Volume 98 (8), December 1998

Table of Contents

Abstracts

Table of Contents

Abstracts

• The Effect of Journal Writing on Achievement in and Attitudes Toward Mathematics

Murad Jurdak and Rihab Abu Zein
American University of Beirut


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        A teaching experiment was conducted to investigate the effect of journal writing on achievement in and attitudes toward mathematics. Achievement variables included conceptual understanding, procedural knowledge, problem solving, mathematics school achievement, and mathematical communication. Subjects were selected from first intermediate students (11-13 years) attending the International College, Beirut, Lebannon, where either English or French is the language of mathematics instruction. The journal-writing (JW) group received the same mathematics instruction as the no-journal-writing (NJW) group, except that the JW group engaged in prompted journal writing for 7 to 10 minutes at the end of each class period, three times a week, for 12 weeks. The NJW group engaged in exercises during the same period. The results of ANCOVA suggest that journal writing has a positive impact on conceputual understanding, procedural knowledge, and mathematical communication but not on problem solving, school mathematics achievement, and attitudes toward mathematics. Gender, language of instruction, mathematics achievement level, and writing achievement level failed to interact with journal writing. Student responses to a questionnaire indicated that students found journal writing to have both cognitive and affective benefits.

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• Modelling in Science Lessons: Are There Better Ways to Learn With Models?

Allan G. Harrison
Central Queensland University


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        Modelling is the essence of scientific thinking, and models are both the methods and products of science. However, secondary students usually view science models as toys or miniatures of real-life objects, and few students actually understand why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models appropriate to the cognitive ability of their students. An example explains how the systematic presentation of analogical models enhanced an 11th-grade chemistry student's understanding of atoms and molecules. The article recommends that teachers encourage their students to use and explore multiple models in science lessons at all levels.

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• Improving the Teaching and Learning of Mathematics: Performance-Based Assessment of Beginning Mathematics Teachers

William B. Weber, Jr.  The University of Toledo
Linda Wurzbach  Resources for Learning
Laurie Somers  Westat, Inc.


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        This article describes the Interstate New Teacher Assessment and Support Consortium's (INTASC) efforts at designing a performance-based assessment for beginning mathematics teachers. Discussion focuses on INTASC's standards for teaching mathematics and the background for developing an assessment system. The article describes the contents of a mathematics teaching portfolio, the framework for evaluating the portfolio, a sample of evaluative statements, and a description of levels of performance in teaching mathematics.

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• Potential Benefits and Barriers to Integration

Sherry L. Meier, Illinois State University
Georgia Cobbs, University of Montana
Marsha Nicol, Capital University


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        The rhetoric surrounding integration of mathematics and science abounds. Professional organizations' standards and recommendations for reform in mathematics and science education each point out the need to make connections among various disciplines. However, some remain unconvinced, citing a lack of research supporting the assertion that integration improves student achievement. This article examines the current situation, discusses the growing body of related research, and examines the implementation issues related to integrated curriculum projects. The conclusion calls for mathematics and science educators to work collaboratively to address implementation issues surrounding reform of any kind and to explore further the possibilities of integration.

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• A Blueprint for Problem Posing

Nancy A. Gonzales, University of New Mexico


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        The purpose of this paper is to outline a plan of action designed to enhance growth in problem-posing skills. The "blueprint" provides a model for teachers and teacher educators who wish to integrate more problem posing inot their curriculum. Specific activities and instructional strategies are cited to illustrate the development of problem posing as a process in the classroom.

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