Summer 2010 Issue
From the Editors
Please Don't Do "Connect the Dots": Mathematics Lessons with Social Issues
While internationally there is considerable interest among mathematics educators in social justice, the literature on mathematics teacher education for social justice is nearly nonexistent (Gates and Jorgensen, 2009). Among the limited existing literature is research such as Garii and Rule's (2009), describing student teachers' difficulties in planning lessons to integrate social justice with mathematics and science concepts. MoreProject Quantum Leap and SENCER at LaGuardia Community College
The majority of students entering community colleges are unprepared for college. A large number of the incoming students are placed into basic-skills math courses. At LaGuardia, more than half the students need basic-skills math courses, and more than 60 percent aspire to obtain a baccalaureate or higher degree. More than 60 percent of the students specified their major to be in science or applied sciences. More than half of LaGuardia graduates transfer to a four-year institution to pursue higher degree (CUNY, 2009: 15–34). MoreTeaching Pre-College Algebra Mathematics Through Environmental Sustainability: Curriculum Development and Assessment
The curriculum detailed in this article was developed for use in a pre-college algebra course, MATH 101 Exploring Functions, offered at Metropolitan State University (2009), an urban institution with a strong commitment to civic engagement. The new curriculum was developed with the objective of engaging students' interests in the study of mathematics and improving mathematical learning. MorePresenting Molecular Biology in an Ecological Context: The Maine ScienceCorps Partnership in Rural High School Science Education
Introduction: Structure and Goals of the Maine ScienceCorps
The Maine ScienceCorps (MSC), one of approximately 200 NSF-sponsored "GK–12" (Graduate STEM Fellows in K–12 Education) programs nationwide, provides graduate fellowship support connected with opportunities to work with science teachers in rural Maine high schools to design and implement inquiry-based research projects, interacting with several hundred students each year (NSF 2009). More
Integrating an Elementary School Service-Learning Component into a College Physics Course for Non-Majors
While service-learning courses have experienced great success in many disciplines (NSLC, 2010; Prentice and Robinson, 2010), including many sciences (SENCER, 2010; Middlecamp et al., 2006; Broverman and Ogwang-Odhiambo, 2005), there have been few efforts to fully integrate service-learning into standard physics courses. More
Integrating Teaching Experience into an Introductory Chemistry Course: The Chemistry of Global Warming
Although non-science majors take science subject matter courses as a general education requirement, they are often discouraged by the overwhelming depth of the science content. It has been consistently reported that non-science majors are poorly motivated and have difficulties in understanding science concepts as well as finding the relevance of science to their careers (Duchovic et al., 1998; Glynn et al., 2009). More
Engagement at the Theater: Science in the Cinema
The deficiencies in the scientific knowledge of American students have been well documented both in educational journals and the popular media. The scores students have received on standardized tests — such as the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) — over the last several decades have shown that U.S. students fall short of leading the world in the STEM disciplines (Wu 2008). More
The Impact of Having a Research Scientist as a Guest Lecturer in a College Biology Course
Not enough young people are being educated or inspired to pursue careers in science, technology, engineering, and math (STEM). As one researcher noted, "the education in American junior high schools, in particular, seems to be a black hole that is sapping the interest of young people, particularly young women, when it comes to the sciences" (Friedman, 2005: 351). More
RSS
SUMMER 2010
ISSUE
Please click the link above to
download a copy of the entire
Summer 2010 Issue in PDF format.
Stay Updated