ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15849.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15850.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Elementary teachers from a large urban school district with a 74 percent minority student population were surveyed to assess their capacity to provide quality mathematics and science instruction. Forty‐nine percent of the surveys distributed to a random sample of teachers were returned. Both strengths and barriers to capacity building were identified. Strengths included use of collaborative student work, manipulatives, informal learning environments, and alternative assessment practices; availability of calculators and computers; and high expectations for student learning. Barriers included lack of professional development, infrequent science instruction, limited calculator use, lack of planning time, inadequate resources, and the perception that science was not valued as highly as mathematic

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15851.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The exploration of curves that seem to appear in drawings made of straight lines is fascinating and interesting to learners from the very young to the quite mature. Consistent with the Curriculum and Evaluation Standards for School Mathematics, problem solving, reasoning, communication, and connections are integrated into mathematics learning activities that permit students to know mathematics by doing mathematics. Examples in this article show how students may create drawings of sets of lines whose envelopes are parabolas, cardioids, epicycloids, or hypocycloids.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15852.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The purpose of this study was to use The Theory of Planned Behavior (TPB) to examine factors that predict junior high and secondary students' attitude toward participating in a district science fair competition (attitude toward behavior), beliefs about who would approve or disapprove of participation in a science fair (subjective norm), and perceptions of control about participating in the science fair (perceived behavioral control). Factors used to predict these included gender, type of school (public or private), grade level, GPA, participation in a gifted class, participation in a research course, requirement to complete a science fair project, and level of anxiety about completing a science fair project. Three hundred three participants completed a standard TPB questionnaire and the State‐Trait Anxiety Indicator. Multiple regression models revealed that subjective norm and participation in a gifted class were predictors of attitude toward the behavior. Attitude toward the behavior, the science fair project counting toward a grade in science class, the parent's level of education, and the science fair entry being required predicted subjective norm. A discriminant function analysis found that type of school (public or private), parents' level of education, participation in a research program at school, grade level, and trait anxiety were the strongest predictors of perceived behavioral control. It was concluded that science fair entry appears to be involuntary, in conflict with NSTA's Position Statement on Science Fairs. Typically junior high students (whose parents have a higher level of education) attending private schools are required to enter science fairs, and the entry counts toward a grade in science clas

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15853.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This research investigated potential gender‐related effects of an explicitly stated problem solving plan for sixth graders. Females and males did equally well on both forms of the test. Students scored significantly higher (P = .023) on the second occasion of testing that included the problem solving plan. A mixed, two factor repeated measures Analysis of Variance found a significant effect for occasion of testing (P = .001) and a significant interaction effect of occasion of testing, test sequence, and gender (P = .006). It was concluded that females benefited from free exploration of problem situations followed by an organized exploration, while males appeared to function equally well regardless of the problem solving pla

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15854.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The purpose of this research was to explore the experiences preservice elementary teachers have had with science fairs, to examine the attitudes resulting from their participation in science fairs as students, and to assess the importance of these past histories for their future students. Preservice teachers were asked what they liked, disliked, and what they considered to be the benefits of science fairs. While most felt that science fairs are beneficial activities for students, those who rated science fairs as most worthwhile had never participated in a science fair as either an elementary or a secondary student. Based on the results of the study, several recommendation were made to improve science fair experiences both for teachers and for students.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15855.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The National Council of Teachers of Mathematics (NCTM) in its Curriculum and Evaluation Standards for School Mathematics encourages a middle school curriculum that integrates technology. It recommends that students should be able to identify and use functional relationships and make connections among seemingly diverse concepts and topics. In this activity of exploring the derivation of Pi, students take a constructivist role by collecting data and making conjectures. Using the data they construct graphs and tables and discourse about appropriate algebraic representations. The computer is used as an instructional aid enabling the students to view the data in a variety of forms. They are encouraged to communicate about the connections among the various representations.

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15856.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15857.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Book reviewed in this article:Talking Points in Mathematics: Author.Anita Straker and Sheryl A. MaxwellEyewitness Science: Time&Space: Author.John and Mary Gribbin and Donna M. PlummerLook Inside Cross‐sections Space See Inside 12 Fascinating Spacecraft: Author.Moira Butterfield and Donna M. PlummerThe Big Book of Things That Go: Project Editor.Caroline Bingham and Donna M. PlummerProceedings of the 7th International Congress on Mathematical Education: Editors.Claude Gaulin, Bernard R. Hodgson, David H. Wheeler, and John C. EgsgardSelected Lectures from the 7th International Congress on Mathematical Education: Editors.David F. Robitaille, David H. Wheeler, and Carolyn Kier

ISSN:0036-6803    

DOI:10.1111/j.1949-8594.1996.tb15858.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY