Suzanne M. Nesmith

Trade Books in the Mathematics Classroom: The Impact of Many, Varied Perspectives on Determinations of Quality

The integration of childrens trade books in the mathematics classroom has experienced a dramatic surge in its popularity; yet, though the positive benefits of this strategy have been well documented, these benefits may only be realized if the literature is of high quality. Utilizing a mathematics trade book evaluation instrument, this inquiry explored the impact of varied backgrounds and perspectives on determinations of quality. Utilizing 30 reviewers from five distinct groups and conducting more than 180 evaluations of six trade books, it was found that the background of the reviewer and the number of reviewers involved in the evaluation affected quality determinations. The results indicate that though instruments such as Hunsaders provide a valuable tool for evaluating mathematics literature, the evaluation process, including the number and the background of those involved in the review, greatly affects evaluation results. Subsequently, it is vital that teachers and other educators who either incorporate, or recommend the incorporation of, mathematics trade books actively explore and assess the evaluation and recommendation processes.

Ways that Preservice Teachers Integrate Children's Literature into Mathematics Lessons

Childrens literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included childrens literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program. The preservice teachers were required to use a childrens literature book to explore a mathematical concept in three mathematics-focused lesson plans. The qualitative data analysis revealed that in planning mathematics lessons to incorporate childrens literature, preservice teachers tended to focus on basic approaches. Specifically, the preservice teachers most often used a book as context for review, to develop a concept, or to use with manipulatives. As a result, it is important for teacher educators to provide the opportunity for preservice teachers to learn more about the various ways of integrating literature and provide the necessary support for incorporating these strategies into their lessons.

The safer chemical design game. Gamification of green chemistry and safer chemical design concepts for high school and undergraduate students

ABSTRACT Green chemistry can strongly attract students to chemistry. We, therefore, developed a green chemistry educational game that motivates students at the undergraduate and advanced high school levels to consider green chemistry and sustainability concerns as they design a hypothetical, chemical product. The game is intended for incorporation into any chemistry course for majors and non-majors that teaches sustainability and/or the Principles of Green Chemistry at the undergraduate level. The game is free of charge and encourages students to think like professional chemical designers and to develop a chemical product with respect to function and improved human and environmental health. This computer simulation has been assessed by educators and can be seamlessly integrated into an existing curriculum. GRAPHICAL ABSTRACT

Love It, Like It, or Leave It--Elementary Preservice Teachers' Field-Based Perspectives toward the Integration of Literature in Mathematics.

ABSTRACT Integrating literature in mathematics is a powerful strategy used by many teachers to meet the reformative goals outlined by the National Council of Teachers of Mathematics. This article reports a teacher education study in which 15 elementary preservice teachers engaged in a task that challenged them to link the pedagogical strategy of integrating literature in mathematics to their field-based utilization of the practice. Qualitative data gathered during participants’ concurrent enrollment in a mathematics methods course and a field-based practicum course and recorded through reflections and focus-group sessions revealed variances in participants’ perspectives toward the practice. Results indicate that the participants’ perspectives were overwhelmingly positive and variances were linked to the participants’ personal growth and development as educators. Implications and suggestions allow teacher educators to utilize perspective variances to support preservice teachers’ abilities to link the theories espoused in methods courses to the classroom utilization of said theories.

Exploring Educators’ Environmental Education Attitudes and Efficacy: Insights Gleaned from a Texas Wetland Academy

It has been determined that some 60% of wetlands worldwide have been destroyed in the last 100 years, and, for more than a decade, researchers have warned of a global freshwater imperative. In the context of these environmental deteriorations and ecological crises, teaching about environmental issues and ways to preserve the worlds environment has become increasingly important at both national and international levels. Additionally, these issues highlight the necessity of developing wetland centers and determining a means for building understanding of wetlands, water conservation, and water reuse. This study investigated the impact of an onsite wetland environmental education (EE) experience on educators’ attitudes and efficacy. Participants were 13 selected educators currently teaching elementary, middle school, and high school level students. Pre- and post-experience data were collected through an environmental teaching perceptions instrument [Ko, A., & Lee, J. C. (2003). Teachers’ perceptions of teaching environmental issues within the science curriculum: A Hong Kong perspective. Journal of Science Education and Technology, 12(3), 187–204] and a 12-month post-experience focus group interview. Results suggested that the experience did not significantly impact the educators’ attitudes but did impact their EE efficacy; specifically, the educators’ indicated enhanced self-efficacy in teaching EE and heightened perceptions of their abilities to incorporate teaching practices that would positively change students’ EE knowledge, attitudes, and skills. The significant, positive, sustained changes in participants’ efficacy were attributed to the distinctive design of the workshop; an inquiry-based research experience situated within a specific context (a 1,840-acre constructed wetland system) and addressing water reclamation and reuse with a targeted group of educators who have a personal investment in these topics.

Envisioning Equitable Classrooms That Enhance All Students’ Wonderful Ideas: A Duckworth Perspective

This synopsis centers on Eleanor Duckworth’s ideas about the relationship between education and intellectual development. Specifically, Duckworth described the essence of intellectual development as the “having of wonderful ideas” and the essence of pedagogy as the creation of occasions to “have wonderful ideas.” As opposed to accepting the persistent, pernicious educational belief that there is a single, best way to understand and a single, best way of explaining this understanding, Duckworth determined that all children can come to comparable, equally satisfactory, wonderful understandings when provided occasions to do so.