Relevant bibliographies by topics / Math middle school teachers

Academic literature on the topic 'Math middle school teachers'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Math middle school teachers"

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Redding, Christopher, Laura Neergaard Booker, Thomas M. Smith, and Laura M. Desimone. "School administrators’ direct and indirect influences on middle school math teachers’ turnover." Journal of Educational Administration 57, no. 6 (November 4, 2019): 708–30. http://dx.doi.org/10.1108/jea-10-2018-0190.

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Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.
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Switzer, J. Matt. "Bridging the Math Gap." Mathematics Teaching in the Middle School 15, no. 7 (March 2010): 400–405. http://dx.doi.org/10.5951/mtms.15.7.0400.

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Hodge, Lynn Liao, and Michael Lawson. "Strengthening Partnerships through Family Math Nights." Mathematics Teaching in the Middle School 23, no. 5 (March 2018): 284–87. http://dx.doi.org/10.5951/mathteacmiddscho.23.5.0284.

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Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.
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Schielack, Janie, and Cathy L. Seeley. "Contemporary Curriculum Issues: Transitions from elementary to middle school math." Teaching Children Mathematics 16, no. 6 (February 2010): 358–62. http://dx.doi.org/10.5951/tcm.16.6.0358.

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The beginning of every school year provides challenges to students from a variety of sources. This year's teachers may structure their classroom differently from last year's teachers. Teachers at the same grade level may place greater emphasis on different topics. Teachers' expectations for how students participate in instructional activities may differ. Students also face the problem of forgetting what they learned last year, especially if they have not used particular mathematical knowledge or skills over the summer months. Such annual challenges are minor in comparison with the challenges that students face during crucial transition points: from elementary school to middle school, from middle school to high school, and from high school to postsecondary education.
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Naslund, Beverly. "Projects: Math and Science Solutions (MASS) Project." Mathematics Teacher 96, no. 3 (March 2003): 222. http://dx.doi.org/10.5951/mt.96.3.0222.

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The Math and Science Solutions (MASS) project is an Eisenhower Professional Development Grant that connects schools in diverse settings throughout Illinois using a variety of learning technologies. The goal of the MASS project is to improve instruction and student learning in middle school and high school mathematics and science classrooms by helping to increase teachers' content knowledge, technology integration skills, and engaged learning knowledge, in addition to creating a forum for collaboration on classroom and curricular ideas. A learning network has been formed by connecting mathematics and science teachers and administrators with faculty and preservice teachers from Western Illinois University, in Macomb, Illinois.
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Irizarry, Yasmiyn. "On Track or Derailed? Race, Advanced Math, and the Transition to High School." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312098029. http://dx.doi.org/10.1177/2378023120980293.

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Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.
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Volpe, Betty J. "Teacher to Teacher: A Girls' Math Olympiad Team." Mathematics Teaching in the Middle School 4, no. 5 (February 1999): 290–93. http://dx.doi.org/10.5951/mtms.4.5.0290.

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IN 1991 I BEGAN TO COACH THE SIXTHgrade Math Olympiad Team in Candlewood Middle School, a public middle school for grades 6 through 8. The Mathematical Olympiads for Elementary and Middle Schools (MOEMS) is a nonprofit public foundation that provides opportunities for children through grade 6 to experience creative problem solving in a nonthreatening competitive setting throughout the school year. The Math Olympiads holds five olympiad contests, which are given at monthly intervals beginning in the middle of November. Thus, each school has about two and one-half months to get ready for the olympiads. Each olympiad contest contains five verbal problems, each with a time limit. Each team may have a maximum of thirty-five participants. When the olympiads conclude in the middle of March, about two and one-half months remain to discuss and review the olympiad problems and to introduce new topics.
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Moon, Jodi Saxton. "Median Middle School." Journal of Cases in Educational Leadership 19, no. 4 (November 3, 2016): 47–56. http://dx.doi.org/10.1177/1555458916657121.

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This case was developed for use with future school leaders in an educational setting. There are several topics of discussion that can be developed, including but not limited to policy implementation, the efficacy of professional learning communities, and improving student learning outcomes. The setting is a solidly performing middle school in the third year of implementing a new policy of common assessments through a professional learning committee model. Data are presented about the students, the district, and the teachers involved. Students must support the main player in the story: a new principal who is about to begin work with an established math department in the midst of collaborative crisis.
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Nathan, Linda F. "First Person: Carmen: Friend, colleague, creative disruptor." Phi Delta Kappan 104, no. 1 (August 29, 2022): 56–57. http://dx.doi.org/10.1177/00317217221123651.

