George O'Brien

A Scooter Inquiry: An Integrated Science, Mathematics, and Technology Activity.

et me ride on the two-wheel scooter first!” “I will ride on a scooter and you measure.” The excitement that is L evident in these statements shows how much our middle school students enjoyed participating in the scooter inquiry. The inquiry is a 3-day activity that integrates science and mathematics and the appropriate use of technology. While doing the activity, students learn about the mathematical concepts of measurement and proportionality as well as the scientific concepts of force, motion, velocity, and acceleration. Our students were active participants in the inquiry, asking questions and finding answers; in the process, they made meaningful connections among mathe-

16 – A Mathematical Modelling Course for Preservice Secondary School Mathematics Teachers

This article describes a mathematical modelling course designed for preservice mathematics teachers. The purpose of this course is to provide the future teachers with the knowledge and experience that enable, motivate, and encourage them to solve real-world problems. The course content is aligned with the National Council of Teachers of Mathematics Standards Documents (1989, 2000). To stimulate the students’ interest in mathematics and develop their spirit of active thinking and inquiry, the course features problem solving (especially mathematical modelling), mathematical inquiry and extensive use of technology. The curriculum approach is providing opportunities for the preservice teachers to experiment with abstract concepts, objects, and relationships, and pursue conceptual understandings.

School gardening with a twist using fish: Encouraging educators to adopt aquaponics in the classroom

ABSTRACT To evaluate the willingness of teachers to incorporate aquaponics in the classroom, we engaged teachers in a 6-week project. Participants in the experimental group maintained small-scale aquaponic systems. All teachers completed pretests and posttests, and exit surveys. Both groups (experimental and control) scored significantly higher on the posttest, but there was no significant score difference between groups. In the exit surveys, participants from the experimental group expressed a greater likelihood to use an aquaponic system at home or in the classroom, believed the system was easy to maintain, and strongly agreed it would help students with math and science.