Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration

Interactive whiteboard (IWB) use has been associated with increased student motivation, engagement, and achievement, though many studies ignore the role of the teacher in effecting those positive changes. The current study followed the practice of 28 high school science teachers as they integrated the IWB into their regular classroom activities. The extent of teachers’ adoption and integration fell along a continuum, from the technologically confident “early adopter” to the low-use “resistant adopter.” Patterns of use are explored by extracting data from representative teachers’ practice. Science-specific benefits of IWB use, barriers to integration, and lessons learned for professional development are discussed

After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools

There are few studies of the impact of ubiquitous computing on high school science, and the majority of studies of ubiquitous computing report on the first period of implementation. The present study presents data on 3 high schools with carefully elaborated ubiquitous computing systems, who have gone through at least one "obsolescence cycle" and are therefore several years past first implementation. Data shows how the affordances of 1:1, wireless environment are being deployed in these science classrooms, and the effects of the environment on science content, data analysis, labs and other uses for visualizations, and classroom interaction. While some positive effects are clearly seen in these classrooms, even 5 years or more into the innovation, problems remain, and school cultural factors seem to play an important role in teacher uptake and integration of the technology. Implications for teacher learning are discussed

Growth in children's understanding of generalizing and representing mathematical structure and relationships

We share here results from a quasi-experimental study that examines growth in students' algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3-5. Analyses showed that, while there were no significant differences between experimental and control students on a grade 3 pre-assessment measuring students' capacity for generalizing and representing generalizations, experimental students significantly outperformed control students on post-assessments at each of grades 3-5. Moreover, experimental students were able to more flexibly interpret variable in different roles and were better able to use variable notation in meaningful ways to represent arithmetic properties, expressions and equations, and functional relationships. This study provides important evidence that young children can learn to think algebraically in powerful ways and suggests that the earlier introduction of algebraic concepts and practices is beneficial to students

Infancia y aprendizaje

Título, resumen y palabras clave también en inglésResumen basado en el de la publicaciónSe analiza, bajo un marco teórico en el que se pone de relieve la importancia de la fidelidad de ejecución (FOI, por su nombre en inglés), la puesta en práctica de una intervención de álgebra temprana por maestros de 3º, 4º y 5º curso en Estados Unidos, así como la relación entre la FOI y el aprendizaje de los alumnos. Los datos utilizados en el estudio provienen de un proyecto de investigación experimental longitudinal en el que se realiza un seguimiento de 3,208 alumnos de 46 centros escolares durante tres años. Las observaciones en el aula, grabadas en video, constituyen la fuente primaria de información sobre la FOI. Se codifican las grabaciones para capturar las prácticas didácticas de los maestros, y se lleva a cabo una evaluación de los conocimientos de álgebra de los alumnos.Biblioteca del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]

Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction. Using a three-level longitudinal piecewise hierarchical linear model, the study explored the impact of the intervention in terms of both performance (correctness) and strategy use in students' responses to written algebra assessments. Results show that during Grade 3, treatment students, including those in at-risk settings, improved at a significantly faster rate than control students on both outcome measures and maintained their advantage throughout the intervention

Implementing a Framework for Early Algebra

In this chapter, we discuss the algebra framework that guides our work and how this framework was enacted in the design of a curricular approach for systematically developing elementary-aged students' algebraic thinking. We provide evidence that, using this approach, students in elementary grades can engage in sophisticated practices of algebraic thinking based on generalizing, representing, justifying, and reasoning with mathematical structure and relationships. Moreover, they can engage in these practices across a broad set of content areas involving generalized arithmetic; concepts associated with equivalence, expressions, equations, and inequalities; and functional thinking

In control of biology: of mice, men and Foxes

Forkhead proteins comprise a highly conserved family of transcription factors, named after the original forkhead gene in Drosophila. To date, over 100 forkhead genes have been identified in a large variety of species, all sharing the evolutionary conserved ‘forkhead’ DNA-binding domain, and the cloning and characterization of forkhead genes have continued in recent years. Forkhead transcription factors regulate the expression of countless genes downstream of important signalling pathways in most, if not all, tissues and cell types. Recent work has provided novel insights into the mechanisms that contribute to their functional diversity, including functional protein domains and interactions of forkheads with other transcription factors. Studies using loss- and gain-of-function models have elucidated the role of forkhead factors in developmental biology and cellular functions such as metabolism, cell division and cell survival. The importance of forkhead transcription factors is underlined by the developmental defects observed in mutant model organisms, and multiple human disorders and cancers which can be attributed to mutations within members of the forkhead gene family. This review provides a comprehensive overview of current knowledge on forkhead transcription factors, from structural organization and regulatory mechanisms to cellular and developmental functions in mice and humans. Finally, we will discuss how novel insights gained from involvement of ‘Foxes’ in the mechanisms underlying human pathology may create new opportunities for treatment strategies