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Dolores Flores, Crisólogo; Rivera López, Martha Iris; Moore-Russo, Deborah – School Science and Mathematics, 2020

Slope is a fundamental mathematics concept in middle and high school that transcends to the university level. An understanding of slope is needed at the university level since slope plays an important role in understanding problems involving variation and change. In this study Mexican curricula documents were examined to determine which…

Descriptors: Foreign Countries, National Curriculum, Mathematics Curriculum, Secondary School Mathematics

Baliram, Nalline; Ellis, Arthur K. – School Science and Mathematics, 2019

The purpose of this study is to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants consisted of a convenience sample of students in honors geometry. An analysis of variance with repeated measures was employed to address the research questions. For both the…

Descriptors: Instructional Effectiveness, Metacognition, Feedback (Response), Academic Achievement

Bicer, Ali; Capraro, R. M. – School Science and Mathematics, 2019

The purpose of this study is to compare students' mathematics achievement growth rate in Texas science, technology, engineering, and mathematics (T-STEM) academies to students' mathematics achievement growth rate in traditional public high schools. Forty-six schools, 23 of which were T-STEM academies and 23 of which were matched non-STEM schools,…

Descriptors: Mathematics Achievement, Secondary School Mathematics, STEM Education, Comparative Analysis

Jung, Hyunyi; Stehr, Eryn M.; He, Jia – School Science and Mathematics, 2019

Engaging with mathematical modeling can support learners to collaboratively explore mathematics in integrated ways as well as generate mathematical ideas and representations that may be useful in everyday life. Although several studies provide diverse insights into teaching and learning mathematical modeling, research has yet to be conducted on…

Descriptors: Mathematical Models, Secondary School Mathematics, Preservice Teachers, Preservice Teacher Education

Jung, Hyunyi; Newton, Jill A. – School Science and Mathematics, 2018

Mathematical modeling has been highlighted recently as Common Core State Standards for Mathematics (CCSSM) included Model with Mathematics as one of the Standards for Mathematical Practices (SMP) and a modeling strand in the high school standards. This common aspect of standards across most states in the United States intended by CCSSM authors and…

Descriptors: Preservice Teacher Education, Preservice Teachers, Student Teacher Attitudes, Mathematical Models

Lyon, Christine Jennifer; Wylie, Elizabeth Caroline; Brockway, Debra; Mavronikolas, Elia – School Science and Mathematics, 2018

Professional development (PD) programs focused on increasing teachers' use of formative assessment generally provide a framework designed to help teachers understand the breadth and complexity of formative assessment, while advocating for teacher choice with respect to the specific implementation. This study examined the implementation patterns of…

Descriptors: Formative Evaluation, Curriculum Implementation, Secondary School Mathematics, Secondary School Science

Smith, Carmen Petrick – School Science and Mathematics, 2018

Body-based activities have the potential to support mathematics learning, but we know little about the impact they have in the classroom. This study compares high school geometry students learning through either body-based or analogous non-body-based activities over the course of a two-week unit on similarity. Pre- and post-tests revealed that…

Descriptors: Secondary School Mathematics, Geometry, Mathematics Activities, High School Students

Campbell, Matthew P.; Lee, Hollylynne Stohl – School Science and Mathematics, 2017

To make progress toward ambitious and equitable goals for students' mathematical development, teachers need opportunities to develop specialized ways of knowing mathematics such as mathematical knowledge for teaching (MKT) for their work with students in the classroom. Professional learning communities (PLCs) are a common model used to support…

Descriptors: Mathematics Instruction, Knowledge Base for Teaching, Communities of Practice, Teacher Collaboration

Borgerding, Lisa A.; Caniglia, Joanne – School Science and Mathematics, 2017

Previous literature suggests that service learning may offer new opportunities to support the development of preservice science and math teachers, but few studies examine service learning beyond isolated teaching events. In this qualitative study, we attempt to improve upon this literature by following Master of Arts in Teaching (MAT) students'…

Descriptors: Service Learning, Secondary School Mathematics, Secondary School Science, Preservice Teacher Education

Davis, Jon D.; Choppin, Jeffrey; Roth McDuffie, Amy; Drake, Corey – School Science and Mathematics, 2017

This study examines Middle School Mathematics Teachers' (MSMTs') (N = 1,241) perceptions of the Common Core State Standards for Mathematics (CCSSM) and its impact on the instructional environment. A total of eight factors appear in the data. These factors include professional support, teachers' use of district-adopted and non-district-adopted…

Descriptors: Mathematics Instruction, Secondary School Mathematics, Middle School Teachers, Teacher Attitudes

Max, Brooke – School Science and Mathematics, 2017

Attention to equity in the mathematics education field has been growing in recent years. We have evidence that many novice secondary mathematics teachers do not feel prepared to teach in regards to diverse populations. We need to know more about how secondary preservice mathematics teachers (PSMTs) conceptualize equitable environments. This study…

Descriptors: Mathematics Instruction, Secondary School Mathematics, Preservice Teachers, Secondary School Teachers

Gann, Linda; Bonner, Emily P.; Moseley, Christine – School Science and Mathematics, 2016

Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and…

Descriptors: Mathematics Teachers, Teacher Attitudes, English Language Learners, Secondary School Mathematics

Moreno, Mario; Harwell, Michael; Guzey, S. Selcen; Phillips, Alison; Moore, Tamara J. – School Science and Mathematics, 2016

Hierarchical linear models have become a familiar method for accounting for a hierarchical data structure in studies of science and mathematics achievement. This paper illustrates the use of cross-classified random effects models (CCREMs), which are likely less familiar. The defining characteristic of CCREMs is a hierarchical data structure…

Descriptors: Mathematics Achievement, Mathematics Instruction, Hierarchical Linear Modeling, Mathematics Curriculum

Burghardt, M. David; Lauckhardt, James; Kennedy, Maria; Hecht, Deborah; McHugh, Luisa – School Science and Mathematics, 2015

Increasing mathematical competencies of American students has been a focus for educators, researchers, and policy makers alike. One purported approach to increase student learning is through connecting mathematics and science curricula. Yet there is a lack of research examining the impact of making these connections. The Mathematics Infusion into…

Descriptors: Secondary School Mathematics, Middle School Students, Mathematics Skills, Interdisciplinary Approach

Cady, Jo A.; Hodges, Thomas E.; Collins, R. Lee – School Science and Mathematics, 2015

In the United States, fractions are an important part of the middle school curriculum, yet many middle school students struggle with fraction concepts. Teachers also have difficulty with the conceptual understanding needed to teach fractions and rely on textbooks when making instructional decisions. This reliance on textbooks, the idea that…

Descriptors: Textbooks, Mathematics Instruction, Mathematical Concepts, Teaching Methods