SSM Table of Contents & Abstracts

Volume 102 (7), November 2002

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The Mathematics Writerâs Checklist:  The Development of a Preliminary Assessment Tool for Writing in Mathematics

 Jerry K. Stonewater, Miami University

The use of writing as a pedagogical tool to help students learn mathematics is receiving increased attention at the college level (Meier & Rishel, 1998), and the Principles and Standards for School Mathematics (NCTM, 2000) built a strong case for including writing in school mathematics, suggesting that writing enhances studentsâ mathematical thinking. Yet, classroom experience indicates that not all students are able to write well about mathematics. This study examines the writing of a two groups of students in a college-level calculus class in order to identify criteria that discriminate ãsuccessfulä vs. ãunsuccessfulä writers in mathematics. Results indicate that ãsuccessfulä writers are more likely than ãunsuccessfulä writers to use appropriate mathematical language, build a context for their writing, use a variety of examples for elaboration, include multiple modes of representation (algebraic, graphical, numeric) for their ideas, use appropriate mathematical notation, and address all topics specified in the assignment. These six criteria result in The Mathematics Writerâs Checklist, and methods for its use as an instructional and assessment tool in the mathematics classroom are discussed.

Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings

 Kevin D. Finson, Bradley University

Since 1957, there has been a growing body of research dealing with the perceptions students have of scientists. Typically, the research studies in this area have utilized studentsâ drawings in efforts to discern what those perceptions are. Emergent from this research has been what one would call a stereotypical perception of scientists, and strong evidence exists that such a stereotypical perception is persistent and pervasive across grade levels, gender, racial groups, and national borders. This manuscript provides a review of the more salient studies done on studentsâ drawings of scientists and the perceptions therein revealed since Mead and Metrauxâs seminal study in 1957. In addition, the manuscript summarizes what this body of research has and has not revealed thus far, and what seems to lie ahead, including implications for science education.

Learning to Teach: Prospective Teachersâ Evaluation of Studentsâ Written Responses on a 1992 NAEP Graphing Task

 Maria A. Timmerman, University of Virginia

This article describes how prospective elementary teachers examined, analyzed, and evaluated four studentsâ written responses on a graphing task for an end-of-course performance assessment in a mathematics methods course. Also, they described teaching strategies that built on what students know and do not know, as shown in the fourth-grade studentsâ work. This course assessment provided evidence of the prospective teachersâ pedagogical content knowledge. Two themes emerged in the context of this final course project: the importance of process and correct answers and the usefulness of creating rubrics.

Integrated Science and Mathematics Professional Development Programs

 Beth Basista and Susann Mathews, Wright State University

Over the past 5 years, integrated science and mathematics professional development programs for grades 4-10 science and mathematics teachers have been designed and implemented at Wright State University. The primary goals of the programs were to enhance the science and mathematics content understanding and pedagogical knowledge of the participant teachers in order to increase teacher confidence and promote the implementation of standards-based teaching practices in precollege classrooms. In this article, the general program structure developed and implemented over the years is discussed. Focusing on the 1999 program, evidence is presented of enhanced participant content understanding and pedagogical preparation, and specific examples of modified teacher practices are discussed. 

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