Emotional and Cognitive Preservice Science Teachers’ Engagement While Living a Model-Based Inquiry Science Technology Engineering Mathematics Sequence About Acid-Base

Science inquiry and modeling activities have been proved to heighten emotional situations; therefore, research about emotions should aim to identify which activities promote student engagement with Science, Technology, Engineering and Mathematics fields through multidimensional models that include emotional and cognitive engagement. This research is focused on science teachers’ need to carefully review their classroom instructions to ensure that students are provided with opportunities to develop appropriate understandings of acid/base models (and their concepts). To achieve this, we have implemented a short model-based inquiry acid-base instructional sequence in the context of a TV-spot about chewing gum. A descriptive, non-experimental quantitative methodology with a heuristic (emotional: self-report questionnaire; and cognitive: self-regulation questionnaire) has been used to analyze what Pre-Service Secondary Education Teachers from several Spanish universities recognize to have learned and felt in each activity. Differences regarding knowledge declared by the participants were identified in all the tasks from before to after carrying them out. Furthermore, the results seem to indicate that there are significant relationships between the knowledge and the emotions, being different depending on the skill involved. Significant correlations between emotions have been found. However, there were no significant correlations with either rejection and knowledge or with other emotions, which points to emotional engagement. Generally, no significant differences were identified between emotions and gender or universities, with some exceptions between genders in two tasks. Thus, the results led us to reflect on the instructional sequence implementation’s ability to bring awareness to the learning process and how it produces multidimensional engagements.

Monitoring and evaluating body knowledge: metaphors and metonymies of body position in children’s music instrument instruction

This paper examines music instrument teachers’ instructive use of noun metaphors and metonymies of behaviors related to the playing and handling of a musical instrument. Drawing on 10 video-recorded 30–40 min-long instrument lessons as data, and conversation analysis as a method, the paper examines the temporal location of these figurative turns (i.e., instruction turns including a noun metaphor or metonymy) within the instructional activities and in relation to the student’s behaviors. At the beginning of a new instructional sequence, a figurative turn allows the teacher to test and monitor the level of student’s knowledge, while the student orients to a need to demonstrate that knowledge. Figurative turns also enable the teacher to initiate correction in complex movement sequences, its organization as a series of metaphors or metonymies enabling an easy return to an earlier point in a sequence. Furthermore, the flexibility of metaphors and metonymies as interactional resources is evidenced by the ease by which a figurative instruction turn may be transformed into an affirmative evaluation of student conduct. The paper thus suggests that instructing body knowledge through metaphors and metonymies has significant pedagogical advantages, also providing a detailed account for why and how this is the case.

“Counting” on Quantitative Reasoning for Algebra

Use this approach to developing algebraic identities as a generalization of combinatorial and quantitative reasoning. Secondary school students reason about important ideas in the instructional sequence, and teachers consider newfound implications for and extensions of this generalization in secondary algebra curricula.

Manipulative-Based Instructional Sequences in Mathematics for Students With Disabilities

Manipulative-based instructional sequences—including both concrete and virtual manipulative instructional sequences—are evidence-based or research-based mathematical interventions for students with disabilities. However, as options for manipulative-based instructional sequences increase, educators need support in deciding the best approach. In this manuscript, we provide practical tips for educators to make decisions about selecting and implementing manipulative-based instructional sequences for students with disabilities. We present and discuss the following steps educators should take when preparing to use a manipulative-based instructional sequence: (a) determine resources, (b) know the student, (c) identify the targeted mathematics, (d) evaluate time constraints, and (c) decide upon the ultimate goal of learning.

English and American Sign Language Grammar

This chapter describes the structures of English and of American Sign Language in proximity to one another so the reader may see similarities and differences when attempting to prepare an instructional sequence. Whereas the previous sections described how to teach language, this section addresses what to teach. Therefore it is a resource chapter the teacher will return to often in designing objectives and instruction. Nouns, noun phrases and advanced nominals, verbs, verb phrases and advanced verb forms, adjectives, adjectival phrases and advanced adjectival forms, adverbs, adverbial phrases and advanced adverbial forms, and negation are examined in depth. The individualized education plan for every deaf and hard-of-hearing learner should list prominently those specific instructional objectives identified as missing through assessment.

Exploring Real Numbers as Rational Number Sequences With Prospective Mathematics Teachers

The understandings prospective mathematics teachers develop by focusing on quantities and quantitative relationships within real numbers have the potential for enhancing their future students’ understanding of real numbers. In this article, we propose an instructional sequence that addresses quantitative relationships for the construction of real numbers as rational number sequences. We found that the instructional sequence enhanced prospective teachers’ understanding of real numbers by considering them as quantities and explaining them by using rational number sequences. In particular, results showed that prospective teachers reasoned about fractions and decimal representations of rational numbers using long division, the division algorithm, and diagrams. This further prompted their reasoning with decimal representations of rational and irrational numbers as rational number sequences, which leads to authentic construction of real numbers. Enacting the instructional sequence provides lenses for mathematics teacher educators to notice and eliminate difficulties of their students while developing relationships among multiple representations of real numbers.