Undergraduate Research in Mathematics Education: Using Qualitative Data About Children’s Learning to Make Decisions About Teaching

2020 ◽  
Vol 8 (3) ◽  
pp. 134-151
Author(s):  
Randall E. Groth ◽  
Jennifer A. Bergner ◽  
Jathan W. Austin ◽  
Claudia R. Burgess ◽  
Veera Holdai
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Large Scale ◽  
Undergraduate Research ◽  
Instructional Decisions ◽  
Research Experiences ◽  
Children’S Learning ◽  
Faculty Mentors ◽  
Classroom Data ◽  
Children's Learning

Undergraduate research is increasingly prevalent in many fields of study, but it is not yet widespread in mathematics education. We argue that expanding undergraduate research opportunities in mathematics education would be beneficial to the field. Such opportunities can be impactful as either extracurricular or course-embedded experiences. To help readers envision directions for undergraduate research experiences in mathematics education with prospective teachers, we describe a model built on a design-based research paradigm. The model engages pairs of prospective teachers in working with faculty mentors to design instructional sequences and test the extent to which they support children’s learning. Undergraduates learn about the nature of systematic mathematics education research and how careful analyses of classroom data can guide practice. Mentors gain opportunities to pursue their personal research interests while guiding undergraduate pairs. We explain how implementing the core cycle of the model, whether on a small or large scale, can help teachers make instructional decisions that are based on rich, qualitative classroom data.

Using undergraduate research to develop transferable skills for the modern workforce

2016 ◽  
Vol 37 (2) ◽  
pp. 84
Author(s):  
Jack TH Wang
Keyword(s):  
Biological Sciences ◽  
Large Scale ◽  
Undergraduate Research ◽  
Learning Experiences ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Global Knowledge ◽  
Research Experiences ◽  
Transferable Skills ◽  
Authentic Learning Experiences

In the increasingly competitive global knowledge marketplace, Australian tertiary educators are looking to enrich their program offerings by providing authentic learning experiences for their students. In the biological sciences, this authenticity is best represented by hands-on inquiry and laboratory experimentation, often within the context of research internships. Authentic Large-Scale Undergraduate Research Experiences (ALUREs) aim to broaden the scope of these learning experiences by embedding research into coursework activities accessible by all students within the program. These experiences can promote learning gains in laboratory, analytical, and critical thinking skills, providing students with a transferable skillset applicable to many career paths across the science sector.

scholarly journals Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles

2020 ◽  
Author(s):  
Yue-Yi Hwa ◽  
Michelle Kaffenberger ◽  
Jason Silberstein
Keyword(s):  
Developing Countries ◽  
Large Scale ◽  
After School ◽  
Design Features ◽  
Children’S Learning ◽  
Analysis And Synthesis ◽  
Children's Learning

In this Insight Note, we present a set of principles shared by varied approaches that have all succeeded in improving foundational learning in developing countries. These approaches were not explicitly designed with this list of principles in mind; rather, the principles emerged through analysis and synthesis of successful approaches. We call such efforts ALIGNS approaches, which stands for Aligning Levels of Instruction with Goals and the Needs of Students. ALIGNS approaches take many forms, ranging from large-scale policy and curricular reforms to in-school or after-school remedial programmes. In this note, we describe the principles that ALIGNS approaches have in common (Section I); review interdisciplinary evidence on why aligning instruction with children’s learning levels improves learning (Section II); present three cases from across the spectrum of approaches and illustrate how each embodies the ALIGNS principles (Section III); and provide a longer (though not exhaustive) table of programmes that illustrates the range of possible approaches to implementing ALIGNS principles and describes the design features across which they vary (Table 1).

scholarly journals A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates

2017 ◽  
Vol 16 (1) ◽  
pp. ar1 ◽  
Author(s):  
Kyle J. Frantz ◽  
Melissa K. Demetrikopoulos ◽  
Shari L. Britner ◽  
Laura L. Carruth ◽  
Brian A. Williams ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Stem Careers ◽  
Science Anxiety ◽  
Research Experiences ◽  
Institutional Settings ◽  
Career Trajectories ◽  
Active Research ◽  
And Mathematics ◽  
Faculty Mentors ◽  
Summer Research Program

Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce.

scholarly journals Stop, collaborate and listen: Reimagining & Rebuilding the Royal Alberta Museum

2018 ◽  
Vol 16 (3) ◽  
pp. 383-397 ◽  
Author(s):  
Natalie Charette ◽  
Evelyn Delgado ◽  
Jaclyn Kozak
Keyword(s):  
Large Scale ◽  
Reggio Emilia ◽  
Multiple Literacies ◽  
Visitor Experience ◽  
Project Staff ◽  
Children’S Learning ◽  
Child Centered ◽  
Museum Experience ◽  
Unstructured Play ◽  
Children's Learning

The field of museum education is continually examining and reconsidering how best to engage child audiences, offering child-centered experiences to complement knowledge-rich environments. The implementation of Reggio Emilia approach-based programs and activities, which embrace children’s multiple literacies and provide opportunities for free, unstructured play, are best served when complemented by documentation in order to render learning visible to all audiences. It is through documentation that we can actively demonstrate our respect and value for children’s learning and play. Play has to be honoured and celebrated in its own right, and the act of documentation needs to be incorporated into daily operations so it becomes a natural part of the museum experience, and a natural part of evaluation practices. The Royal Alberta Museum has recently undergone a large-scale renewal project; staff sought inspiration from these Reggio Emilia-based philosophies in designing a space that will welcome play and value it as learning, reframing the museum educator’s role as one that documents, collects and curates children’s learning experiences on the gallery floor. In this way, our museum will continue to shape the visitor experience in a ways that place children’s contributions at the forefront – in the way that Elee Kirk imagined.

scholarly journals HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH?

