Abstracts
This study explored gender differences in mathematics achievement of students
in the last grade of high school and changes in these differences over
a 10-year period in United Arab Emirates. A random sample of 2,000 students,
100 males and 100 females for each of the 10 academic years, was taken
from Ministry of Education records, and achievement results for males and
females were compared. Findings indicated no significant overall differences.
In the last 6 years, females scored higher, although effect sizes were
small. Results are discussed in the light of cultural differences.
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A Study Comparing the Efficacy of a Mole Ratio
Flow Chart to Dimensional Analysis for Teaching Reaction Stoichiometry
Eugene P. Wagner
University of Pittsburgh
Reaction stoichiometry calculations have always been difficult for students.
This is due to the many different facets the student must master, such
as the mole concept, balancing chemical equations, algebraic procedures,
and interpretation of a word problem into mathematical equations.
Dimensional analysis is one of the main ways students are taught to solve
these problems. However, this methodology does not provide all students
with a complete understanding of how to solve these problems. Introduction
of alternative problem solving techniques, such as proportional reasoning,
can help to improve student understanding. The mole ratio flow chart
(MRFC) is a logistical sequence of steps that incorporates molar proportions.
Students are able to begin analysis of a problem from many different starting
points using this MRFC method. Analyses of data collected indicate
that MRFC users performed as well on exam problems covering reaction stoichiometry
calculations as students using dimensional analysis. Further, class
sections exposed to both dimensional analysis and MRFC methods scored as
well on exam problems as class sections exposed only to dimensional analysis.
These results indicate that the MRFC is a viable alternative method for
teaching reaction stoichiometry calculations and for helping to create
a more complete understanding of the subject.
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An Experiment in Three Approaches to
Teaching Average to Elementary School Children
John D. Baker and Raymond W. Beisel
Indiana University of Pennsylvania
The types of experiences children should encounter to best understand average
were investigated in this study. Using a traditional approach with problem
solving, a concrete approach with manipulatives, or a visual approach with
computer spreadsheets, similar lessons on the arithmetic mean were taught
to 22 children in grades 4-6, in three multiage groups. Differences among
pretest, posttest, and interview performances suggest some advantage in
the use of a visual instructional style. Continued gains in performance
were found after 4 months without further instruction. An algorithmic-like
definition of average corresponded to better long-term performance than
less precise definitions. Collaborative deliberations resulted in positive
implications for the researchersâ teaching.
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A Model for Extending Hands-On Science to Be
Inquiry Based
Richard A. Huber, University of North Carolina - Wilmington
Christopher J. Moore, Saint Mary Catholic School
Many popular
hands-on science activities, as traditionally implemented, fail to support
inquiry-based science instruction, because the activities direct teachers
to terminate lessons prematurely. This paper presents a model describing
one approach for extending seemingly limited hands-on activities into full-inquiry
science lessons. The strategy involves (a) discrepant events to engage
students in direct inquiry; (b) teacher-supported brainstorming activities
to facilitate students in planning investigations; (c) effective written
job performance aids to provide structure and support; (d) requirements
that students provide a product of their research, which usually includes
a class presentation and a graph; and (e) class discussion and writing
activities to facilitate students in reflecting on their activities and
learning. The paper presents the model as a tool for facilitating science
teachersâ efforts to understand and implement the type of powerful, effective,
and manageable inquiry-based science instruction called for in the National
Science Education Standards.
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Teacher Rationales for Scoring Studentsâ Problem
Solving Work
Dorothy Vásquez-Levy, Joe Garofalo, and Maria A. Timmerman, University
of Virginia
Hollylynne Stohl Drier, North Carolina State
This article presents the scores teachers assigned to samples of actual
studentsâ problem-solving work and the rationales teachers provided for
these scores. These rationales may reflect teachersâ values relative to
aspects of mathematical problem solving. It may be that when teachers can
express rationales for scoring studentsâ work, they are able to justify
their evaluation of what students can ãknow and doä in mathematics.
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