STEMERS Seminar Archive
Friday, March 1, 2024
Title: When 10 ≠ Ten: Teachers Develop Original Stories to Conceptualize Numeral Transition
Abstract:
This research empirically examined pre-service early childhood educators’ pedagogical strategies for contextualizing concepts of numeral transition within mathematics-themed stories. The collected stories (n=93) were coded based upon two dimensions (1) the broadness of themes – about how the target mathematics topic was contextualized in the story and (2) the pedagogical approaches– about how the target mathematics topic was conceptualized. The participants’ pedagogical practices were analyzed to determine similarities and variations among proposed approaches in regards to presenting (1) the strategies that preservice early childhood educators used to contextualize quantity with compound symbols within their stories, (2) the varieties of pedagogical components they employed to conceptualize quantity with compound symbols. Analysis of the participants’ collected stories generated seven general contextualization categories and four general pedagogical approaches to conceptualize the target mathematics topic..
Presenters:
Dr. Song An, Ph.D.
Co-developer of BioBits Project
Associate Professor. Teacher Education
University of Texas at El Paso
Event Live Stream
October, 2023
Topic: Middle School Mathematics Affect and Identity
Abstract: Data from more than 1,500 middle-grade math students were analyzed to examine their mathematical affect and identity. The students were asked whether they considered themselves mathematicians, and a prompt was used to support their mathematical identity. The subgroups were separated based on gender and grade affiliation (6, 7, and 8), and chi-square analysis was used to compare them. The results showed that the gap between male and female mathematics identity and affect is decreasing. Although progress has been made in encouraging young women to consider themselves mathematicians, there is still more work to be done. This study's findings are consistent with previous research that suggests that mathematical affect is sustained and relatively stable by grade six and becomes stable near grade 7 (around age 13). Interestingly, this age (13) coincides with the start of pre-algebra for many grade seven students and marks the beginning of a successful period of abstract reasoning for adolescents.
Presenters:
Ruby Lynch-Arroyo, PhD
University of NM/COEHS
Scott Chamberlin, PhD
University of Wyoming/COE
William Medina-Jerez, PhD
University of Texas at El Paso/COE
Event Live Stream:
Friday, April 30, 2021
Topic: BioBits: Building Accessible Hands-on Biology Classroom Activities with Freeze-Dried Cell-Free Technology
Abstract:
Hands-on lab experiences improve student outcomes and engagement in STEM classes, but activities involving living biological materials require specialized equipment and expertise, limiting the accessibility of these activities to classrooms with significant material resources. To expand accessibility, we developed freeze-dried, cell-free kits (BioBits® kits). BioBits® kits are uniquely inexpensive, user friendly, safe, and have real-time visual readouts that students can see. Students simply need to rehydrate the reactions by adding water with DNA and the BioBits® reaction will express the protein encoded by the DNA. Our experiences and findings with prototyping, pilot testing, and implementing these activities in classrooms suggest that synthetic biology-based BioBits® kits have the potential to increase accessibility to molecular biology education among high school student groups.
Presenters:
Dr. Ally Huang
Co-developer of BioBits Project
Event Live Stream
Friday, March 26, 2021
Topic: Fixing the Leak in the STEM Pipeline at Canutillo ISD
Abstract:
Our vision at Canutillo ISD is that by year 2023 all students will have the opportunity to enroll in more advanced mathematics courses at the high school level by completing Algebra I in middle school. Algebra has often been referred to as a “gatekeeper” to higher learning- both in mathematics and in other fields.
Canutillo's data shows that students who complete Algebra I in middle school are four times more likely to receive a college degree and six times more likely to specialize in a STEM field. The question is no longer if they should take algebra but rather when students should take algebra. Traditionally, students take algebra in ninth grade. Only students who show exceptional talent in mathematics are offered the opportunity to complete it in the eighth grade.
Today, more than 75% of our 6th grade students are enrolled in an advanced math pathway - completing at least Algebra I before they leave middle school. This presentation will share Canutillo's journey in increasing access and enrollment to advanced high school math.
Presenters:
Yirah Valverde Ph.D.
