Math and Technology Leadership Academy: Impact on Mathematics Teacher Sense of Efficacy

The Math and Technology Leadership Academy (MTLA) was a three-year initiative awarded by Toyota USA Foundation to advance elementary teachers’ instructional techniques in mathematics, leadership, and technology. Over the three years, fourteen teacher participants of grade levels spanning from kindergarten through sixth grade engaged in three mathematics pedagogy courses and monthly seminars. Teacher participants then implemented the innovative math strategies into their classrooms. This paper will discuss the design of MTLA and the research plan and results. The study found significant results from the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) in the Self-Efficacy construct. After three years of participation in MTLA, the teachers in the MTLA demonstrated significantly higher self-efficacy than their control teacher of elementary mathematics; however, both groups of teachers demonstrated similar beliefs about outcomes expectations or the belief that effective mathematics instruction can affect student learning outcomes.

Examining the Links Between Affect Toward 3D Printing Technology and Interest in STEM Careers Among Female Elementary Students

Despite the exponential growth in STEM-related jobs, there is an acute shortage of people choosing to pursue STEM-related studies and careers. Compared with men, women are underrepresented in STEM-related courses and careers. The chapter, therefore, examined the associations of perceived usefulness of 3D printing technology, self-concept in using 3D printing technology, and interest in and enjoyment of using 3D printing technology with interest in science-, math-, and technology-related careers among 276 female elementary students enrolled in public schools in Abu Dhabi, United Arab Emirates. The results of path analyses after accounting for student demographic characteristics, revealed that perceived usefulness of 3D printing technology, self-concept in using 3D printing technology, and interest in and enjoyment of using 3D printing technology were significantly and positively related to interest in science-, math-, and technology-related careers among female elementary students. Implications of the findings for policy and practice are discussed.

The power brokers of neoliberalism: Philanthrocapitalists and public education

Since the 1970s business groups have staged the control of education, first in the form of partnerships with schools and universities to support science, math, and technology, and more recently in the form of venture philanthropy. This article examines how these business groups, including the “billionaire boys club” and their mega foundations, have become the power brokers of neoliberalism and have gained influential control over educational policies and other cultural spaces in the United States. Using the strategies of institutional capitalism, these venture philanthropies are using public money to lobby legislators and school districts to enact school choice friendly legislation, expand the proliferation of charter schools, and negatively shape social perceptions about public education.

The Water Project

This resource was created to embark on a STEM project in grade 8 science class. Students are exposed to four different units during the year in Ontario, including: Cells, Fluids, Systems in Action, and Water Systems. The learning objective was to create a project that linked each of these units together under a “systems” theme and incorporate engineering, math, and technology. Students were able to showcase their learning in a final presentation that highlighted the different components of the STEM project. This includes the pulley schematics, design, and calculations of their water filter and technology implementation. This project uses Google Apps for Education so students can collaborate on the project synchronously and asynchronously, as well as incorporates hard skills like using a microscope, and provides students with the opportunity to design and build techniques. Cette ressource a été créée pour s’embarquer en un projet de STIM en utilisant comme guide le curriculum de science ontarien de la 8e année. Les étudiants apprennent à propos quatre sujets différents pendant l’année scolaire, incluant Les Cellules, Les Fluides, Les Systèmes en Action, et les Systèmes Hydrographiques. L’objectif d’apprentissage était de créer un projet qui liait tous ces sujets ensemble sous un thème commun, les systèmes, et intégrerait aussi l’ingénie, les mathématiques, et la technologie. Les étudiants ont eu la chance de montrer les connaissances qu’ils ont apprises dans une présentation finale qui a souligné les éléments différents du projet. Cela inclut les moufles, la conception, les calculs de leur filtre à eau et l’implémentation de la technologie. Ce projet utilise ‘Google Apps for Education’ pour que les étudiants puissent collaborer sur le projet en synchronie et seule. Il incorpore aussi les compétences du niveau plus élevé, comme l’utilisation d’un microscope et donne les étudiants la chance de développer les stratégies et techniques de la conception et construction.

Ethnocomputing with Native American Design

This chapter shows how culturally situated design tools can be developed to support traditional culture and individual creativity in Native American communities. The software allows students to simulate traditional craft designs as well as their own creations. By translating the indigenous mathematical concepts and practices embedded in craftwork into the formal mathematics of the school curriculum, students can see math and technology as a bridge to native culture, rather than a barrier. Evaluation of one of the tools has shown statistically significant improvements in students’ mathematics performance as well as an increased interest in information technology.