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In this paper a framework is proposed for analyzing the deliberate actions taken by a teacher to participate in or influence the discourse in mathematics classrooms, and such actions are referred to as the teacher's discourse moves. This work synthesizes elements of several other discourse frameworks, including those of Richards, Sfard, Cobb, and Knuth and Peressini. Expanding on the improvisational dance metaphor of Heaton's, the framework views the teacher in the additional multiple roles as a Choreographer/Stage Manager/Director of classroom discourse. Several research applications of the discourse framework to collegiate mathematics education are discussed, including discourse around collaborative problem solving in Treisman Emerging Scholars workshops, a video-based study of a college-level geometry course for teachers, discourse in wireless networked classrooms, and the asynchronous discourse in an online statistics course. [ABSTRACT FROM AUTHOR]

This paper reports on initial results from an ongoing evaluation study of a National Science Foundation project to implement reform-oriented teaching practices in college science and mathematics courses. The purpose of this study was to determine what elements of reform teaching are being utilized by college faculty members teaching undergraduate science and mathematics courses, including a qualitative estimate of the frequency with which they are used. Participating instructors attended summer institutes that modeled reform-based practices and fostered reflection on current issues in science, mathematics, and technological literacy for K-16 teaching, with an explicit emphasis on the importance of creating the best possible learning experience for prospective K-12 science and mathematics teachers. Utilizing a unique classroom observation protocol (the Oregon-Teacher Observation Protocol) and interviews, the authors (a) conclude that some reform-oriented teaching strategies are evident in undergraduate mathematics and science instruction and (b) suggest areas in which additional support and feedback are needed in order for higher education faculty members to adopt reform-based instructional methodology. [ABSTRACT FROM AUTHOR]

The present research study investigates how undergraduate students in an integrated calculus and physics class use physics to help them solve calculus problems. Using Zandieh's (2000) framework for analyzing student understanding of derivative as a starting point, this study adds detail to her "paradigmatic physical" context and begins to address the need for a theoretical basis for investigating learning and teaching in integrated mathematics and science classrooms. A case study design was used to investigate the different ways students use physics ideas as they worked through calculus tasks. Data were gathered through four individual interviews with each of 8 ICP students, classroom participant-observation, and triangulation of the data through student homework and exams. The main result of this study is the Physics Use Classification Scheme, a tool consisting off our categories used to characterize students' uses of physics on tasks involving average rate of change, derivative, and integral concepts. Two of the categories from the Physics Use Classification Scheme are elucidated with contrasting student cases in this paper. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe the model or a mathematics and science staff development cooperative and focus on the evaluation of the mathematics component. The Mathematics and Science Education Cooperative (MSEC) was a comprehensive, long-range staff development program to improve the teaching and learning of mathematics and science at the elementary school level. The special features of MSEC were (a) it provided year-round, multiyear involvement, and (b) each year an affective strand was included. Statistically significant student mathematics results from the years 1998-2000 are presented. [ABSTRACT FROM AUTHOR]

This paper communicates the impact of prospective teachers' learning of mathematics using novel curriculum materials in an innovative classroom setting. Two sections of a mathematics content course for prospective elementary teachers used different text materials and instructional approaches. The primary mathematical authorities were the instructor and text in the textbook section and the prospective teachers in the curriculum materials section. After one semester, teachers in the curriculum materials section (n = 34) placed significantly more importance on classroom group work and discussions, less on instructor lecture and explanation, and less on textbooks having practice problems, examples, and explanations. They valued student exploration over practice. In the textbook section (n = 19), there was little change in the teachers' beliefs, in which practice was valued over exploration. These results highlight the positive impact of experiences with innovative curriculum materials on prospective elementary teachers' beliefs about mathematics instruction. [ABSTRACT FROM AUTHOR]

For two summers, week-long residential mathematics' programs were held for high school women, with the primary goal of encouraging them to continue their study of mathematics. The activities were designed to rekindle their excitement about mathematics and to support the idea that women should learn advanced mathematics. This paper reports the findings of the data collected to assess the programs. Statistically significant changes were found in student attitudes, confidence level, willingness to continue working on a problem, and perception of the value of group work. Journal entries confirmed the statistical analysis. Follow-up surveys also indicated that the summer programs changed the way the participants perceived mathematics and mathematics courses. [ABSTRACT FROM AUTHOR]

An excerpt from the paper by professor of mathematics at University of Michigan, W. W. Beman on the teachings of mathematics is presented.

