Undergraduate

An Exploratory Analysis of Pre-service Middle School Teachers’ Mathematical Arguments

Zambak, V. S., & Magiera, M. T. (2015). An Exploratory Analysis of Pre-service Middle School Teachers’ Mathematical Arguments. In T. Bartell, K., Bieda, R. Putnam, K. Bradfield, & H. Dominguez (Eds.). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. 428, East Lansing, MI: Michigan State University.

Author/Presenter: 
Vecihi S. Zambak
Marta T. Magiera
Lead Organization(s): 
Year: 
2015
Short Description: 

Calls for increased focus on mathematical argumentation in school mathematics are critical for teacher educators charged with preparing prospective K-8 teachers (PST) to foster mathematical argumentation in their future classrooms. This is because research suggests that middle school years are crucial for students to gain proficiency in creating and critiquing mathematical arguments. Supporting PSTs’ strong understanding of what it means to do mathematics necessitates that teacher preparation programs place an emphasis on mathematical and pedagogical preparation that facilitates PSTs’ strong understanding of mathematical argumentation and proving in school mathematics.

Analysis of Pre-service Teachers’ Generalization and Justification Strategies in Solutions to Figural Pattern-generalization Tasks

We analyzed 37 PSTs’ written solutions to four figural pattern generalization tasks, video recordings of class discussions, and audio-recordings of problem-based interviews during which the PSTs were asked to solve one pattern generalization task, to answer the following research questions: (1) What relationships and structural aspects of a figural pattern do PSTs build upon to formulate pattern generalization? (2) How do they utilize uncovered relationships and structural aspects of a figural pattern to justify their general rules? 

Author/Presenter: 
Meghan Sebranek
Marta T. Magiera
Lead Organization(s): 
Year: 
2016
Short Description: 

We analyzed 37 PSTs’ written solutions to four figural pattern generalization tasks, video recordings of class discussions, and audio-recordings of problem-based interviews during which the PSTs were asked to solve one pattern generalization task, to answer the following research questions: (1) What relationships and structural aspects of a figural pattern do PSTs build upon to formulate pattern generalization? (2) How do they utilize uncovered relationships and structural aspects of a figural pattern to justify their general rules?

Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Contexts for Sense-Making and Language Development

This book focuses on the preparation of secondary science teachers to teach science to English Learners (EL) and is based on the SSTELLA (Secondary Science Education with English Language and Literacy Acquisition) project that has been implemented in four pre-service teacher education programs in Arizona, California and Texas, all states with large populations of EL.

Author/Presenter: 
Edward G. Lyon
Sara Tolbert
Jorge Solis
Patricia Stoddart
George C. Bunch
Year: 
2016
Short Description: 

This book focuses on the preparation of secondary science teachers to teach science to English Learners (EL) and is based on the SSTELLA (Secondary Science Education with English Language and Literacy Acquisition) project that has been implemented in four pre-service teacher education programs in Arizona, California and Texas, all states with large populations of EL.

A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use

The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments. We illustrate our discussion with examples from our assessments of high school students’ understanding of concepts in cell biology and epigenetics.

Author/Presenter: 
Kristin M. Bass
Dina Drits-Esser
Louisa A. Stark
Lead Organization(s): 
Year: 
2016
Short Description: 

This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments.

Who Chooses STEM Careers? Using a Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics

Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions.

Author/Presenter: 
Ming-Te Wang
Feifei Ye
Jessica Lauren Degol
Lead Organization(s): 
Year: 
2016
Short Description: 

While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions.

Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guiding framework.

Author/Presenter: 
Ming-Te Wang
Jessica Degol
Lead Organization(s): 
Year: 
2013
Short Description: 

In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guiding framework.

Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors.

Author/Presenter: 
Ming-Te Wang
Jessica L. Degol
Lead Organization(s): 
Year: 
2016
Short Description: 

Towards teleoperation-based interactive learning of robot kinematics using a mobile augmented reality interface on a tablet

The integration of augmented reality (AR) techniques in user interface design has enhanced interactive experiences in teleoperation of robots, hands-on learning in classrooms, laboratory, and special education, and user training in an array of fields, e.g., aerospace, automotive, construction, manufacturing, medical, etc. However, AR-based user interfaces that command machines and tools have not been fully explored for their potential to enhance interactive learning of engineering concepts in the laboratory.

Author/Presenter: 
Jared A. Frank
Vikram Kapila
Lead Organization(s): 
Year: 
2016
Short Description: 

This paper outlines the development of a mobile application executing on a tablet device, which renders an immersive AR-based graphical user interface to enable users to monitor, interact with, and control a four link underactuated planar robot.

Interactive mobile interface with augmented reality for learning digital control concepts

The use of augmented reality (AR) and mobile applications has recently been investigated in the teaching of advanced concepts and training of skills in a variety of fields. By developing educational mobile applications that incorporate augmented reality, unique interactive learning experiences can be provided to learners on their personal smartphones and tablet computers.

Author/Presenter: 
Jared A. Frank
Anthony Brill
Vikram Kapila
Lead Organization(s): 
Year: 
2016
Short Description: 

This paper presents the development of an immersive user interface on a tablet device that can be used by engineering students to interact with a motor test-bed as they examine the effects of discrete-time pole locations on the closed-loop dynamic response of the test-bed.

Subtraction involving negative numbers: Connecting to whole number reasoning

In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative  numbers. Based on interviews with students ranging from first graders to preservice teachers, we identify two overarching strategies: making connections to known problem types and leveraging conceptions of subtraction.

Author/Presenter: 
Laura Bofferding
Nicole Wessman-Enzinger
Lead Organization(s): 
Year: 
2017
Short Description: 

In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative numbers.

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