Mathematics Curriculum and Instruction Coordinator
Canutillo Independent School District
Event Live Stream
Friday, January 31, 2020
Topic: The Mathematics Revolution: Bringing Mindset Mathematics to College Students
Abstract:
In recent years neuroscience has revealed important and surprising information about the ways we learn mathematics and other subjects, that has the potential to change learning pathways dramatically. Many students come to college and struggle in classes, thinking they cannot achieve. These beliefs change their future learning. In this session we will learn about ways to change students’ mathematics pathways, through mindset messages and teaching. I will share some details of the “mathematics revolution”, the latest neuroscience that shows the mathematical workings of the brain, and some ways to teach students that mathematics is a beau-tiful and creative subject.
Presenters:
Jo Boaler, Ph.D.
Nomellini and Olivier Professor in the Graduate School of Education, Stanford University
Friday, April 19, 2019 STEMERS
Angelica Monarrez, Ph.D.
Research Associate in STEM Education
University of Texas at El Paso
Larry Lesser, Ph.D.
Professor in Mathematical Sciences
University of Texas at El Paso
Amy Wagler, Ph.D.
Associate Professor in Mathematical Sciences and Computational Science
University of Texas at El Paso
Topic: Range of meanings: A sequential mixed methods study of how English language learners encounter assessment items on descriptive statistics
https://amstat.tandfonline.com/doi/full/10.1080/10691898.2018.1511388#.XKYqylVKiUk
Abstract:
English language learners (ELLs) are a growing demographic in secondary, two-year, four-year and research institutions where many students encounter their first course in statistics. In the statistics education litera-ture, recent calls have been made to improve statistical education for underserved student populations, in-cluding ELLs. Some have investigated how ELLs interpret instructional material and classroom practices in the statistics classroom. This study (published in the November 2018 Journal of Statistics Education) uses a sequential mixed methods approach to investigate how Spanish-speaking ELLs may respond differently to assessment items about measures of center and variation. Comprehensive analyses of this type are essential in order to identify bias and ensure fair comparisons across participant populations. Findings indicate that ELLs do not comprehend context or understand some statistical terms in the same way as non-ELLs. Study limitations, implications, and recommendations are discussed.
Event Live Stream
Friday, April 05, 2019 STEMERS
Jeffrey Olimpo, Ph.D.
Assistant Professor in Biological Sciences
University of Texas at El Paso
Topic: Tigriopus CURE: A Scalable Model for Engaging Students in Authentic Scientific Practices
https://www.lifescied.org/doi/pdf/10.1187/cbe.15-11-0228
Abstract:
Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices’ development of scientific reasoning and process skills in the science, technology, engineering, and mathematics (STEM) disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to “think like a scientist.” Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students’ development of content knowledge, attitudes, and motivation in the discipline, particularly among non-volunteer samples. To address these concerns, we adopted a mixed-methods approach to evaluate the aforementioned outcomes following implementation of a novel CURE in an introductory cell/molecular biology course. Results indicate that CURE participants exhibited more expert-like outcomes on these constructs relative to their non-CURE counterparts, including in those areas related to self-efficacy, self-determination, and problem-solving strategies. Furthermore, analysis of end-of-term survey data suggests that select features of the CURE, such as increased student autonomy and collaboration, mediate student learning and enjoyment. Collectively, this research provides novel insights into the benefits achieved as a result of CURE participation and can be used to guide future development and evaluation of authentic research opportunities.
Event Live Stream
Friday, February 1, 2019 STEMERS
Aydar M. Kalimullin, Ph.D.
Dean of the Institute of Psychology and Education and Professor
Kazan Federal University, Russia
Topic: Transformation of Teacher Education in Modern Russia
Abstract:
During the last decade, there is an attempt to improve teacher education system in Russia. The main objective of the modernization of teacher education is to change the ways teacher education is organized ensuring the realization of the new teacher standard along with the new federal education standards. The federal standards aim at developing practical competencies of teachers, improving the qualifications of early education and primary school teachers, developing new trajectories for career and professional development, and preparing new educational leaders. We will discuss how modernization of the teacher education assist in the implementation of new standards and competencies.
https://teacher21.kpfu.ru/en/about-sae/
https://kpfu.ru/eng/academic-units/humanities/institute-of-psychology-and-education
Event Live Stream
Friday, October 5, 2018 STEMERS
Scott Chamberlin, Ph.D.
