptors: Grade 3, Content Area Writing, Elementary School Mathematics, Elementary School Students

Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna; Cordy, Michelle – School Science and Mathematics, 2018

International standardized tests are showing an underperformance of students in geometry and spatial ability relative to other content domains. In this research, we examined the relationship between a teacher's judgment of third- and fourth-grade students' geometry and spatial ability (i.e., grades), three spatial ability tasks (Water-Level-Task,…

Descriptors: Mathematics Achievement, Geometry, Spatial Ability, Grade 3

McAndrew, Erica M.; Morris, Wendy L.; Fennell, Francis – School Science and Mathematics, 2017

Use of mathematics-related literature can engage students' interest and increase their understanding of mathematical concepts. A quasi-experimental study of two second-grade classrooms assessed whether daily inclusion of geometry-related literature in the classroom improved attitudes toward geometry and achievement in geometry. Consistent with the…

Descriptors: Grade 2, Geometry, Geometric Concepts, Interdisciplinary Approach

Cohen, Jeremy A.; Casa, Tutita M.; Miller, Heather C.; Firmender, Janine M. – School Science and Mathematics, 2015

This study compared the characteristics of second graders' mathematical writing between an intervention and comparison group. Two six-week Project M2 units were implemented with students in the intervention group. The units position students to communicate in ways similar to mathematicians, including engaging in verbal discourse where they…

Descriptors: Mathematical Aptitude, Grade 2, Writing Skills, Student Characteristics

Linder, Sandra M.; Smart, Julie B.; Cribbs, Jennifer – School Science and Mathematics, 2015

This paper presents the results of a multi-method study examining elementary students with high self-reported levels of mathematics motivation. Second- through fifth-grade students at a Title One school in the southeastern United States completed the Elementary Mathematics Motivation Instrument (EMMI), which examines levels of mathematics…

Descriptors: Elementary School Students, Elementary School Mathematics, Student Motivation, Grade 2

Yoon, So Yoon; Dyehouse, Melissa; Lucietto, Anne M.; Diefes-Dux, Heidi A.; Capobianco, Brenda M. – School Science and Mathematics, 2014

This study examines the effects of integrated science, technology, and engineering (STE) education on second-, third-, and fourth-grade students' STE content knowledge and aspirations concerning engineering after validation of the measures. During the 2009-2010 school year, 59 elementary school teachers, who attended a week-long engineering…

Descriptors: Integrated Curriculum, Integrated Activities, STEM Education, Elementary School Students

Avery, Leanne M.; Meyer, Daniel Z. – School Science and Mathematics, 2012

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

Descriptors: Self Efficacy, Scientific Research, Science Instruction, Science Curriculum

Bates, Alan B.; Latham, Nancy; Kim, Jin-ah – School Science and Mathematics, 2011

This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…

Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Education Programs, Self Efficacy

Measurement Instruction in the Context of Scientific Investigations with Diverse Student Populations

Adamson, Karen; Secada, Walter; Maerten-Rivera, Jaime; Lee, Okhee – School Science and Mathematics, 2011

The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports English language development, on third-grade students' mathematics achievement--specifically the measurement subscale of the statewide assessment. The data drew from a larger five-year research and development project…

Descriptors: Hands on Science, Elementary School Science, Integrated Curriculum, Science Instruction