This study analyzed data from the 2018 Teaching and Learning International Study of secondary education teachers to investigate differences in instructional practices of mathematics and science teachers in relation to the percentage of English learners (EL) they instruct. The study used a series of regression models to examine if EL class…

The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that…

Attention to equity in the mathematics education field has been growing in recent years. We have evidence that many novice secondary mathematics teachers do not feel prepared to teach in regards to diverse populations. We need to know more about how secondary preservice mathematics teachers (PSMTs) conceptualize equitable environments. This study…

Research and theory suggest several instructional practices that could enhance student self-efficacy. However, little is known about the ways these instructional practices interact with individual students to create opportunities or challenges for developing adaptive self-efficacy. In this study, we focused on two sources of efficacy, mastery…

Validating and generalizing from holistic observation protocols of classroom practice have proven difficult. These tools miss crucial classroom characteristics, like the type of instruction, the organization of learners, and the level of cognitive engagement that occur differentially in the time span of a lesson. As a result, this study examined…

While participating in single- and mixed-gender science and mathematics classes, ninth-grade urban high school students' (n = 118) academic self-concept, self-efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema-Sherman Mathematics (modified for Science) Attitude and the Patterns…

Typically, experiences shape one's attitudes toward the "thing" that is being experienced, whether it is a person, pet, movie, etc. Classroom experiences also shape one's attitudes toward a subject, teacher, learning, and so forth. Studies have shown that attitudes become more negative as students move from elementary to secondary schools.…

The author discusses the use of free-hand drawing, the modified Socratic teaching method, and the differentiation of mathematical language from colloquial usage as techniques which he has found helpful in creating a positive classroom environment for teaching problem solving. (MN)

Describes how a teacher's stance of wonder, curiosity, and exploration during use of hypothetical inquiry situations served as a way for the teacher to address goals for students to be more vocal members of the learning community, encourage critical and creative thinking students, and provide them with meaningful context-rich opportunities for…

Presents a model that relates Polya's ideas on problem solving to teaching practices that help create a mathematics learning environment in which students are actively involved in doing mathematics. Illustrates the model utilizing a high school geometry problem that asks students to measure the width of a river. (MDH)

Reviewed is some of the literature concerning the development of sex stereotypical behaviors of boys and girls in mathematics. Early socialization in the home and in school are discussed. Suggestions for creating an unbiased atmosphere at school are suggested. (25 references) (CW)

Presents an account of how mathematics and science educators at a Australian university combined to produce a Mathematics/Science Learning Cycle (MS Learning Cycle) to provide a consistent approach to teaching in these two subject areas. Discusses background information, outcomes of using the MS Learning Cycle in teacher preparation and in the…

A list of potential writing ideas and general guidelines to be used in integrating writing into the mathematics classroom are provided. Ideas under the headings of narrative, descriptive, and expository writing are included. (KR)

Proposes that problem scenarios are activities that give students opportunities to employ mathematics across the curriculum by asking them to define problems, identify information needed and potential sources of data, and make related conjectures. Discusses an example of a scenario involving transportation. (MDH)

Describes and synthesizes the findings of 11 case studies which comprise the Exemplary Practice in Science and Mathematics Education Study. Reports four assertions in which exemplary teachers used strategies for management, encouraging students to participate, increasing understanding of science and math, and maintaining a favorable classroom…