2015 ◽  
Vol 13 ◽  
pp. 24
Author(s):  
S. Rowland ◽  
C. Tan ◽  
R. Pedwell
Keyword(s):  
Longitudinal Study ◽  
Peer Support ◽  
Scientific Literacy ◽  
Large Scale ◽  
Undergraduate Research ◽  
Productive Failure ◽  
Structured Interviews ◽  
Research Experiences ◽  
Undergraduate Research Experiences

Since 2011 we have conducted Authentic Large-scale Undergraduate Research Experiences (ALURES) with our Sophomore and Junior biochemistry cohorts - so far over 1000 students have participated.The students in 2011-2014 wrote reflections about their experiences mid-semester and/or at the end of semester. Their writing indicates a growing awareness of the value of failure and struggle, as well as a healthy respect for the power of peer support and interaction.We asked the question “what do our students see as a “failure”, and does their understanding of the value of struggle change as a result of the ALURE experience?In 2015 we are conducting a longitudinal study of our ALURE students as they progress through the semester – the students have completed a series of five semi-structured interviews and the URSSA survey. We are examining their development of research and scientific literacy through the lens of productive failure.Our results indicate that although we feel we are designing productive failure into our undergraduate research experiences, we do not appear to be providing a high enough sense of risk or responsibility. This means that the students do not experience a sense of struggle or project ownership with the authenticity we desire. This is causing us to redesign our ALURE offerings.

Enhanced Mentored Undergraduate Research Experiences: Successful Strategies Used in Two Laboratories at Auburn University

2021 ◽  
pp. 1-14
Author(s):  
Marisha Speights Atkins ◽  
Lauren H. Allison ◽  
Mary J. Sandage
Keyword(s):  
Undergraduate Research ◽  
Educational Practice ◽  
Relationship Building ◽  
Research Experiences ◽  
Problem Solving Skills ◽  
Auburn University ◽  
Theoretical Approaches ◽  
Undergraduate Research Experiences ◽  
Barriers To Implementation ◽  
Faculty Mentors

Purpose There is a growing trend toward the provision of undergraduate research experiences as a high impact educational practice that promotes the development of critical thinking and problem-solving skills. This tutorial aims to provide mentoring pathways and resources to faculty mentors who may be unaware of the benefits of undergraduate student participation in research or faculty researchers who are interested in developing meaningful mentored undergraduate research experiences (MUREs). Faculty and student perspectives shared from two research labs at Auburn University illustrate an applied framework for implementation of MUREs. The observed benefits and potential barriers related to the development of MUREs in these laboratories as well as specific recommendations for a structured mentoring approach to optimize student training and research deliverables are described. Conclusions Key elements for developing successful MUREs include relationship building between the mentor and the student, identifying the benefits for both the students and mentor, and persevering beyond barriers to implementation. The utilization of practical guides, theoretical approaches, and collaborative efforts yielded benefits for both students and mentoring faculty in two research labs at Auburn University. Practical guides for obtaining funding for MUREs and accompanying supplemental materials (a lab manual template and manuscript-writing guide) that have supported success in our labs are provided. Supplemental Material https://doi.org/10.23641/asha.14044067

In Our Opinion: School-Family Partnerships: Parents, Children, and Teachers Benefit!

1998 ◽  
Vol 4 (6) ◽  
pp. 310-312
Author(s):  
Marilyn Sue Ford ◽  
Robin Follmer ◽  
Kathleen K. Litz
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Children’S Learning ◽  
Family Partnerships ◽  
Children's Learning

The advent of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) dramatically altered mathematics education. Like teachers, parents are coming to terms with shifting expectations and methods of instruction. Communicating with parents and involving them in their children's learning of mathematics help parents understand why and how mathematics education has changed.

scholarly journals Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity?

2016 ◽  
Vol 15 (4) ◽  
pp. ar79 ◽  
Author(s):  
Susan Rowland ◽  
Rhianna Pedwell ◽  
Gwen Lawrie ◽  
Joseph Lovie-Toon ◽  
Yu Hung
Keyword(s):  
Science Education ◽  
Teaching And Learning ◽  
Large Scale ◽  
Undergraduate Research ◽  
Research Experience ◽  
Authentic Science ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
And Mathematics ◽  
Definition Of

The recent push for more authentic teaching and learning in science, technology, engineering, and mathematics indicates a shared agreement that undergraduates require greater exposure to professional practices. There is considerable variation, however, in how “authentic” science education is defined. In this paper we present our definition of authenticity as it applies to an “authentic” large-scale undergraduate research experience (ALURE); we also look to the literature and the student voice for alternate perceptions around this concept. A metareview of science education literature confirmed the inconsistency in definitions and application of the notion of authentic science education. An exploration of how authenticity was explained in 604 reflections from ALURE and traditional laboratory students revealed contrasting and surprising notions and experiences of authenticity. We consider the student experience in terms of alignment with 1) the intent of our designed curriculum and 2) the literature definitions of authentic science education. These findings contribute to the conversation surrounding authenticity in science education. They suggest two things: 1) educational experiences can have significant authenticity for the participants, even when there is no purposeful design for authentic practice, and 2) the continuing discussion of and design for authenticity in UREs may be redundant.

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