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Linda Nathan remembers the colleague who helped her through the first days of her new position as a bilingual math teacher at a Boston middle school and then became a close friend. When Nathan was overwhelmed, Carmen Torres, a bilingual science teacher, reassured her and became a model for how to lead her classroom. When Carmen died in April 2022, Nathan shared her story with other teachers and school leaders who have been inspired both to consider who their Carmens have been and to be Carmens for new teachers in their schools.
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Joshi, Ela, Sy Doan, and Matthew G. Springer. "Student-Teacher Race Congruence: New Evidence and Insight From Tennessee." AERA Open 4, no. 4 (October 2018): 233285841881752. http://dx.doi.org/10.1177/2332858418817528.

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Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state’s teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.
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Dissertations / Theses on the topic "Math middle school teachers"

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Nivens, Ryan Andrew. "Constructivist Ways to Teach Middle School Math Teachers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/234.

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Vizzi, Angela L. "Teachers' Perceptions of Manipulatives During Middle School Math Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2080.

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In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district's math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers' perceptions of PD and perceived self-efficacy regading the implementation of manipulatives. Knowles's andragogy and Piaget's cognitive development theories framed this study. A homogeneous sample of 12 voluntary participants with more than 5 years teaching middle school math, both with and without access to manipulatives, volunteered to participate in this study. Data from observations, interviews, and archival documents were analyzed using comparative and inductive analyses and were analytically coded. Participants reported a need for PD that focused on physical and virtual manipulatives (PM and VM) and a low perceived self-efficacy regarding manipulatives use during math instruction. A blended PD using face-to-face and distance learning formats was designed to increase math teachers' knowledge of and perceived self-efficacy with PM and VM for math instruction. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers' practice and self-efficacy using manipulatives during math instruction, ultimately increasing student performance.
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Gilbert, Michael. "A professional development experience : an analysis of video case-based studies for secondary math teachers in linear functions /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7530.

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Johnson, Teresa. "An examination of the relationship between the type of teacher certification of middle school teachers and student math, reading, and writing achievement /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3164080.

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Thesis (D.Ed.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 91-100). Also available for download via the World Wide Web; free to University of Oregon users.
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Rhyne, Brenda. "Urban middle school students' perceptions of math and science teachers' caring behaviors and students' self reports of academic competence /." Online version of thesis, 2007. http://hdl.handle.net/1850/4891.

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Unobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.

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Thesis advisor: Robert J. Starratt
Often educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect each other's approach; when they do disagree, they focus briefly on ideological differences and then move on to another topic before identifying the specific instructional techniques that work. This dynamic persists in all schools, but particularly in high performing schools in which most students are succeeding, teachers choose to avoid these difficult conversations and thus avoid close examination of their practices. This study examines a leadership project that strove to draw teachers into fruitful conversations about best practice by diminishing competitiveness within the group. Rather than asking them to compare student performance on common assessments, and identify the teacher whose students did the best, the Principal/Researcher focused teachers on the goal of establishing a common approach to teaching certain math topics. In order to find this common approach, teachers had to examine their practices very closely, adopting some new ones but keeping the ones that worked. Rather than the work of one teacher, the "best practice" that the group members chose was a synthesis of strong teaching methods from all members of the group
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Creek, Wendy. "It All Adds Up| Professional Development, Content Knowledge, and Self-Efficacy in Middle School Math Teachers." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10682850.

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The math achievement of American students had been stagnant or falling since 2007, according to both national and international measures (NAEP, TIMSS, PISA). While the Common Core State Standards were partially a response to sinking levels of American math proficiency, those standards require a much greater depth of conceptual understanding of mathematics for teachers than previous standards, yet more than half of fifth- through eighth-grade math teachers are not certified to teach math. The federal government and school districts spend millions of dollars on teacher professional development, but little evidence shows what kind of professional development might be the most beneficial for math teachers. This study measured the impact of math content-based professional development on middle school math teachers. Findings suggest that the participating teachers’ content knowledge about ratios and proportional reasoning increased slightly during the study. Exit surveys indicated that the most recent PD session would have an impact on their teaching practice, although the impact would mostly be related to their pedagogy. However, there was little change in teachers’ self-efficacy toward teaching mathematics. As research indicates, content knowledge in math is connected to student achievement, the implication of which is that middle school math teachers can increase their content knowledge through professional development. Given that access to higher-level math courses is critical to college success, and the foundation for those higher-level math courses begins in middle school, it is imperative that all students and their teachers are supported to be successful in math.

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West, Robert J. "Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427381851.

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Brothers, Martha Sue. "The Experiences of Middle School Teachers with Integration of Digital Media into the Curriculum." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1879.