Powerful preparation of elementary educators in teaching science involves significant contributions from both scientists and teacher educators. Ironically, faculty and students in science and teacher education departments are often isolated from one another not only across the physical boundaries of the university, but across the cultural boundaries of academe. Coordination and collaboration between science and education faculty and students requires a careful negotiation of these cultural boundaries. This paper presents several illustrations of both successful and unsuccessful collaborative episodes documented during the creation of an interdepartmental service learning project, Science Outreach. The illustrations are interpreted in terms of a cultural difference model, and recommendations are made for successful interdepartmental collaboration. [ABSTRACT FROM AUTHOR]

Induction programs play a critical role in the development of professional educators. While induction programs are a necessity for all beginning teachers, science teachers need carefully crafted programs that meet their unique needs. This paper reports the barriers and pathways that were experienced during a 3-year period when an induction program was developed and implemented for secondary science teachers. This information is provided to assist future university, college, or school district induction program developers. [ABSTRACT FROM AUTHOR]

It is generally accepted that children have their own understanding of how the world works prior to receiving formal science instruction. A great deal of research has been done to determine students' misconceptions related to the physical sciences; less has been done to understand children's ideas in the Earth sciences. This paper reports a synthesis of the existing research about children's misconceptions relating to weather, climate and the atmosphere. The scientifically accepted interpretations are presented in tandem with the children's naïve ideas. When possible, a source of the misconception is also presented. In many cases, students' misconceptions are not addressed in the curriculum, allowing them to exist unchallenged. [ABSTRACT FROM AUTHOR]

In this paper, results from a study that analyzed the content and organization of teacher's manuals for elementary school mathematics from Japan and the United States are presented. Studies have shown that the nature of mathematics instruction in Japan is different from instruction commonly observed in the United States. Moreover, other scholars have noted that elementary school teachers, both in the United States and Japan, rely heavily on textbooks to teach mathematics. Thus, teacher's manuals accompanying textbook series may be a contributing factor to this difference. The results of the analysis showed that there are some significant differences in the way Japanese teachers' manuals are prepared from those of the US series. The findings suggest that curriculum developers should critically reflect on how to prepare teacher's manuals so that they become useful resources for teachers. [ABSTRACT FROM AUTHOR]

Graphic representations are powerful tools used by scientists and other professionals to help them understand multifaceted natural phenomena. They can also serve teachers and students as they attempt to understand complex data sets. This study examines pencil-and-paper graphs produced by students at the beginning of a 1-week summer teacher/student institute, as well as computer-based graphs produced by the same students at the end of the institute. Initial problems with managing the data set and producing meaningful graphs disappeared quickly as students used a process of "building up" to handle the complexity of web-based data on water quality. This process is examined, as are findings from the institute related to (a) barriers to accessing web-based data, (b) students' problem-solving processes, and (c) the promise of this approach for learning about environmental science issues. [ABSTRACT FROM AUTHOR]

This paper traces three major stages in the development of algebraic notation: rhetorical or prose, syncopated, and symbolic. The development of algebra began in Babylonia and Egypt around 1700 BC. Examples of rhetorical algebra by al-Khowarizmi are used to illustrate potential difficulties that arise when algebraic problems are worked using words without symbols. Greek mathematician Diophantus was one of the pioneers of syncopated algebra. In this stage of notation, some shorthand was used along with prose. Indian mathematicians developed a syncopated algebraic notation independently of Diophantus. Around 1500 BC, symbolic algebra began to develop. The process of the development of a standardized, efficient symbol system is illustrated by tracing the evolution of some common symbols, including the symbols for equals, addition, subtraction, multiplication, and division. [ABSTRACT FROM AUTHOR]

Building on the earlier analysis by Berlin (1991), this paper reviews various studies on integrating mathematics and science in the 1990s and provides some implications for further research. The areas identified for further exploration include comparison of the nature of mathematics and science, epistemological debates in mathematics and in science education, the bases used to emphasize science over mathematics or vice versa, empirical evidence of effectiveness of integration, connections between teacher education programs for integration and teachers' subsequent classroom teaching practices, perceptions of integration on the part of teacher educators, contextual difficulties in implementing integrated approaches and possible solutions, and rationales of integrating mathematics and science through technology. In order to help all students become scientifically literate, which most reform documents call for, more focused attention on integration of curriculum and instruction is necessary. [ABSTRACT FROM AUTHOR]

The January 2021 issue of School Science and Mathematics journal (SSM) is my last issue as the Editor. Many of the years of Gerald's editorship the journal was published through snail mail of paper manuscripts. Since then, the journal has moved on to partner with Wiley Blackwell and our tenure enjoyed a fully online submission and publication process. [Extracted from the article]

