ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12292.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

One hundred and sixty‐one undergraduate elementary education majors and sixty elementary teachers completed an eight‐item questionnaire designed to assess their perceptions toward integrating science and mathematics in the elementary grades. The two groups of subjects differed significantly on their responses to five of the eight items. Chi square analyses suggest that practicing elementary teachers felt they had more background in mathematics and science, were more aware of curriculum materials in this area, did not think that integration was currently a common practice, and were more likely to indicate that there was not sufficient time in the school day to integrate the subjects. Preservice teachers were more likely to indicate that integrating the disciplines was preferred to teaching them separately. In addition to the analyses of data, a list of recommendations are provided for teachers, curriculum developers, and policy makers interested in advancing the concept of integrating science and mathematics in instruct

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12293.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Many reports to the nation have revealed differences in the educational experiences of males and females. This is especially true in mathematics and science where females are not receiving the necessary educational background to develop the skills and understanding required to be citizens and employees in today's technological world. As a result, females are underrepresented in science, mathematics, and engineering professions. This study compares one school district's data with the data in national reports and then attempts to analyze what factors exist in the community and school district that reinforce and perpetuate inequitable situations for females. This study also provides a model for other school districts to conduct a self‐study of gender equity education issue

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12294.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The purpose of this article is to describe a scheme which is designed to guide the prospective teacher beyond the point of proficiency as a student solving given problems. By experiencing several stages of inquiry, the scheme provides a mechanism where by the prospective teacher advances toward assuming the role of a teacher posing his or her own problems. Although the scheme has been developed within the context of a standard mathematics course for preservice teachers, the ideas set forth are equally appropriate for incorporation within a science course for prospective teachers.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12295.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12296.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The works of the Greek mathematician Apollonius offer many opportunities for conjecture regarding the discovery of geometric relationships. The “circle of Apollonius” can provide students a chance to use simple constructions and knowledge of proportions to discover an unexpected result, and, if desired, a chance to follow that discovery with a proof that what appears to be so is, indeed, the case. A minimum of prior knowledge is needed for the conjecturel discovery phase of this activity, while the proof requires a more solid background of Euclidean geometry. This exercise can lead to a number of other relationships and constructions found in the works of Apollon

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12297.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The NCTM “Curriculum and Evaluation Standards for School Mathematics” (1989) reflect the current movement to introduce probability and statistics in the precollege curriculum. These standards include topics and principles for instruction in probability and statistics which are included in the Quantitative Literacy Project (QLP) curriculum materials. This paper presents results of a survey which explored the successes of the QLP materials in terms of student reactions to instruction in probability and statistics.A student survey of 917 students of teachers trained in QLP workshops assessed how students regarded the instructional materials in general, how well they liked learning topics in probability and statistics, and how well they believed that they had learned the content. Results indicated that students have mostly positive attitudes towards learning statistics. However, fewer students felt it was useful to learn about these topics. An increase in positive attitudes with grade level suggests the topics may be received more favorably and, therefore, may more appropriately be used in higher gra

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12298.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The need for multicultural science education for all students is discussed in this paper. The nature of science in Africa is compared to traditional Western science and the pros and cons of each are examined, Contributions to scientific knowledge by Africans and African‐Americans are then considered. Finally, suggestions are given on integrating the contributions of Africans and African‐Americans into the science classroom and curricu

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12299.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Book reviewed in this article:Minerals of the World, Walter Schumann.A‐Z of Snake Keeping, Chris Mattiso

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12300.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1994.tb12301.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY