 Award ID(s):
 2100214
 NSFPAR ID:
 10402434
 Editor(s):
 Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J.; Strayer, J.; & Drown, S.
 Date Published:
 Journal Name:
 Proceedings of the FortyFourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
 Format(s):
 Medium: X
 Sponsoring Org:
 National Science Foundation
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Lamberg, T. ; Moss, D. (Ed.)Students with mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problemsolving strategies (McIntosh et al., 1997; Yang, 2005). Despite being highlighted in national standards and policy documents (CCSS, 2010; NCTM, 2000), the association between students’ mature number sense and other important outcomes is not well specified. For example, how does students’ mature number sense relate to their gradelevel mathematics achievement? We analyzed 153 upper elementary school students’ scores on measures of mature number sense, fraction and decimal knowledge, multiplication fluency, and gradelevel mathematics achievement. We found mature number sense to be measurably distinct from their fraction and decimal knowledge and uniquely associated with students’ gradelevel mathematics achievement.more » « less

null (Ed.)This study investigates how teachers verbally support students to engage in integrated engineering, science, and computer science activities across the implementation of an engineering project. This is important as recent research has focused on understanding how precollege students’ engagement in engineering practices is supported by teachers (Watkins et al., 2018) and the benefits of integrating engineering in precollege classes, including improved achievement in science, ability to engage in science and engineering practices inherent to engineering (i.e., engineering design), and increased awareness of engineering (National Academy of Engineering and the National Research Council; Katehi et al., 2009). Further, there is a national emphasis on integrating engineering, science, and computer science practices and concepts in science classrooms (NGSS Lead States, 2013). Yet little research has considered how teachers implement these disciplines together within one classroom, particularly elementary teachers who often have little prior experience in teaching engineering and may need support to integrate engineering design into elementary science classroom settings. In particular, this study explores how elementary teachers verbally support science and computer science concepts and practices to be implicitly and explicitly integrated into an engineering project by implementing support intended by curricular materials and/or adding their own verbal support. Implicit use of integration included students engaging in integrated practices without support to know that they were doing so; explicit use of integration included teachers providing support for students to know how and why they were integrating disciplines. Our research questions include: (1) To what extent did teachers provide implicit and explicit verbal support of integration in implementation versus how it was intended in curricular materials? (2) Does this look different between two differentlytracked class sections? Participants include two fifthgrade teachers who coled two fifthgrade classes through a fourweek engineering project. The project focused on redesigning school surfaces to mitigate water runoff. Teachers integrated disciplines by supporting students to create computational models of underlying scientific concepts to develop engineering solutions. One class had a larger proportion of students who were tracked into accelerated mathematics; the other class had a larger proportion of students with individualized educational plans (IEPs). Transcripts of whole class discussion were analyzed for instances that addressed the integration of disciplines or supported students to engage in integrated activities. Results show that all instances of integration were implicit for the class with students in advanced mathematics while most were explicit for the class with students with IEPs. Additionally, support was mainly added by the teachers rather than suggested by curricular materials. Most commonly, teachers added integration between computer science and engineering. Implications of this study are an important consideration for the support that teachers need to engage in the important, but challenging, work of integrating science and computer science practices through engineering lessons within elementary science classrooms. Particularly, we consider how to assist teachers with their verbal supports of integrated curricula through engineering lessons in elementary classrooms. This study then has the potential to significantly impact the state of knowledge in interdisciplinary learning through engineering for elementary students.more » « less

Background Math anxiety (MA) and math achievement are generally negatively associated.
Aims This study investigated whether and how classroom engagement behaviors mediate the negative association between MA and math achievement.
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Methods Math anxiety was measured by self‐report using the Mathematics Anxiety Scale for Children (Chiu & Henry, 1990,
Measurement and valuation in Counseling and Development , 23, 121). Students self‐reported their engagement in math classrooms using a modified version of the Math and Science Engagement Scale (Wang et al., 2016,Learning and Instruction , 43, 16). Math achievement was assessed using the Applied Problem, Calculations, and Number Matrices subtests from the Woodcock‐Johnson IV Tests of Achievement (Schrank et al., 2014,Woodcock‐Johnson IV Tests of Achievement . Riverside). Mediation analyses were conducted to examine the mediating role of classroom engagement in the association between MA and math achievement.Results Students with higher MA demonstrated less cognitive‐behavioral and emotional engagement compared to students with lower MA. Achievement differences among students with various levels of MA were partly accounted for by their cognitive‐behavioral engagement in the math classroom.
Conclusions Overall, students with high MA exhibit avoidance patterns in everyday learning, which may act as a potential mechanism for explaining why high MA students underperform their low MA peers.

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