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Middle school teachers at a school district integrated digital media into the math and literacy curriculum by using programs such as Success Maker and Reading 180 in the classroom. Teachers received training on best practices for integrating digital media in their teaching. No research had been conducted to examine the experiences of these middle school teachers with the integration of digital media into the curriculum. The purpose of this qualitative case study was to address that gap. The research questions focused on teachers' outlooks on digital media as a teaching tool and the instructional strategies they used. The conceptual framework of this study was based on Bandura's social cognitive theory because students may achieve higher levels of academic achievement through the integration of digital media into the curriculum. Purposeful sampling was used to select 6 urban public regular middle schools teachers who taught either math or language arts and had integrated digital media into the curriculum. Face-to-face interviews were conducted. Archival documents on the school district's digital media use were also examined. Data were analyzed using thematic analysis. The findings revealed strategies that literacy and math teachers used to individualize instruction, make instruction relevant to students, and integrate digital media throughout their lessons on a daily basis. Study findings may offer insight on instructional strategies that middle school math and literacy teachers may use to integrate digital media into the curriculum. Such knowledge may help students at this school pass standardized tests and graduate.
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Ikenberry, Susan J. "Math, Class, and Katrina Aftermath: The Impact of Experiences Teaching Mathematics to Low-income Middle School Students on Middle-income Teachers’ Pedagogical Strategies." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1925.

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Despite a century of educational reforms, no matter how achievement is measured, learning and opportunity gaps can still be predicted by race and socioeconomic status. Teachers and schools are blamed for functioning to reproduce social inequality. This study investigated teacher agency and transformative potentials. It considered how teachers modified their pedagogical practices when teaching low-income and high-poverty students. In order to capture teacher beliefs and logic, a qualitative approach was used involving in-depth interviews of a small number of participants. The research used the context of the dislocation of students from high-poverty Orleans Parish schools in the year following Hurricane Katrina and their absorption into often higher income schools to understand middle-class teachers’ perspectives on their new students’ learning needs and how they adjusted their practice. Participants were middle-school mathematics teachers ranging in experience and orientation. Evacuees had weaker mathematics backgrounds (often two years below grade level). In all cases, evacuees were in classes with non-evacuees. Teachers made different pedagogical choices: continuing to use diverse methods aimed at higher-order understanding, or moving to direct instructional strategies; remediating or accelerating students with below-grade-level mathematics skills; and whether or not to help students acculturate (code-switch) from one set of classroom norms and etiquettes to another. Key factors influencing choices included: socioeconomic makeup of their classes; teachers’ level of mathematics expertise; emphasis on test scores; teachers’ views of students’ culture; and teachers’ peer environments. The study provides insights into teacher and classroom mechanisms that contributed to Katrina evacuee multi-year achievement gains.
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Books on the topic "Math middle school teachers"

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Doug, Shaw, ed. Praxis II: Math middle school. Worcester, MA: XAM, 2003.

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Powell, Pia Hansen. Math coaching handbook. Larchmont, NY: Eye On Education, 2008.

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Charles, Randall I. Scott Foresman-Addison Wesley middle school math: Teacher's edition. Menlo Park, Calif: Scott Foresman, Addison Wesley, 1999.

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Cultivating a math coaching practice: A guide for K-8 math educators. Thousand Oaks, Calif: Corwin Press, 2009.

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Rectanus, Cheryl. So you have to teach math?: Sound advice for grades 6-8 teachers. Sausalito, CA: Math Solutions Publications, 2006.

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Pierson, Caryl Kelly. Moving with math: Math by topic IM : Teacher manual. Minneapolis, MN: Math Teachers Press, 2005.

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Learning, LLC Triumph. Math problem solving: Grade 8 : teacher's guide. New York: Options/Triumph Learning, 2011.

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Learning, LLC Triumph. Math problem solving: Grade 7 : teacher's guide. New York: Options/Triumph Learning, 2011.

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Muschla, Judith A. The math teacher's problem-a-day. San Francisco, CA: Jossey-Bass, 2008.

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Muschla, Judith A. The math teacher's problem-a-day. San Francisco, CA: Jossey-Bass, 2008.

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Book chapters on the topic "Math middle school teachers"

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Rivera, F. D. "Dear Preservice Middle Level Majors and Beginning Middle School Teachers." In Teaching to the Math Common Core State Standards, 1–7. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-962-3_1.

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Nite, Sandra. "Energy Math Lessons for Math Classes." In Pedagogy and Content in Middle and High School Mathematics, 255–56. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_57.

