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Anica Miller-Rushing; Alexandria Brasili – School Science and Mathematics, 2024
In-service teachers implementing a science, technology, engineering, and math (STEM) curriculum centered on computational thinking (CT) work with unique content and pedagogical experiences. Understanding how curriculum design and teacher professional development affect curriculum implementation can help researchers understand the critical aspects…
Descriptors: Computation, Thinking Skills, Teaching Methods, Curriculum Design
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Melissa J. Luna; Malayna Bernstein; Janet D. K. Walkoe – School Science and Mathematics, 2023
Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a…
Descriptors: Mathematics Education, Equal Education, Culturally Relevant Education, Teacher Behavior
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Alyami, Hanan – School Science and Mathematics, 2020
Empirical studies of angle, angle measure, and radian angle measure have primarily focused on documenting students' and teachers' conceptions. Representations of angle measure have the potential to inform and build on these conceptions. To gain insight into the concept of radian angle measure from a curricular perspective, I investigated the…
Descriptors: Textbooks, Mathematics Instruction, Mathematical Concepts, Geometry
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Sanchez, Wendy B.; Lischka, Alyson E.; Edenfield, Kelly W.; Gammill, Rebecca – School Science and Mathematics, 2015
The findings reported in this paper were generated from a case study of teacher leaders at a state-level mathematics conference. Investigation focused on how participants viewed the mathematical processes of communication, connections, representations, problem solving, and reasoning and proof. Purposeful sampling was employed to select nine…
Descriptors: Case Studies, Mathematics Teachers, Conferences (Gatherings), Teacher Leadership
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MacDonald, Theodore B. – School Science and Mathematics, 1971
Descriptors: Cognitive Processes, Concept Formation, Elementary School Science, Learning Processes
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Malone, John; Dekkers, John – School Science and Mathematics, 1984
Explains the nature of concept maps and presents several procedures for using and evaluating them. Indicates that because the maps facilitate a sharing of meaning unhampered by any lack of verbal skills, teachers and students can judge with some degree of clarity how well a particular concept is understood. (JN)
Descriptors: Concept Formation, Elementary Secondary Education, Learning Processes, Mathematics Education
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Bader, William A. – School Science and Mathematics, 1975
Describes the use of a scientific phenomenon related to the concept of surface tension as an intriguing vehicle to direct attention to useful problem solving techniques. The need for a definite building process in attempts to solve mathematical problems is stressed. (EB)
Descriptors: Divergent Thinking, Instruction, Learning Processes, Mathematics Education
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Stonewater, Jerry K. – School Science and Mathematics, 2005
This research reports on prospective middle school teachers' perceptions of a "best mathematics class" during their involvement in an inquiry-designed mathematics content course. Grounded in the prestigious Glenn Commission report (U.S. Department of Education, 2000), the study examined the prospective teachers' perceptions of effective…
Descriptors: Teaching Methods, Middle School Teachers, Mathematics Instruction, Inquiry
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Saunders, Walter L. – School Science and Mathematics, 1992
Discusses the role constructivist learning theory is taking in the change of teaching strategies in the science laboratory. The laboratory moves from a place where knowledge is verified to one where relationships are actively investigated through hands-on, cooperative activities. (MDH)
Descriptors: Cognitive Development, Cognitive Processes, Experiential Learning, Learning Activities
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Scharmann, Lawrence C. – School Science and Mathematics, 1991
Discussed is an alternative teaching strategy to uncover and assess a common misconception in the life sciences and to articulate its use in teaching a unit on angiosperm reproduction. The learning cycle is described, and a concept map on reproduction on angiosperms is included. (KR)
Descriptors: Cognitive Development, Concept Formation, Educational Strategies, Learning Processes
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Lindgren, Joan; Bleicher, Robert E. – School Science and Mathematics, 2005
This study examined the difficulties and factors that led to understanding the learning cycle teaching strategy. Participants included 83 preservice elementary teachers (PTs) enrolled in multiple sections of a science methods course taught by the same professor, one of the authors of this study. Analysis revealed that there were four categories of…
Descriptors: Teaching Methods, Learning Processes, Learning Experience, Science Teachers
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Mansfield, Helen M.; Happs, John C. – School Science and Mathematics, 1992
Reports misconceptions identified in students with respect to the topic of parallel lines and the teaching strategies found to be useful in challenging those misconceptions. (11 references) (MDH)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Structures, Concept Formation
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Etchberger, Mia Lena; Shaw, Kenneth L. – School Science and Mathematics, 1992
Presents results of a case study to examine an elementary school teacher's transition from a teacher-as-dispenser and student-as-receiver view of learning to a teacher-as-provider and student-as-information-gatherer, processor, and constructor view of learning. Chronicles the transition in four stages. (20 references) (MDH)
Descriptors: Attitude Change, Case Studies, Cognitive Processes, Constructivism (Learning)