Integrated curricula has gained a great deal of acceptance among educators. Many educators provide testimonials about the effectiveness of units they teach, and many professional organizations stress integration across the curriculum. However, few empirical studies exist to support the notion that an integrated curriculum is any better than a well-designed traditional curriculum. Some educators question integration across the curriculum, because in the effort to integrate topics, science and mathematics content becomes superficial and trivial. This paper presents a review of the literature on integrated curricula. It concludes with a call to action for members of School Science and Mathematics Association. [ABSTRACT FROM AUTHOR]

This paper describes the development and preliminary analysis of a mathematical test targeted for high mathematical ability elementary school students, the Stanford Education Program for Gifted Youth (EPGY) Mathematical Aptitude Test (SEMAT). A version was administered to 248 students, 9-11 years old, in EPGY. The SEMAT was developed because no other satisfactory test was designed or normed for this population. Most standardized tests assess mathematics proficiency for the general population so that gifted students' scores cluster in the few top percentiles. The SEMAT discriminated among this extreme upper end. Item response theory determined proficiency estimates, which were then used as scores to predict various outcomes in EPGY. The SEMAT proved to be a strong predictor of acceleration in EPGY. [ABSTRACT FROM AUTHOR]

This paper details some of the work done in the first 3 of 6 days of teaching with a group of 16 young students in July 1993. Here--and elsewhere in a much more detailed 55-page document (Cosgrave, 1993)--the work is presented in the form of verbal exchanges. The principal aim of the early exchanges was to present students with some challenging questions--but framed in simple, nontechnical language--outside their normal classroom experience. The early subject matter related to perfect, abundant, and deficient numbers (gently introducing the notion of a formal proof), and then quickly proceeded to material that forms the background for a discussion of irrational numbers. [ABSTRACT FROM AUTHOR]

The gender gap in scores on the mathematics section of the Scholastic Assessment Test (SAT-M) is currently approximately 30 points for academically gifted middle school students who take the SAT as part of Talent Search participation. This paper explores possible reasons for the gap, including test bias, variability in scores, the timed nature of the test, and environmental factors. When the SAT-M is used as the sole criterion for admission, gender differences in scores mean that disparate numbers of boys and girls are identified for high-level mathematics and science programs. Solutions to the problem are proposed, taking the perspective that the goal of the special programs is to identify and serve students who are likely to benefit from and be successful in such programs. [ABSTRACT FROM AUTHOR]

This paper describes differences between preservice and in‐service middle school science teachers in their attitudes toward the learning and teaching of science through inquiry. Seventy‐three preservice and 90 in‐service teachers were surveyed. Separate factor analyses indicated that different factor structures were generated by preservice and in‐service teachers. In the preservice group, the factors included Nature of Science, Image of Scientists, and Characteristics of Science Teachers. Factors from in‐service teachers' responses, on the other hand, included Contemporary View of Science Teaching, Image of Scientists, and Traditional View of Science and Science Teaching. Results of the t‐tests indicated that preservice and in‐service teachers differed in their responses to 6 (out of 25) items. The pattern of those differences is best described as differences in teacher views about contemporary science and science teaching. In‐service teachers held more positive views regarding the process of inquiry and inquiry teaching than did preservice teachers. [ABSTRACT FROM AUTHOR]

This paper reports selected findings from a study of number sense proficiency of students aged 8 to 14 years in Australia, Sweden, United States, and Taiwan. It comments on the meaning and importance of number sense, the development of the assessment instruments, and student responses to the items. Some implications for classrooms of the findings are then discussed. [ABSTRACT FROM AUTHOR]

Summarizes the proceedings held at the conference entitled `A Network for Integrated Science and Mathematics Teaching and Learning'. National Science Foundation (NSF) and School Science and Mathematics Association (SSMA) as conference sponsors; Five plenary papers on the integration of mathematics and science teaching and learning.

Provides information about the `Principles and Standards for School Mathematics,' an update of previous mathematics education standards from the National Council of Teachers of Mathematics, released in April 2000. Role of the paper in influencing the course of school mathematics education in the 21st century; Examples of questions included in the paper; Conclusion.

The article offers information on various research papers published within the issue including one on underrepresented students in outreach programs, one on students' and teachers' attitude in learning science and mathematics and one on preservice elementary teachers.

Calls for papers on science and mathematics teaching.

A call for papers related to Science, Technology, Engineering, and Mathematics (STEM) education is presented.

Announces that papers dealing with science and mathematics education in the 21st century are being sought for the October 2000 issue of the `School Science & Mathematics' periodical. Visions for science and mathematics education of interest to the publication; Submission guidelines.

The article examines the influence of the National Science Education' Assessment and System Standards to achieve the vision for the future of science education in the U.S. Support for the development of national goals for education from the National Governors Association in 1989 provided major impetus for the development of national standards. The need for national standards had been recognized earlier by the National Council for Teaching of Mathematics.