Mathematics in Hands-On Science for Liberal Arts Students

We describe a number of experiments from the courses called, General Science 9, part of the science program for elementary education majors at Brooklyn College. These courses provide hands-on learning experiences for students who are insecure and weak in science and mathematics. Quantitative thinking is a central element in most of the students’ work. Mathematics is taught in a concrete and intuitive way, as a direct outgrowth of their needs; first, in analysis of data, and second, in discovering underlying theory. The science program has been developed through cooperation among faculty from the School of Education and the science departments

Gender differences in mathematics and integrated science achievement among junior secondary school students

Purpose – This study examined gender differences in Mathematics and Integrated Science achievement among the Junior Secondary School students with particular interest on the interaction effect of gender and school type on students’ achievement. Method – The study adopted an ex-post facto research design and generated data from an inventory from the statistics unit, Ministry of Education, Ado Ekiti, Nigeria Public Junior Secondary Schools(JSS). The inventory requested among other things, data on the Junior Secondary School Certifi cate Examinations (JSSCE) in Mathematics and Integrated Science over a two year period. Findings – The study revealed that, signifi cant difference was detected in students’ Science achievement; no signifi cant difference between male and female students in private and public schools; a strong interaction effect were detected between gender of the students, the type of school attended and achievement of students in Mathematics and Integrated Science; the average achievement gap of male and female students irrespective of the school type is statistically significant in both Mathematics and Integrated Science, also, the strength of relationship between the gender of the students and the type of school attended is slightly stronger in Integrated Science than Mathematics. Value – The possible implications for the study is discussed and addressed to the government and other stakeholders in education

Education School Challenges: The Increasing Demands on K-8 Teachers

The educational needs of future K-8 teachers in the areas of mathematics and science are greater as a result of the increased (and, I would add, appropriate) student expectations in the area of mathematics and science as enunciated in the SOL and the specific content areas as described in the new licensure requirements. The sophistication and understanding of science and mathematics that is needed at both the elementary school and middle school levels is indeed substantial. However, proficiency in science and mathematics is only one portion of the total needs of new teachers. How are we all, from the Colleges of Arts and Sciences and the Colleges of Education, going to best provide the educational needs within the very restrictive total time that we have available

Accepting the Challenges: The Emerging Role of Grand Rapids Community College in Preparation of New Teachers

In 1992, Grand Rapids Community College (GRCC) was one of six community colleges invited to participate in a NSF initiative to improve science and mathematics teaching within the state of Michigan. This initiative included all public teacher preparation institutions in the state. GRCC has responded to this challenge by: (1) designing a new course in Physical Science for future teachers; (2) creating the GRCC Teacher Education Pathway and the GRCC Teacher Education Center; (3) forming a local alliance with Grand Rapids Public Schools and Grand Valley State University for the purpose of recruiting and supporting minorities in mathematics and science teaching

Spotlight on Earth Science Symposium: An Overview

On September 18-19, 2006, James Madison University (JMU) hosted a one and half day symposium entitled, “Spotlight on Earth Science,” highlighting current resources and technology available for earth science teachers, and invited teachers to share effective practices learned in their program coursework through the two Mathematics and Science Partnerships (MSP) funded by the Virginia Department of Education. The symposium supported a pooling of expertise among participants to initiate the definition and resolution of the persistent issues in earth science education in Virginia. A total of ninety-six teachers, university faculty, curriculum supervisors, policymakers, and business/government/industrial representatives participated. Three themes were addressed: 1) Best Practices in Earth Science Teaching, 2) Curricular and Assessment Issues in Earth Science, and 3) Earth Science Teacher Education. The two MSP projects, Virginia Earth Science Collaborative (VESC) and Innovative Teachers in Earth Science in Tidewater (ITEST), addressed only one aspect of the earth science issues in Virginia: the shortage of qualified earth science teachers. Building on the successes of these projects and the symposium, the Virginia Mathematics and Science Coalition commissioned a task force to explore the problems and potential solutions raised by participants in symposium. Future anticipated outcomes include the development of graduate programs in geoscience education and engagement in funded projects in geoscience education to suit the needs of students, teachers, and school divisions

Mathematics without Lectures: Small-Group Learning at New York University

This article describes an effort to introduce small-group learning into the mathematics curriculum for the non-specialist at New York University. Starting in spring 1999, students were offered the choice of fulfilling their mathematics requirement in a small-group environment that included no formal lectures. The goal of these groups is to make the transition from relatively inactive, even passive, lectures to an experience that actively engages students in the process of doing mathematics. Contact time was restricted to two weekly classes run by a graduate student and was limited to enrollments of 15-16 students. The course is a small-group version of one that has been offered regularly since 1995, with a format that includes two traditional large lectures and one 100-minute workshop each week. Students in the College of Arts and Science and in the School of Education took the course, and the latter group included future K-12 teachers. Instructors for the small-group sections come from the graduate level Mathematics Education Group in the School of Education and the Mathematics Department in the Graduate School of Arts and Science

Mathematics Professional Development Workshop for Middle School Teachers: Concept Versus Memorization

This article includes professional development topics for middle school mathematics and science teachers from two week-long Urban Teacher Institutes. These Institutes were held at J. Sargeant Reynolds Community College (JSRCC) and its partner institution, Virginia Commonwealth University (VCU), during the summers of 2007 and 2008, and were supported by a grant obtained by Dr. Harriet Morrison (JSRCC). Co-author Dr. Dewey Taylor directed the 2007 workshop, and both authors served as faculty leaders in both workshops. The workshops focused on teaching in an urban environment and community mapping (understanding the details of a certain locale to make the teacher more knowledgeable about the environments of both the students and the schools). The community mapping aspect of the workshops was led by Dr. Shirley Key of the University of Memphis. They featured content teaching and applications led by VCU faculty in mathematics, physics, forensics, engineering, mathematics education, and science education. This article focuses on the mathematics professional development strand in the workshop which featured conceptual learning with graphing calculator support as an alternative to the memorization of formulas

Education, Entrepreneurship and Immigration: America's New Immigrant Entrepreneurs, Part II

Analyzes the educational backgrounds and career trajectories of immigrant entrepreneurs, finding that advanced education in science, technology, engineering, and mathematics is correlated with high rates of entrepreneurship and innovation