Assessing Students' Understanding of Functions
in a Graphing Calculator Environment
Charlene E. Beckmann, Grand Valley State University Sharon L. Senk,
Michigan State University Denisse R. Thompson, University of South Florida
In a classroom environment
in which continual access to graphing calculators is assumed, items that
have been used to assess students' understanding of functions often are
no longer appropriate. This article describes strategies for modifying
such items, including requiring students to explain their reasoning, using
calculator-active items, analyzing graphs and tables, and using real contexts.
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A Literature Review of Science and Mathematics
Integration
Charlene M. Czerniak, William B. Weber, Jr., Alexa Sandmann, John
Ahern The University of Toledo
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.
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Gender Differences in Science Achievement: Differential
Effect of Ability, Response Format, and Strands of Learning Outcomes
Dimiter M. Dimitrov, Kent State University
The purpose of this study
was to determine patterns of gender differences in science achievement
of fifth graders, taking into account the role of ethnicity, ability, response
format, and strands of learning outcomes. The results indicated that the
gender differences in science achievement did not depend on ethnicity.
However, response format, ability, and strands of learning outcomes had
differential effects on student performance. In particular, at the high
ability level boys did better than girls on the open-ended format in physical
sciences, but there were no gender differences in nature of science, earth
and space sciences, and life sciences. There were no gender differences
in science achievement for the low and medium ability students. Regardless
of gender, the largest achievement gaps between the low, medium, and high
ability students were on the open-ended format in physical sciences.
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Informal Science Experience, Attitudes,
Future Interest in Science, and Gender of High-Ability Students: An Exploratory
Study
Beverly A. Joyce Stephen J. Farenga Dowling College Queens College
The present study examined
specific science-related attitudes, informal science-related experiences,
future interest in science, and gender of young high-ability students.
The sample consisted of 111 high-ability students between the ages of 9
and 13. Students completed the Test of Science Related Attitudes (TOSRA),
the Science Experience Survey, and the Course Selection Sheet. Two regression
models were developed to predict number of physical science and life science
courses selected. In the first model, gender, TOSRA subscale Career Interest
in Science, and informal physical science related experience predicted
42% of the variance related to number of physical science courses selected.
The second model (R2 = .24) predicted number of life science courses based
on informal life science related experience, informal physical science
related experience, and TOSRA subscale Enjoyment of Science Lessons. Recommendations
were made recognizing differences regarding gender and ability level.
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Preservice Teacher Beliefs About
Proofs
Tabitha T. Y. Mingus, Western Michigan University Richard M. Grassl,
University of Northern Colorado
This article describes a
study of backgrounds, beliefs, and attitudes of teachers about proofs.
Thirty preservice elementary teachers enrolled in a mathematics content
course and 21 secondary mathematics teachers in an abstract algebra course
were surveyed. The study explored four issues: preservice teachers' experiences/exposure
to proof, their beliefs about what constitutes a proof and the role of
proof in mathematics, and their beliefs about when proof should be introduced
in grades K-12. Results of the survey are described as a means for discussing
the backgrounds and beliefs future teachers hold with regard to teaching
proofs in their own classrooms. Finally, a short collection of sample explorations
and questions, which could be used to encourage the thinking and writing
of proofs in grades K-12, is provided. One of these questions was posed
to 215 secondary students; examples of their reasoning and a discussion
of the various techniques employed by the students are included.
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