Volume 98 (3), March 1998

Table of Contents

Abstracts

Table of Contents

Abstracts

 
• Student Attitudes and Calculus Reform

Jack Bookman, Duke University
Charles P. Friedman, University of Pittsburgh


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        This paper compares the attitudes about mathematics of students form traditionally taught calculus classes and those from a "reformed" calculus course. The paper is based on three studies, which togther present a consistent picure of student aatitudes about calculus reform. The reformed course appeared to violate studentsí deeply held beliefs about the nature of mathematics and how is should be learned. Although during their first months in the reformed course most disliked it, their attitudes gradually changed. One and 2 years after, reform students felt significantly more than the traditionally taught students that they better understood how math was used and that they had been required to understand math rather than memorize formulas.

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• Science Teacher Beliefs and Intentions Regarding the Use of Cooperative Learning

Andrew T. Lumpe, Southern Illinois University
Charlene M. Czerniak, University of Toledo
Jodi J. Haney, Bowling Green State University


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        The use of cooperative learning is a recurring theme in recommendations for science education, and numerous studies have documented its effectiveness in the classroom. However, teachersí beliefs about using cooperative learning may play an important role in its ultimate implementation. The primary purpose of this study was to examine the factors influencing K ? 12 teachersí intentions to use cooperative learning in their science instruction. The Theory of Planned Behavior was used in this study to assess the potential influence of three belief ? based constructs: attitude, subjective morn, and perceived control.  Salient beliefs about cooperative learning were first identified, scales were developed to measure the theory constructs, and a random sample of K ? 12 teachers responded to the scales. Two constructs, attitude and perceived behavioral control, were found to be significant influences and accounted for 62% of the variance in the teachersí intent to use cooperative learning in their own science instruction. Specific suggestions for addressing beliefs about cooperative learning and professional development strategies are offered.

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• Effectiveness of a Mathematics Methods Course in Reducing Math Anxiety of Preservice Elementary Teachers

D. James Tooke, Eastern Oregon University
Leonard C. Lindstrom, Phoenix, Arizona


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        In an attempt to find ways of reducing the mathematical anxiety of preservice elementary teachers, three cases were investigated. The first was a section of mathematics for elementary teachers taught in a very traditional manner, and the second was the same course taught in a manner consistent with the recent recommendations of the National Council of Teachers of Mathematics. The third case included two sections of a methods course which covered the same mathematical content, as well as addressing how it should be taught to children. The Mathematics Anxiety Rating Scale for Adults was administered before and after the courses. No significant reduction of anxiety was measured in either mathematics section, but both sections of the methods course showed a significant reduction.

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• Grading With Points: The Determination of Report Card Grades by High School Science Teachers

Allan Feldman, University of Massachusetts
Aaron Kropf, Springfield High School of Science and Technology
Marsha Alibrandi, North Carolina State University


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        This study examined the grading practices of 91 high school science teachers. Surveys were used to collect data about types of assessments used, the weight given each assessment, and the mechanism used to determine studentsí report card grades. It was found that few of these teachers used alternative forms of assessment such as performance assessments, journals, or portfolios. While there was little difference among teachers based on experience, gender, or school setting, preference and weights for different assessment varied among science subject taught. These teachers used two types of mechanisms to calculate report card grades: averages and points. Teachers who sued point systems for grading purposes were interviewed. The results of this study indicate that reform efforts have had little effect on the grading practices of these teachers. In addition, a large percentage of these teachers use point systems. Which  act against reform efforts by reinforcing task completion rather than conceptual understanding as the goal for science education.

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• An Interdisciplinary Approach to Science, Mathematics, and Reading: Learning as Children Learn

Donna H. Foss, University of Central Arkansas
Carolyn L. Pinchback, University of Central Arkansas


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        A project was designed to implement an integrated curriculum in mathematics, science, and reading by promoting the professional growth of K ? 4 in ? service teachers through a 6 ? hour graduate course. The course adopts a view of teachersí knowledge acquisition based on constructivism, a perspective currently more accepted for elementary children than for teachers. The effectiveness of the project in the first year was evaluated in part by employing content examinations, portfolios, journals, questionnaires, and course assignments. The findings suggest implications for teacher educators, program administrators, teachers in K ? 4, and the children served by the educational system.

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