Middle

Professional Development for Technology- Enhanced Inquiry Science

Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448

ABSTRACT:

Author/Presenter: 
Libby Gerard
Keisha Varma
Stephanie Corliss
Marcia Linn
Year: 
2011

Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research

Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655).

ABSTRACT:

Author/Presenter: 
Jacob Dayan
Yael Kali
Lead Organization(s): 
Year: 
2011

Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?

Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243.

ABSTRACT:

Author/Presenter: 
Kihyun Ryoo
Marcia Linn
Year: 
2012

Preparing Middle School Mathematics Teachers: Rethinking Engagement and Learning

Courey, S.J., LePage, P., Siker, J.R., Roschelle, J., & Blackorby, J. (2010).  Preparing middle school mathematics teachers: Rethinking engagement and learning. The Mathematics Enthusiast.

ABSTRACT:

Author/Presenter: 
Susan Courey
Pam LePage
Jody Siker
Jeremy Roschelle
Jose Blackorby
Year: 
2010
Short Description: 

In this theoretical research paper we describe a collaborative effort between researchers and university faculty to improve how teachers are prepared to teach middle school mathematics.

Evaluating Significant Math Discourse in a Learning Environment

Stahl, G. (2012c). Evaluating significant math discourse in a learning environment Paper presented at the 12th International Conference on Mathematical Education. Seoul, Korea.

 

Author/Presenter: 
Gerry Stahl
Lead Organization(s): 
Year: 
2012

Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer

Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4): 759-775. doi:10.1037/a0025140.

ABSTRACT:

Being told procedures and concepts before problem solving can inadvertently undermine the learning of

deep structures in physics. If students do not learn the underlying structure of physical phenomena, they

Author/Presenter: 
Daniel Schwartz
Catherine Chase
Marily Oppezzo
Doris Chin
Lead Organization(s): 
Year: 
2011

A Geometric Path to the Concept of Function: Transformations using dynamic software can provide a unique perspective on a common topic.

The concept of function spans elementary school through high school. When introducing the topic to elementary school and middle school students, we ask them to work with a variety of examples and representations of functions, since a formal definition of a function is rather abstract. These representations involve experiences in which students—

Author/Presenter: 
Scott Steketee
Daniel Scher
Year: 
2011

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