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Allen, G. Donald. "Microwave Math." In Pedagogy and Content in Middle and High School Mathematics, 33–35. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_10.

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Ross, Amanda. "Online Assessments in Math." In Pedagogy and Content in Middle and High School Mathematics, 165–68. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_37.

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Lackey, Donna. "What is Mental Math?" In Pedagogy and Content in Middle and High School Mathematics, 241–43. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_53.

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Horvatek, Antonija. "Using Technology In Teaching Math." In Pedagogy and Content in Middle and High School Mathematics, 197–204. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_43.

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Kim, Hee-jeong, and Hyungmi Cho. "Identifying and documenting Korean middle-school mathematics classroom practices." In Teachers Talking about their Classrooms, 285–97. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429355622-18.

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Artigue, Michèle, Brigitte Grugeon-Allys, Julie Horoks, and Julia Pilet. "Identifying the professional lexicon of middle-school mathematics teachers." In Teachers Talking about their Classrooms, 179–92. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429355622-12.

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Beek, Avis. "Preservice Preparation for Middle Level International School Teachers." In Middle Level Teacher Preparation across International Contexts, 172–90. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003213789-16.

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Cao, Yiming, Guowen Yu, and Lianchun Dong. "Exploring the lexicon of middle-school mathematics teachers in China." In Teachers Talking about their Classrooms, 85–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429355622-6.

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Conference papers on the topic "Math middle school teachers"

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Billiar, Kristen L., Robin Belisle, Tanea Cezar, Mary Fusco, Cecelia Gray, Thomas Oliva, Veronica L. Tate, Jeanne Hubelbank, and Terri A. Camesano. "K12 Outreach: Using Biomechanical Engineering Design Projects to Teach Difficult STEM Concepts to Middle School Students." In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206374.

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Science, technology, engineering and math (STEM) concepts become more difficult and less interesting for many students in middle school, thus discouraging many from pursuing science and engineering. To aid in student learning and motivation, we collaborated with middle school teachers to develop engineering design projects to teach difficult STEM concepts. Biomechanics projects appear to motivate student learning and reinvigorate the teaching of engineering topics.
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Kumpaty, Subha, Asha Foster, Alex Hutson, and Vipin Paliwal. "Vitamin B Complex and Bioheat Transfer Projects: 2008 Summer Research Experiences for Teachers at Milwaukee School of Engineering." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12536.

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This paper describes the summer research experiences of a high-school chemistry and biology teacher and a middle-school science teacher at the Milwaukee School of Engineering (MSOE). The first project involved researching B Complex Vitamins at MSOE’s Center for Biomolecular Modeling, developing molecular models using rapid prototyping technology (Z Corp 3D Printer) and creating curriculum modules for teaching the role of B Complex Vitamins to chemistry students in public high schools. A Javascript/HTML for interactive and dynamic presentation for understanding of thiamine (Vitamin B1) via web was written and implemented with Jmol software. A visual inspection of the family of Vitamin B Complex created and the curriculum modules developed during this project provide exciting and effective learning avenues for students in biology and chemistry classrooms. The second project dealt with the study of bioheat transfer and its simulation using MATLAB, and creation of a curriculum module that illustrates heat transfer principles reinforced by implementing the simulation. The teachers enjoyed the interaction with their advisors and the positive environment for their professional development. Details of their projects and experiences along with the evaluation of the program are presented in this paper. The teachers were pleased to be involved in connecting physics, biology, engineering and math into real projects that will motivate the students in their classes to pursue careers in STEM fields.
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Floersheim, Bruce, and Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-prepared to engage in the more advanced learning required to pursue the STEM disciplines, a result that no amount of innovative teaching can correct. This paper will review the performance data from industrial nations at the 4th Grade and 8th Grade levels and illustrate curriculum differences between industrial countries producing higher percentages of STEM graduates. Examination of the performance effects of many variables, including number and sequencing of topics studied, time spent on homework, teacher credentials, access to technology, class size and dollars allocated per student, yields some surprising results. The problem is not as sensitive to many of these variables as one might expect. However, the variables that seem to provide promise for significant improvement from the current state of STEM education are related to topic coverage and manner of presentation. Final recommendations include reduction in the number of topics introduced in any given year with a corresponding reorganization of the curricula, to allow STEM teachers in the middle school to focus on the transitional learning that must occur to prepare for more advanced studies.
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Verma, Alok K., Ray Ferrari, Manorama Talaiver, Sueanne E. McKinney, Daniel Dickerson, and Deborah Chen. "MarineTech Project - Attracting Students towards Math and Science Careers in Shipbuilding and Repair Industry." In SNAME Maritime Convention. SNAME, 2009. http://dx.doi.org/10.5957/smc-2009-p13.