Professor Of Elementary and Early Childhood Education
University of Wyoming
Scott Chamberlin is a professor at the University of Wyoming in the field of mathematics education. His research interests include the use of
Topic: Mathematical Modeling in
https://link.springer.com/search?facet-series=%228392%22&facet-content-type=%22Book%22
Abstract:
Mathematical modeling has existed for centuries, but it has recently come to prominence among mathematics psychologists. This notion should be considered in relation to the fact that mathematical modeling is now one of the eight mathematical practices in the Common Core State Standards-Mathematics (NGA & CCSSO, 2010). Affect, problem solvers’ feelings, emotions, and dispositions (McLeod & Adams, 1989)
Event Live Stream
Friday, September 7, 2018 STEMERS
Maria De Los Ángeles Cruz Quiñones, Ph.D.
Profesora
Universidad Autónoma de Ciudad Juárez, Mexico
Mourat Tchoshanov, Ph.D.
Professor, Mathematics and Mathematics Education
University of Texas at El Paso
Topic: Analyzing connections between teacher and student topic-specific knowledge of lower secondary mathematics
The Journal of Mathematical Behavior, Volume 47, September 2017, Pages 54-69
Mourat Tchoshanov, Maria Cruz Quinones, Kadriya B. Shakirova, Elena N.
https://www.sciencedirect.com/science/article/pii/S0732312316301195.
Abstract:
The interpretive cross-case study focused on the examination of connections between teacher and student topic-specific knowledge of lower secondary mathematics. Two teachers were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey before teaching a topic on the division of fractions. The survey consisted of multiple-choice items measuring teachers’ knowledge of facts and procedures, knowledge of concepts and connections, and knowledge of models and generalizations. Teachers were also interviewed on the topic of fraction division using questions addressing their content and pedagogical content knowledge. After teaching the topic on the division of fractions, two groups of 6th-grade students of the participating teachers were tested using similar items measuring students’ topic-specific knowledge at the level of procedures, concepts, and generalizations. The cross-case examination using meaning coding and linguistic analysis revealed topic-specific connections between teacher and student knowledge of fraction division. Results of the study suggest that students’ knowledge could be associated with the teacher knowledge in the context of topic-specific teaching and learning of mathematics at the lower secondary school
Download PresentationEvent Live Stream
May 4, 2018 STEMERS
Comparative analysis of teacher education preparation programs in Latin America and the United States.
Participants:
Argentina
Cristina Iturralde M.S.
Adriana Bertelle M.S.
College of Engineering
Universidad Nacional del Centro de la Provincia de Buenos Aires
Brazil
Laísa Freire, Ph.D.
Adjunct Professor
Ecology Department – Biology Institute
Graduate Programs in Science and Health Education and Environmental Education
Health Sciences Center
Universidad Federal de Rio de Janeiro
Colombia
Adela Molina Andrade, Ph.D.
Inter-institutional Doctoral Program
College of Science Education
Universidad Distrital Francisco José de Caldas
Colombia
Mexico
Maria de los Angeles Cruz Quinonez, Ph.D.
Departamento de Física y Matemáticas
Universidad Autónoma de Ciudad Juárez
UTEP
Ellen Esposito
MATS Director,
ADP Math and Science Teacher Academy (MaST)
College of Science
Moderator:
William Medina-Jerez, Ph.D.
Associate Professor
University of Texas at El Paso, United States
Download Presentation (Mexico)
Download Presentation (Colombia)
March 30, 2018 STEMERS
Pei-Ling Hsu, Ph.D.
Associate Professor
Education Building, Room 606
pshu3@utep.edu
915-747-6446
High School Students' and Scientists' Experiential Descriptions of Cogenerative Dialogs
Hsu, P. L. (2018). High School Students’ and Scientists’ Experiential Descriptions of Cogenerative Dialogs. International Journal of Science and Mathematics Education, 1-21.
https://link.springer.com/article/10.1007/s10763-017-9877-4
Abstract:
Working with scientists has been suggested as an effective way for high school students to learn science more authentically. However, several challenges hinder partnerships between students and scientists, such as intimidation issues, the complexity of scientific language, and communication barriers. The purpose of this
February 2, 2018 STEMERS
Song An, Ph.D.
