Middle and high school students are part of Generation Z (birth years 1997-2012), a group that is emerging as very different from their parents and teachers. This article considers ways that generational research about Generation Z learners and NCTM's Effective Mathematics Teaching Practices can be used to inform and innovate practice in the…

This study compared the characteristics of second graders' mathematical writing between an intervention and comparison group. Two six-week Project M2 units were implemented with students in the intervention group. The units position students to communicate in ways similar to mathematicians, including engaging in verbal discourse where they…

Presents a visual method for displaying the interrelationships between Piaget's work related to children's intellectual development and curriculum development based on an analysis of the processes of scientific inquiry. (PB)

Responses to a three item questionnaire administered to 105 seventh grade students indicated that less than 40 percent favored greater individualization of their science classes. (PB)

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…

Discusses four problems facing gifted students in elementary science classrooms. Suggests development of teacher-made science packets to resolve these and other problems. A sample lesson on animal classification for grade three is provided. (JN)

Notes that as the student progresses through school, science experiences hold a less positive view. Used are teacher interviews and classroom observations conducted to determine possible explanations. Points out that schools need to help students realize how much science affects their everyday lives. (MVL)

Reviews less common research conclusions published after 1986 on the use of computers in mathematics education. Presents six conclusions that teachers should accept with caution. Conclusions refer to cooperative learning, sex bias, disadvantaged students, problem-solving skills, and remedial mathematics students. (MDH)

Summarizes findings of seven studies dealing with how teacher behavior affects student performance in activity-centered science classrooms at the elementary and junior high school levels. Concludes that activity-centered classrooms encourage student creativity in problem solving, student independence, and help low ability students overcome initial…