scholarly journals Comparison of Two Curriculum Models for Mapping Engineering Core Concepts to Existing Science and Mathematics Standards

2020 ◽  
Author(s):  
Mike Ryan ◽  
Brian Gane ◽  
Marion Usselman
Keyword(s):  
Mathematics Standards ◽  
Curriculum Models ◽  
Core Concepts ◽  
And Mathematics

Secondary Education Mathematics and UDC Expectations

2019 ◽  
pp. 183-207
Author(s):  
Jeffery S. Fleming ◽  
Shurron Farmer
Keyword(s):  
Common Core ◽  
District Of Columbia ◽  
Secondary Mathematics ◽  
State Standards ◽  
Post Secondary ◽  
Mathematics Standards ◽  
Introductory Mathematics ◽  
The Common ◽  
And Mathematics ◽  
The University

In this chapter, the authors wish to examine the alignment between Common Core mathematics standards and introductory mathematics courses at the University of the District of Columbia. In this study, the authors are not trying to determine the reasons students choose or not choose STEM-related fields as their majors; instead the authors are exploring the transition from secondary to post-secondary mathematics education by aligning the Common Core mathematics standards that have been the District of Columbia Public School (DCPS) system. The authors have observed from their teaching experiences that for many students, the transition from secondary to post-secondary mathematics has not been seamless. One factor that may cause a breakdown in this transition could be the misalignment between Common Core state standards mathematics content and the content of the introductory mathematics in the Division of Sciences and Mathematics at the University of the District of Columbia.

Nurturing a Geospatially Empowered Next Generation

2018 ◽  
pp. 50-72
Author(s):  
Derek Starkenburg ◽  
Christine F. Waigl ◽  
Rudiger Gens
Keyword(s):  
Open Source ◽  
Global Citizenship ◽  
Data Availability ◽  
Undergraduate Level ◽  
The Core ◽  
Science Technology ◽  
The World ◽  
Core Concepts ◽  
Developmental Opportunities ◽  
And Mathematics

For new generations of citizens in all countries, a level of proficiency in geospatial concepts and skills will be required to realize the potential of professional and developmental opportunities. The teaching of geospatial skills links into traditional science, technology, engineering, and mathematics (STEM) curriculum objectives, community-wide concerns and initiatives, and global citizenship. Therefore, by the pre-university and undergraduate level, it is desirable for each student to have acquired such competencies. Free and open-source tools that are accessible and affordable in most areas of the world, along with data availability, offer an opportunity to support teaching such a curriculum. Here, core geospatial concepts are introduced, along with available data and tools. Then, using three scenarios, it is shown how the core concepts can be applied to different settings for educational purposes.

scholarly journals Entropy of Co-Enrolment Networks Reveal Disparities in High School STEM Participation

2021 ◽  
Vol 3 ◽  
Author(s):  
Steven Martin Turnbull ◽  
Dion R. J. O’Neale
Keyword(s):  
High School ◽  
New Zealand ◽  
Ethnic Group ◽  
Economic Status ◽  
Data Infrastructure ◽  
Individual Level ◽  
Mathematics Standards ◽  
Lower Entropy ◽  
And Mathematics ◽  
School Ses

The current study uses a network analysis approach to explore the STEM pathways that students take through their final year of high school in Aotearoa New Zealand. By accessing individual-level microdata from New Zealand’s Integrated Data Infrastructure, we are able to create a co-enrolment network comprised of all STEM assessment standards taken by students in New Zealand between 2010 and 2016. We explore the structure of this co-enrolment network though use of community detection and a novel measure of entropy. We then investigate how network structure differs across sub-populations based on students’ sex, ethnicity, and the socio-economic-status (SES) of the high school they attended. Results show the structure of the STEM co-enrolment network differs across these sub-populations, and also changes over time. We find that, while female students were more likely to have been enrolled in life science standards, they were less well represented in physics, calculus, and vocational (e.g., agriculture, practical technology) standards. Our results also show that the enrollment patterns of Asian students had lower entropy, an observation that may be explained by increased enrolments in key science and mathematics standards. Through further investigation of differences in entropy across ethnic group and high school SES, we find that ethnic group differences in entropy are moderated by high school SES, such that sub-populations at higher SES schools had lower entropy. We also discuss these findings in the context of the New Zealand education system and policy changes that occurred between 2010 and 2016.

Nurturing a Geospatially Empowered Next Generation

2019 ◽  
pp. 1582-1601
Author(s):  
Derek Starkenburg ◽  
Christine F. Waigl ◽  
Rudiger Gens
Keyword(s):  
Open Source ◽  
Global Citizenship ◽  
Data Availability ◽  
Undergraduate Level ◽  
The Core ◽  
Science Technology ◽  
The World ◽  
Core Concepts ◽  
Developmental Opportunities ◽  
And Mathematics

For new generations of citizens in all countries, a level of proficiency in geospatial concepts and skills will be required to realize the potential of professional and developmental opportunities. The teaching of geospatial skills links into traditional science, technology, engineering, and mathematics (STEM) curriculum objectives, community-wide concerns and initiatives, and global citizenship. Therefore, by the pre-university and undergraduate level, it is desirable for each student to have acquired such competencies. Free and open-source tools that are accessible and affordable in most areas of the world, along with data availability, offer an opportunity to support teaching such a curriculum. Here, core geospatial concepts are introduced, along with available data and tools. Then, using three scenarios, it is shown how the core concepts can be applied to different settings for educational purposes.

scholarly journals A Reflective Rubric-Creating Activity that Enhances Teachers’ Mathematical Habits of Mind

2018 ◽  
Vol 6 (2) ◽  
pp. 153-171
Author(s):  
Scott A. Courtney ◽  
Judy Benjamin
Keyword(s):  
Teacher Educators ◽  
Evaluation Criteria ◽  
Career Readiness ◽  
Content Standards ◽  
Habits Of Mind ◽  
Mathematical Content ◽  
Mathematics Standards ◽  
College And Career ◽  
Practice Standards ◽  
And Mathematics

As schools and teachers in the U.S. fine-tune their implementation of mathematics standards promoting college and career readiness, the number of support resources continues to expand. One resource focus experiencing significant growth involves sample items and tasks asserting alignment with the college and career ready mathematical content and practice standards. Such samples regularly identify both the content standards addressed and the mathematical habits of mind that students have the potential to engage in. Consistently absent are evaluation criteria articulating how engagement and demonstration of associated mathematical practices can be assessed, concurrent with content. The authors discuss the development of rubrics that attempt to faithfully assess the integration of mathematical content and practice standards and highlight the benefits to mathematics teachers, coaches, professional developers, and mathematics teacher educators of engaging in such reflective rubric-creating activities.

scholarly journals Post–Vision and Change: Do We Know How to Change?

2013 ◽  
Vol 12 (3) ◽  
pp. 373-382 ◽  
Author(s):  
Charlene D’Avanzo
Keyword(s):  
Education Research ◽  
Faculty Development ◽  
Teaching And Learning ◽  
National Research Council ◽  
Biology Education ◽  
Active Teaching ◽  
National Research Council Report ◽  
Core Concepts ◽  
And Mathematics ◽  
Effective Use

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty–development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired “change.”

Models and mathematics. Tools of the mathematical biologist

JAMA ◽  
1965 ◽  
Vol 194 (3) ◽  
pp. 269-272
Author(s):  
J. T. Apter
Keyword(s):  
And Mathematics
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