Lynda R. Wiest

The Role of Computers in Mathematics Teaching and Learning

Summary Computers can be powerful aids to mathematics teaching and learning. Changes brought about by the availability of these tools and the demands of an increasingly technological society impact curricular content and pedagogy in mathematics education as well as the very nature of mathematical thinking and understanding. This article presents ways in which technology is changing mathematics education, guidelines for appropriate technology use in the mathematics classroom, the impact of computers on mathematics learning, common uses of computers in mathematics education, and issues and concerns related to technology use in mathematics.

The Reliability of Students' Ratings of Faculty Teaching Effectiveness

Procedures for measuring faculty teaching effectiveness vary by university; however, student eval uations typically are considered in the process and are critical elements of tenure and promotion decisions (Haskell 1997; Marsh 1987). Because of the high corre lation between quality teaching and high student achievement (Darling-Hammond 1997), it is understandable that faculty teaching effectiveness be carefully moni tored. Student evaluations of faculty teaching effectiveness are also used in dispensing merit-based salary increases and can create a competitive climate among faculty members within university colleges and departments. Because of the emphasis placed on student evaluations and the pressure for junior faculty mem bers in particular to receive high ratings to bolster their promotion and tenure doc uments, an examination of the reliability of student evaluations of teaching effec tiveness is warranted. The weight that the student evaluations receive differs across universities and is continually under scrutiny (Haskell 1997; Sproule 2000). Faculty concerns regard ing the use of student-completed evalua tion forms as the sole or most important assessment of teaching quality have been

Quantitative Literacy for Social Justice

In this article, we argue that many adults lack the “numeracy” needed to function in a maximally effective manner in their vocational, civic, and personal lives. We believe schools need to foster skills in quantitative literacy (QL), an inclination and ability to make reasoned decisions using general world knowledge and fundamental mathematics in authentic everyday circumstances. We explain how schools might begin to make inroads in preparing more quantitatively literate students and how this goal coincides with efforts toward greater social justice.

The role of fantasy contexts in word problems

This paper reports on the efficacy of different contexts for word problems given to Grade Four and Grade Six students. In particular, the use of fantasy contexts were examined and compared with both adult and children/s real-world contexts. The study found that students expressed an interest in the fantasy contexts, and solved problems using these contexts as well as or better than real-world problems.

Men's Perceptions of Their Experiences as K-2 Teachers.

Men are greatly underrepresented as elementary teachers in the United States. They comprise just 17% of elementary teachers and about 2% of K-2 teachers (Allan, 1993; Sanders, Koch, & Urso, 1997; Wood & Hoag, 1993). Moreover, the proportion of male elementary teachers (and male teachers, in general) has been declining in countries around the globe—such as Canada, Japan, New Zealand, and the United States—for the past two decades (Boyle, 1997; Gong, 1997; Hill, 1996; Ministry of Education, 1996; Ministry of Education, Culture, Sports, Science and Technology, 2001). Education researchers have paid little attention to issues surrounding the low and declining proportion of male elementary teachers. This seems perplexing in an era sensitive to issues of gender equity and diversity, one that promotes, for example, gender and racial balance within occupations. The popular press has devoted some attention to the issue, particularly in recent years. Journals, newspaper articles, and press releases, in electronic form and hard copy, report the issue and call for men to consider the teaching profession, particularly at the lower grade levels (Calling prospective teachers, 1999; Gong, 1997; Push for more, 1999; Turner, 1996; Walling, 1998). By conducting a Web search using the term “male primary teacher’’ or a similar word grouping, a researcher can locate a growing number of articles and discussions on the topic in recent years. It certainly seems worth understanding this phenomenon in light of the need for quality elementary teachers. Perhaps half the population is being inadvertently and systematically discouraged from entering this important profession. Moreover, the low number of men in elementary (in particular, primary) teaching denies students and staff gender diversity in their school’s teach-

Single-Sex Education in Public School Settings.

Abstract Although researchers have studied the effectiveness of single-sex education (SSE), the findings have been mixed. This exploratory study reports the perceived goals and effectiveness of single-sex education based on interviews with a small group of educators involved with SSE in various ways. Research participants included a school principal and two teachers from the same elementary school, and two university professors. The interview data regarding single-sex education for girls and boys are categorized according to the following areas: reasons for using single-sex settings, strengths and weaknesses of single-sex schooling, suggestions for successful SSE implementation, and future directions of and suggested research for single-sex education. The study participants offer experience-based ideas that both resonate with and expand on current literature.

Females in Mathematics: Still on the Road to Parity

U.S. females compare favorably with males in some mathematics achievement data, as well as in high school mathematics coursework and grades. These accomplishments have led to contentions by the popular press—and at times the mathematics education community—that females are now on par with males in mathematics. This public perception threatens to diminish continued, needed support for females in mathematics. This chapter summarizes data on lingering areas of concern for females in mathematics, including achievement on standardized tests and in the highest levels of mathematics performance, as well as participation in mathematics (e.g., competitions, higher-level coursework, careers), mathematics-related dispositions, and treatment by teachers, parents, and society at large. Data are drawn mostly from U.S. sources but also from a variety of other countries in addressing this worldwide issue. Researchers, educators, policymakers, and others are called on to continue to address gender issues in mathematics and to do so in more nuanced ways. Research-based suggestions are offered for supporting and encouraging females in mathematics.

Twelve Ways to Have Students Analyze Culture

Schools serve increasingly diverse student bodies. They play an important role in helping students of different backgrounds learn to get along with one another both at school and in the community. Thinking critically about culture can help students toward that goal. In this article, I discuss a dozen ways educators can have students of any age reflect on culture and the intermingling of cultures.

Navigating cross-boundary connections in educational research

Drawing on insights from reflective research accounts in the social sciences, this paper attends to the complexities of conducting cross-boundary educational research. Cross-boundary research is defined as any type of inquiry that is conducted across cultural and/or structural boundaries, including but not limited to race, class, gender, language, religion, age, sexual identity, and national origin. The authors present dilemmas they have faced in conducting educational research and offer three intersecting recommendations for those who wish to conduct research across boundaries.

Teaching Middle-Grades Mathematics Through Financial Literacy

Abstract Because financial literacy is an important skill for middle-grades students, this article suggests numerous personal financial literacy tasks for use in the mathematics classroom. Also provided are specifics for implementing one of these tasks to address mathematical content.