Table of Contents

Abstracts

Table of ContentsLynn

Abstracts

A Brief History of Algebraic Notation

Lynn Stallings,  Georgia State University


---


            This paper traces three major stages in the development of algebraic notation: rhetorical or prose, syncopated, and symbolic. The development of algebra began in Babylonia and Egypt around 1700 BC. Examples of rhetorical algebra by al-Khowârizmî are used to illustrate potential difficulties that arise when algebraic problems are worked using words without symbols. Greek mathematician Diophantus was one of the pioneers of syncopated algebra. In this stage of notation, some shorthand was used along with prose. Indian mathematicians developed a syncopated algebraic notation independently of Diophantus. Around 1500 BC, symbolic algebra began to develop. The process of the development of a standardized, efficient symbol system is illustrated by tracing the evolution of some common symbols, including the symbols for equals, addition, subtraction, multiplication, and division.

Go to Table of Contents

Effects of a Science Intervention Program on Middle-Grade Student Achievement and Attitudes

Verilette Parker, Valdosta State University
Brian Gerber, Lowndes Middle School


---


            Science curriculum reform, the act of restructuring science curriculum, is advocated by major educational stakeholders in the nation for improving student science achievement and attitudes toward science. An approach for restructuring science curricula is to include science intervention programs in established curricula. For this study, the effectiveness of a science intervention program on science achievement and attitudes of middle-grade students attending a 5-week academic enrichment program was determined. Effective curricular components, as identified by relevant research studies, were incorporated in the intervention program. Those components included appropriate content, as designated by national standards and state-mandated instructional objectives for Georgia, and the learning cycle teaching procedure. A mixed-methodology research design was used. For the quantitative data, a criterion-referenced test and a survey measuring attitudes toward science were administered to the students at the beginning and end of the program. Correlational t-tests were conducted using pretest and posttest scores from the criterion-referenced test and pretest and posttest attitude survey scores. Studentsâ science achievement (p < .001) and attitudes toward science (p < .05) were higher following participation in the science intervention program. Qualitative data, which included narrative descriptions of studentsâ behaviors as recorded in a teacher-researcher daily log, supported the findings of the quantitative research. Results from the study provide implications for science curriculum reform.

Go to Table of Contents

Alignment of Elementary Geometry Curriculum With Current Standards

Jamar Pickreign, University of Kansas
Lelon R. Capps, Rhode Island College


---


             The subject of geometry in the curriculum continues to be an area of concern among mathematics educators. The gap between standards expectations and actual textbook content continues to reflect the need for substantial change. In this study, the geometry language introduced in K-6 textbooks was carefully examined and compared to the language used in the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1989), Principles and Standards for School Mathematics (NCTM, 1999), and New Standards Elementary School Mathematics Performance Standards (National Center for Education and the Economy, 1997). The logic followed was that the language in textbooks reflects the content presented in the textbook, and the language in the standards reflects what should be presented. The results of the study clearly indicate that there is a substantial misalignment between the geometry presented in the textbooks, the geometry expected to be taught by groups such as NCTM, and the geometry being assessed in student performance measures as suggested by  NCEE. Specific areas of misalignment are identified, along with implications, and some areas in which the curriculum should be revised are identified.
 

Go to Table of Contents