The “Problem” of Experience in Mathematics Teaching

Alison Castro Superfine

Prior research has established that teachers' use of curriculum materials is affected by a range of factors, such as teachers' conceptions of mathematics teaching, and the nature and extent of their teaching experience. What is less clear, and far less examined, in prior research is the role that the teacher guide (TG) may play in mediating the influence of these and other factors on teachers' decisions and actions. Accordingly, this study examines how two 6th grade teachers use the TG from Connected Mathematics Project as a resource in making planning and enactment decisions, and factors associated with patterns of TG use. Through cross-case analysis, the author found that these teachers seemed to draw largely from their previous experiences and their own conceptions of mathematics teaching and learning when making planning and enactment decisions related to mathematical tasks, and not particularly from the TG. For example, when faced with certain planning and instructional challenges, such as students struggling with the content, teachers tended to rely on their particular conceptions of mathematics teaching to address these challenges. Despite the fact that the TG provided suggestions for teachers as to how address such challenges, it was not extensively used as a resource by the teachers in this study in their planning and enactment of lessons.

Community-Based Service-Learning as a Source of Personal Self-Efficacy: Preparing Preservice Elementary Teachers to Teach Science for Diversity

Neporcha Cone

Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self-efficacy. The purpose of this study was to investigate the effects of community-based service learning (CBSL) experiences on preservice elementary teachers' personal self-efficacy beliefs about equitable science teaching and learning. Data were collected using pretests-posttests and post-questionnaires with the study sample. Findings from this study support Bandura's assertion. CBSL experiences were an important source of personal self-efficacy and significantly influenced preservice elementary teachers' personal self-efficacy beliefs about equitable science teaching and learning.

Connecting Science and Mathematics: Using Inquiry Investigations to Learn About Data Collection, Analysis, and Display

Neporcha Cone

The purpose of this study was to explore the effect of providing preservice teachers the opportunity to collect real data in a science methods inquiry investigation and using the data, design data displays in their mathematics methods course. The research questions focused on how preservice teachers' understandings of data displays, research design, and the specific content addressed improved when they used these displays to attempt to communicate the data they had collected themselves in their inquiry investigations. The 46 preservice teachers were given questionnaires at the beginning and end of the courses, twelve were interviewed both pre and post, all written work pertaining to data displays and the inquiry investigations was collected, methods class sessions were audio and videotaped, and the final data display and science investigation projects were photocopied. The findings show that by creating and scrutinizing their data displays, the preservice teachers were able to recognize the limitations of their inquiry investigation design. Through working with data in the context of inquiry projects of their own design, the preservice teachers realized meaningful connections and commonalities that exist in mathematics and science while strengthening their knowledge and skills in both disciplines.

Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science (TM)

Charles J. Eick, Michael Dias, & Nancy R. Cook Smith

A new National Science Foundation supported curriculum, Interactions in Physical Science™, was evaluated on students' conceptual change in the twelve concept areas of the national physical science content standard (B) for grades 5-8. Eighth grade students (N=66) were evaluated pre and post on a 31-item multiple-choice test of conceptual understanding developed by the Harvard-Smithsonian Center for Astrophysics. Significant student gains (p<.05, t-test, two-tailed) occurred in all concept areas in the category of properties and changes in properties of matter; for the force concept areas in the category motions and forces; and for the heat transfer and light interactions areas in the category of transfer of energy. Two of the six concept areas in the category of transfer of energy, chemical and nuclear reactions and the sun as a major source of energy, were not addressed in this study. Significant learning gains as item percent correct were typically close to 20%, though effect sizes were small to medium in magnitude (d = 0.3-0.6). Implications of the study for conceptual change curriculum and teaching are discussed.