SSMA 2014 Annual Convention: Jacksonville, Florida Bridging Connections between Mathematics and Science Friday Afternoon Sessions 3:00-3:50 #91 Jacksonville #92 St. Augustine STEM Principals: What They Want and What Situated Cognition Enhances Mathematical They Need Approaches to Natural/Artificial Selection Sandra West, Sandra Browning Leslie Sandra Jones, Joy W. Darley School administrators have an intrinsic incentive The words evolution and statistics can both to create a culture of teacher collaboration to evoke negative reactions from students and positively affect student learning (Burkhouser, impede their likelihood of understanding these Gates, Hamilton & Ikemoto, 2012; Lunenburg, important subjects. We have developed a 2010). Principals rate deficiencies in content and number of collaborative, integrated activities that pedagogical knowledge as the primary factor in combine both topics in familiar contexts. Instead teacher ineffectiveness (Torff & Sessions, 2009). of the often outdated, classic textbook examples, This presentation delineates the findings from a these ideas are more relevant to current multi-year study in which teams of grades 5-8 students. Manipulatives reduce the degree of principals and their science and mathematics abstraction and make measures of central teachers participated in a series of professional tendency & variation that are used to explain development (PD) using the Correlated Science directional, stabilizing, & disruptive selection and Math (CSM) PD model (Author, 2006) that more evident. Lessons can be modified to focuses on the integration of science and differentiate instruction or meet different mathematics to increase student performance. standards in both mathematics and science.
Friday Afternoon Sessions 3:00-3:50 #91 Jacksonville STEM Principals: What They Want and What They Need Sandra West, Sandra Browning School administrators have an intrinsic incentive to create a culture of teacher collaboration to positively affect student learning (Burkhouser, Gates, Hamilton & Ikemoto, 2012; Lunenburg, 2010). Principals rate deficiencies in content and pedagogical knowledge as the primary factor in teacher ineffectiveness (Torff & Sessions, 2009). This presentation delineates the findings from a multi-year study in which teams of grades 5-8 principals and their science and mathematics teachers participated in a series of professional development (PD) using the Correlated Science and Math (CSM) PD model (Author, 2006) that focuses on the integration of science and mathematics to increase student performance. #92 St. Augustine Situated Cognition Enhances Mathematical Approaches to Natural/Artificial Selection Leslie Sandra Jones, Joy W. Darley The words evolution and statistics can both evoke negative reactions from students and impede their likelihood of understanding these important subjects. We have developed a number of collaborative, integrated activities that combine both topics in familiar contexts. Instead of the often outdated, classic textbook examples, these ideas are more relevant to current students. Manipulatives reduce the degree of abstraction and make measures of central tendency & variation that are used to explain directional, stabilizing, & disruptive selection more evident. Lessons can be modified to differentiate instruction or meet different standards in both mathematics and science. SSMA 2014 Annual Convention: Jacksonville, Florida Bridging Connections between Mathematics and Science
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