Assistant Professor
Education Building, Room 808
saan@utep.edu
915-747-7616
Development of Preservice Teachers' Interdisciplinary Pedagogical Content Knowledge: A Preliminary Exploration of STEM Integration
An, S. A. (2017). Preservice teachers’ knowledge of interdisciplinary pedagogy: the case of elementary mathematics–science integrated lessons. ZDM, 49(2), 237-248.
https://link.springer.com/article/10.1007/s11858-016-0821-9
Abstract:
The purpose of the study is to explore how elementary preservice teachers’ mathematics–science integrated teaching strategies changed as a result of participating in exemplary interdisciplinary activities with multiple themes across school curricula. The participating elementary preservice teachers (n = 28) were recruited for this study from the College of Education students enrolled at a medium-sized southwestern research university in the United States. A qualitative methodology with pre-and-post data collection from open-ended surveys was used in the current study to explore the development of preservice teachers’ mathematics teaching strategies with connections to science-themed activities before and after an 8-week intervention. In general, the results from the pre-and-post surveys revealed that the preservice teachers’ interdisciplinary knowledge of using science-themed activities as instructional approaches for teaching mathematics had remarkable changes across all four science content areas including physics, chemistry, biology, and environmental and space science. This study provided additional empirical evidence on how contextualized mathematics educational activities, in the current case using the association between science and mathematics, can be used as effective teacher education resources for developing teachers’ capacity for designing mathematics lessons.
Hispanic Preservice Teachers’ Peer Evaluations of Interdisciplinary Curriculum Development: A Self-Referenced Comparison Between Monolingual Generalists and Bilingual Generalists
An, S. A., Tillman, D. A., Zhang, M., Robertson, W., & Tinajero, J. (2016). Hispanic preservice teachers’ peer evaluations of interdisciplinary curriculum development: A self-referenced comparison between monolingual generalists and bilingual generalists. Journal of Hispanic Higher Education, 15(4), 291-309.
December 7, 2017 STEMERS International Webinar
Cristina Iturralde
Director of the Teacher Education Department
College of Engineering
Universidad Nacional del Centro de la Provincia de Buenos Aires (UNICEN)
Olavarría. Buenos Aires. Argentina
Chemistry Teacher Preparation at The Universidad Nacional del Centro de la Provincia de Buenos Aires
A brief discussion on a typical chemistry teacher preparation program at an Argentine university. The focus of this discussion will be on the central aspects of teacher preparation and on some issues that encourage reflection. Other topics in this discussion include programs of study in the chemistry education program and continuing education for teachers in this area.
Research Project: Implementation and Assessment of Curricular Sequences
Principal Investigator: Adriana Bertelle M.S.
Co- Investigator: Cristina Iturralde M.S.
This project was designed using an integrated research perspective. Its focus is on teaching and assessment practices in school classrooms as the lens to interpret learning outcomes. In this project, we approach the learning process as a complex task impacted by multiple variables. We analyzed the design of each curricular program, its implementation, and the intended learning outcomes from the perspective of the pedagogical knowledge that guided the program delivery.
March 24, 2017 STEMERS
William Medina-Jerez, Ph.D.
Associate Professor
Education Building, Room 604
wjmedinajerez@utep.edu
915-747-8608
Science Education Research Trends in Latin America
Medina-Jerez, W. (2018). Science Education Research Trends in Latin America. International Journal of Science and Mathematics Education, 16(3), 465-485.
https://link.springer.com/article/10.1007/s10763-016-9785-z
Abstract:
The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Of the ten countries represented in this study, Brazilian authors were the most research-active scholars followed by their colleagues from Venezuela, Mexico, and Argentina. The History, Philosophy and the Nature of Science (HPNOS) was the topic that most attracted the interest of Latin American science education researchers, and the Empirical Qualitative studies were the most frequent research type combination in the analyzed publications. Findings in this study suggest a relationship between investment power in Research and Development (R&D) and the scholarly productivity not only in science education but also in the scientific field in the countries of the region.