Volume 105(1), January 2005

Table of Contents

Abstract

Factors Associated With Mathematics Achievement and Participation in Advanced Mathematics Courses: An Examination of Gender Differences From an International Perspective

Kadriye Ercikan, Tanya McCreith, and Vanessa Lapointe

University of British Columbia

This paper reports results of an exploratory study examining factors that might be associated with achievement in mathematics and participation in advanced mathematics courses in Canada , Norway , and the United States of America (USA). These factors, which were not directly related to schooling accounted for large degrees of variability, 24% to 39%, in mathematics achievement scores. Confidence in mathematics was the strongest predictor of achievement for students from Canada and Norway , whereas for the students from the USA , parentsâ highest education level was the highest predictor of achievement. Student home environment related variables were stronger predictors of achievement for females than for males in all three countries. The participation in advanced mathematics courses could be predicted with 72% to 76% accuracy by the same variables. In all of the three countries, the strongest predictors of participation in advanced mathematics courses were studentsâ attitudes toward mathematics. Parentsâ education level, a socioeconomic related variable, was one of the strongest predictors of participation for Canadian female students and all students from the USA .

Integrating Science and Mathematics Education: Historical Analysis

Donna F. Berlin, The Ohio State University       

Hyonyong Lee, Kyungpook National University

A number of national science and mathematics education professional associations, and recently technology education associations, are united in their support for the integration of science and mathematics teaching and learning. The purpose of this historical analysis is two-fold: (a) to survey the nature and number of documents related to integrated science and mathematics education published from 1901 through 2001 and (b) to compare the nature and number of integrated science and mathematics documents published from 1990 through 2001 to the previous 89 years (1901-1989). Based upon this historical analysis, three conclusions have emerged. First, national and state standards in science and mathematics education have resulted in greater attention to integrated science and mathematics education, particularly in the area of teacher education, as evidenced by the proliferation of documents on this topic published from 1901-2001. Second, the historical comparison between the time periods of 1901-1989 versus 1990-2001 reveals a grade-level shift in integrated instructional documents. Middle school science continues to be highlighted in integrated instructional documents, but surprisingly, a greater emphasis upon secondary mathematics and science education is apparent in the integration literature published from 1990-2001. Third, although several theoretical integration models have been posited in the literature published from 1990-2001, more empirical research grounded in these theoretical models is clearly needed in the 21st century.

Mathematics and Science Teachersâ Preparation for National Board of Professional Teaching Standards Certification

Curtis L. Pyke and Sharon Lynch

The George Washington University

This paper reports on the results of a survey of mathematics and science candidates for National Board for Professional Teaching Standards (NBPTS) certification. The goal of the survey was to investigate the efficacy of collaboration and group support in preparation for NBPTS. The results of the survey describe the nature of supported preparation, and the data of the survey are combined with final NBPTS scores to investigate relationships between preparation practices and outcomes. The results show that the subsamples in the areas of Early Adolescent Mathematics, Adolescent and Young Adult Mathematics, Early Adolescent Science, and Adolescent and Young Adult Science were similar in composition, and the respondents in each subsample produced very similar responses concerning their collaborative preparation experiences. Although this study shows that collaborative preparation resulted in higher scores and higher passing rates for most respondents, the nature of the effects across subsamples varied. The data clearly indicate that collaborative preparation is highly valued for motivational and instrumental support; however, less value is placed on practices that are reflective and content focused. The homogeneous nature of preparation revealed in the data and the likelihood that candidates are at different levels of readiness for the rigorous NBPTS assessment process are discussed, as is the need for more attention to candidates who prepare without the support of an organized group.

Inquiry Teaching and Learning: The Best Math Class Study

Jerry K. Stonewater, Miami University

This research reports on prospective middle school teachersâ perceptions of a ãbest mathematics classä during their involvement in an inquiry-designed mathematics content course. Grounded in the prestigious Glenn Commission report (U.S. Department of Education, 2000), the study examined the prospective teachersâ perceptions of effective mathematics instruction both prior to and after completing the inquiry course. Pre-essay analysis revealed that students could be grouped into one of two categories: the Watch-Learn-Practice view and the Self as Initiator view. Post-essay analysis indicated that over two thirds of all students involved in the study changed their views of a best math class after the inquiry courses. The Watch-Learn-Practice groupâs changes focused on developing reasoning skills and learning how one ãknowsä in mathematics. The Self as Initiator group noted expanded roles for the students, particularly emphasizing the importance of going beyond basic requirements to think deeply about the why and how of mathematics and expanded views of the benefits of group learning

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