Volume 100 (7), November 2000

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Table of Contents

Abstracts

Table of Contents

Abstracts

A Look at Technologyâs Role in Professional Development of Mathematics Teachers at the Middle School Level
Ihor Charischak
Stevens Institute of Technology


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            In last month's issue of School Science and Mathematics, Glenda Lappan addressed the dilemma of supporting teachers in continuing to grow professionally in four domains: Learning more mathematics content; improving their pedagogical skills; improving assessment skills; and addapting the curriculum to the needs of their students. Though it is clear that this kind of learning is best done in the context of what is going on in the classroom, teachers' schedules and other problems make it difficult to implement a coherent classroom based, professional development program. In this article, two more knowledge domains are added to this mix: the ability to (a) use technology and (b) teach with technology effectively. Since the process of learning and teaching is a dynamic one, the author describes his vision of the classroom as a laboratory where teachers get to practice and improve in these six areas and get feedback from an audience of their peers. Reflections are based on a current project  in Paterson, New Jersey where the author helps middle school teachers use computer software to improve their mathematics teaching and learning.

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Autobiographical Stories from Preservice Elementary Mathematics and Science Students: Implications for K-16 Teaching

Judith Z. Ellsworth
Alan Buss
University of Wyoming


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            Autobigraphies are an effective tool for assessing students' predispositions toward science and matheamtaics content and identifying any changes in attitude over time. The purpose of this study was to analyze autobiographies of students enrolled in elementary education methods classes to determine the kinds of K-12 and college content course experiences affecting their perceptions of mathematics or science. Special attention was given to recollections of events that had positive or negative effects on students' interest in and attitudes toward science or mathematics, their confidence in these areas, and transitions in attitude throughout their experiences. Ninety-eight autobiographies were collected and analyzed, revealing attitudes that were generally more positive than expected, five mgjor emergent themes, and important information about when and why transitions in attitudes occurred.

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Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program
 

Hollis Duncan
Thomas Dick
Oregon State University


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            High failure rates in introductory college mathematics courses, particularly among underrepresented groups of students, have been of concern for many years. One approach to the problem experiencing some success has been Treisman's Emerging Scholars workshop model. The model involves supplemental workshops in which students solve problems in collaborative learning groups. This study reports on the effectiveness of Math Excel, and implementation of the Treisman model for introductory mathematics courses (college algebra, precalculus, differential calculus, and integral calculus) at Oregon State University over five academic terms. Regression analyses revealed a significant effect on achievement (.671 grade points on a 4-point scale) favoring Math Excel students. Even after adjusting for prior mathematics achievement using linear regression with SAT-M as predictor. Math Excel groups' grade averages were over half a grade point better than predicted (significant at the .001 level). This study provides supporting evidence that programs like Math Excel can help students in making a successful transition to college mathematics study.

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The Beliefs of Preservice Elementary Teachers Toward Science and Science Teaching

Tarik Tosun, Fairleigh Dickinson University

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             The purpose of this study was to examine the beliefs of preservice elementary teachers toward science and science teaching. By examining prior experiences in science courses, as well as achievement in such courses, the impact of requiring preservice teachers to continue pursuing science course work could be better defined. An analysis of such beliefs may contribute important information and direction for preservice teacher education reform. An analysis of the interview responses yielded both interesting and, at times, predictable patterns. Descriptors used by study participants were overwhelmingly negative, suggesting that negative feelings overshadow achievement in science as an influence on science teaching self-efficacy.
 

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Promoting Percent as a Proportion in Eighth-Grade Mathematics


            Shelley Dole, University of Tasmania

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               The literature provides many and varied suggestions for promoting conceptual understanding of percent and performing percent calculations. The diversity of ideas provides a wide selection but offers little clarity on the true nature of percent. From the premise that percent is fundamentally a proportion, this study incorporated a proportional approach for percent problem solving within an instructional program on percent. Classroom research with eighth-grade students indicated that the method was readily adopted by students and helped them experience success in percent problem solving, with percent problem solving proficiency maintained over a delayed period. It is hypothesized that the method has the potential to promote students' conceptual knowledge of percent as a proportion and the multiplicative structure of percent, as well as to build proportioanl knowledge.

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