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This study examined differences between two groups of students' spatial-scientific reasoning from pre to post implementation of an Earth/Space unit. Using a quasi-experimental design, researchers explored how instructional method and gender affected learning. Treatment teachers employed an integrated STEM curriculum while the control teacher implemented her regular Earth/Space unit. The Geometric Spatial Assessment (GSA), the Purdue-Spatial Visualization Rotation Test, and the Lunar Phases Concept Inventory (LPCI) were used to assess learning. Experimental groups made gains on periodicity LPCI domains while the control made gains on geometric spatial visualization LPCI domains. Only females made gains on GSA items. This is the first quasi-experimental study to examine students' spatial reasoning as they participate in Earth/Space units and to discover gender's role in this spatial development. [For the complete proceedings, see ED584829.]

This study examined the spatial-scientific understandings of students from Kentucky (6th graders) and Nevada (8th graders). Quantitative data consisted of students completing a content survey as well as two spatial assessments at the conclusion of Earth-space instruction. Qualitative data involved student interviews concerning 2D Earth/Moon/Sun modeling. Findings showed Kentucky and Nevada students shared similar misconceptions regarding geometric motions, configurations, and spatial awareness to explain the physical phenomenon of lunar phases. Post data revealed significant differences in favor of Kentucky on lunar phases understanding related to the spatial domain of spatial projection (ability to visualize the Moon from multiple Earthly locations). Significant differences were also found in favor of Kentucky on the Geometric Spatial Assessment. No significant differences were found between students on mental rotation ability. [ABSTRACT FROM AUTHOR]

The practice of teacher noticing has been the subject of considerable attention within the research community; however, conceptualizations of noticing appear somewhat variable. Similarly, measurements of teachers' noticing capacities tend to vary as well. This working group proposal is organized around continuing the work of past PME teacher noticing working groups (PME-NA, 2013; PME-IG, 2014) and further expanding and focusing effort to address key challenges associated with the measurement of noticing skills. [ABSTRACT FROM AUTHOR]

This study concerns a discourse analysis of questioning and mathematical development in three middle level science classrooms. Teachers who received the same professional development on a mathematics and science integrated curricular unit adapted and assimilated the materials and content differently when implementation occurred. Each teacher's lesson enactment of measuring distances between objects in the sky was examined at length to determine the ways in which questioning and mathematical discourse were developed and how this impacted student responses. Two of the three teachers had high levels of questioning and highlighted mathematical content such as ratios, angles, measuring tools, and graphical representations. Higher level mathematical questioning led to higher occurrences of classroom interactions that promoted students' mathematical reasoning. [ABSTRACT FROM AUTHOR]

Gender differences were examined in spatial understandings of 70-females and 53-males who studied the Moon through observations, journaling, and geometric spatial modeling. Understanding was measured through analysis of pre/post-test results of a Lunar Phases Concept Inventory-(LPCI) and a Geometric Spatial Assessment-(GSA). Results showed both genders making gains on five of eight science LPCI-domains and on three of four mathematics LPCI-domains. Males scored significantly higher than females on the Geometric Spatial Visualization LPCI-domain items. Females made gains on GSA-domains, Periodic Patterns and Cardinal Directions, while males made only Periodic Patterns gains. The GSA filtered out understanding that might normally be missed. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

During this past year, we created an inquiry-based environment within our mathematics methods courses through the design of activities and projects, which allowed preservice teachers to investigate, analyze, and communicate ‘investigable’ realms of physical and mathematical phenomena. Our goal was to allow preservice teachers to experience such instruction and to see the value of learning in a project-enhanced environment, so they would be encouraged to design this kind of instruction in their future classrooms. [ABSTRACT FROM AUTHOR]

The article summarizes a study on U.S. middle level teachers' alternative understandings about spatial-scientific, lunar-related concepts. The study examined the influence of several factors on these understandings, including teachers' sense of scale and proportion, mental rotation abilities, and three-dimensional visualization skills. It involved 24 middle level mathematics and science teachers who participated in a professional development (PD) workshop.

The article discusses a study on the development of mathematics teachers through a partnership enhancement project (PEP) in the U.S. The study analyzed PEP challenges, outcomes and collaborations in a certain school district. It examined the effect of the PEP on teaching practices and algebra education in the school district.

This research concerns how well sixth grade students interacted with a project-based curriculum called REAL (Realistic Explorations in Astronomical Learning) as they engaged in integrated mathematics and science learning in a formal classroom setting and in an informal after school setting. A quantitative approach was used with this semester-long study to expose how focused experiences with REAL affected male and female students' STEM self-efficacy and facilitated students' spatial-scientific understandings within both formal and informal arenas. Significant gains were made on a Spatial Orientation Test for students in both the formal and informal settings and on mathematical self-efficacy domain items for females in the formal setting. [ABSTRACT FROM AUTHOR]