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Teachers in Action: Lessons Learned From Compelling STEM Educational Practices
Sun, April 15, 8:15 to 9:45am, Vancouver Convention Centre, Floor: First Level, East Ballroom BSession Submission Type: Poster Session
Abstract
This post session brings together a diverse set of papers that have as a common theme: the actions of teachers and their STEM educational practices. The papers have comparative foci all centered on the teaching of STEM. Papers explore compelling challenges in math and science education and in particular those that involve inquiry and or abstractions that are often difficult for students to grasp.
Sub Unit
Papers
Effects of Classroom Management of Cooperative Learning on Student Engagement in High School Mathematics Classrooms - Monica H. Kendall, Houston Independent School District; Jerome Freiberg, University of Houston
Efficacy to Teach Statistics in Middle School: Development and Testing of an Instrument - Leigh M. Harrell-Williams, Georgia State University; M. Alejandra Sorto, Texas State University
Evaluating the Effectiveness of Teacher Preparation Academies Focused on Mathematics, Science, and Technology - Danielle Bairrington Brown, Texas A&M University; Beverly L. Alford, Texas A&M University; Jacqueline R. Stillisano, Texas A&M University - College Station; Kayla Braziel Rollins, Texas A&M University; Hersh C. Waxman, Texas A&M University
Factors Affecting STEM College Major Choices: Multilevel Structural Equation Modeling - Ahlam Lee, Xavier University; L. Allen Phelps, University of Wisconsin - Madison
Forging a Knowledge Base for Teaching Mathematics and Science to English Language Learners: Disciplinary Linguistic Knowledge - Sultan Turkan, ETS; Luciana De Oliviera, Purdue University
Guiding Framework and Principles for Technology Integration: What Are the Key Questions? - Minchi C. Kim, Purdue University
Investigating Elementary Preservice Teachers’ Ability to Make Models of Children’s Thinking in an Early Field Experience - Mi Yeon Lee, Indiana university; Enrique Galindo, Indiana University
Knowledge Held by Novice In-Service Elementary School Teachers of Student Algebra Misconceptions - Nicole Ralston, University of Portland
Mathematical Abstraction in Teaching: How Teachers Deal With It in Their Teaching Practices - Krishna Subedi, Simon Fraser University
Preservice Teachers’ Conception and Potential Usage of Internet-Based Resources in Planning and Teaching Mathematics - Ji-Won Son, The University of Tennessee - Knoxville; Qintong Hu, The University of Tennessee
Strategies of Making Coherent Instruction in China: A Case of Teaching Systems of Linear Equations - Rongjin Huang, Middle Tennessee State University; Yeping Li, Texas A&M University
The Teacher’s Perspective on the Separation Between Conjecturing and Proving in High School Geometry Classrooms - Wendy Rose Aaron, Oregon State University; Patricio G. Herbst, University of Michigan - Ann Arbor