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Low enrollment and high attrition rates in Science, Technology, Engineering and Math (STEM) based degree programs have created a shortage of workforce in industries like shipbuilding and repair which are important for national security. Part of this problem can be attributed to pedagogical issues like lack of engaging hands-on activities utilized for math and science instruction in middle and high schools. Another reason for this is that the teachers are not trained in taking an integrated approach to teaching math and science. This has led to large scale flight and attrition from STEM based career tracks. Consequently, engineering and engineering technology programs throughout the nation have observed declining graduation rates and quality of incoming students. To engage student’s interest in STEM based careers, it is important that students establish a link between the math and science instruction and its application to solve real life problems early in their learning experience. Project based activities have a proven record as a pedagogical method. Effectiveness of this pedagogy has been supported by research in the acquisition and retention of knowledge. The MarineTech Project funded by the State Council of Higher education of Virginia and supported by the Shipbuilding and Repair industry has attempted to address the quality of STEM education in Virginia by developing project based learning kits and providing professional development training in the use of these kits. The project also provided teacher training in 21st century skills and Integrated Math and Science education while increasing awareness of teachers about shipbuilding and repair industry. The paper presents the motivation behind developing these project based learning (PBL) modules, issues related to implementation and results from student and teacher workshops.
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Gharib, Mohamed, Gerald Benjamin Cieslinski, Jowaher Al-Marri, and Brady Creel. "A Project-Based Learning STEM Program for Middle and High School Students." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88647.

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For a successful STEM education, more hands-on and project-based programs are required to be developed and applied in classrooms. In this paper, a short STEM program called Engineering Explorers, aimed to familiarize young students with engineering and its background science is presented. The program included science activities, hands-on engineering projects and contests to challenge students’ math, science, and problem-solving skills. This program, which was developed and conducted at Texas A&M University at Qatar, has shown high impact in motivating students to learn more about science and engineering. Throughout the program, students learn science concepts, design, teamwork and creativity through interactive activities. Built around the engineering design and fabrication processes, Engineering Explorers teaches students how to solve problems systematically and understand how to implement STEM basics into their future science projects. With a theme of using technology for coastal cleanup, the students designed a battery-powered hovercraft capable of cleaning a coastline; a serious problem in Qatar. The students researched hovercraft theory and ways in which components of the hovercraft contribute to how it works. They implemented their designs using 3D printing technology. The details of the program including the contents, preparation, guiding the students during the workshop, developed hovercrafts, end of program competition, and sample survey outputs are presented.
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Benedict, Jennifer, and Hugh C. Briggs. "Application of robots in middle school math classes." In AIAA Scitech 2019 Forum. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2019. http://dx.doi.org/10.2514/6.2019-0070.

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Leatherwood, Christopher. "Error Episodes in a Middle School Math Class." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438755.

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Heo, Hae Ja, and Min Ryeol Choi. "Flipped Learning in the middle school math class." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.22.

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Chen, Mengchong. "Research on Math Anxiety of Elementary School Teachers." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.059.

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Tabachnick, Elijah, Peter Colesworthy, and Michael C. Wittmann. "Middle School Physics Teachers' Content Knowledge of Acceleration." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.091.

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Reports on the topic "Math middle school teachers"

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Dougherty, Shaun, Joshua Goodman, Darryl Hill, Erica Litke, and Lindsay Page. Objective Course Placement and College Readiness: Evidence from Targeted Middle School Math Acceleration. Cambridge, MA: National Bureau of Economic Research, July 2015. http://dx.doi.org/10.3386/w21395.

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Betts, Julian, Andrew Zau, Karen Volz Bachofer, and Dina Polichar. Changing the Odds: Student Achievement after Introduction of a Middle School Math Intervention. Cambridge, MA: National Bureau of Economic Research, January 2023. http://dx.doi.org/10.3386/w30870.

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Seger, Marilyn. A Study of Special Preparation and Training Needs of Middle School Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1226.

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Maron, Nancy, and Kate Wittenberg. The Middle School Portal 2: Math and Science Pathways, National Science Digital Library 2009. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22351.

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Loy, Matthew. The Middle School Portal 2: Math and Science Pathways, National Science Digital Library 2011. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22378.

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AISES, None. Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project. Office of Scientific and Technical Information (OSTI), September 2013. http://dx.doi.org/10.2172/1135739.

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Thieman, Gayle. Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1460.

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Scott-Miller, Susan. An investigation of the relationship between biographical characteristics and job satisfaction among middle school teachers in four suburban school districts. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.405.

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James, Carolyn. Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2951.

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