![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The purpose of this qualitative study was to provide empirical evidence of the extent to which the types of tasks recommended by Sheffield for eliciting characteristics of mathematical promise allowed for the manifestation of these characteristics in primary-grade students within a problem-based learning (PBL) context. Data included student work collected from two mathematics PBL units, teacher interviews, surveys used by teachers to identify mathematically promising students and video-recorded classroom observations. Data analysis followed Miles and Huberman’s data reduction method with findings reported as themes. Results indicate that students, including those from underserved populations, exhibit characteristics aligned with attributes signifying mathematical promise as proposed by Sheffield within a PBL context.
Keywords qualitative, curriculum, elementary, mathematics, talent development
References
Section:
|
Agodini, R., Harris, B., Thomas, M., Murphy, R., Gallagher, L. (2010). Achievement effects of four early elementary school math curricula: Findings for first and second graders—Executive summary (NCEE 2011-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Google Scholar | |
|
Ball, D.L., Cohen, D.K. (1996). Reform by the book: what is - or might be - the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14. Google Scholar | Abstract | |
|
Ball, D. L., Thames, M., Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407. Google Scholar | SAGE Journals | ISI | |
|
Barell, J. (2007). Problem-based learning: An inquiry approach. Thousand Oaks, CA: SAGE. Google Scholar | |
|
Benbow, C. P., Stanley, J. C. (1983). Sex differences in mathematical reasoning ability: More facts. Science, 222(4627), 1029-1031. Google Scholar | Crossref | Medline | ISI | |
|
Callahan, C. M., Moon, T. R., Oh, S. (2013, November). Describing the status of programs for the gifted: A call for action. Paper presented at the National Association for Gifted Children Annual Convention, Baltimore, MD. Google Scholar | |
|
Cockrell, K., Caplow, J., Donaldson, J. (2000). A context for learning: Collaborative groups in the problem-based learning environment. The Review of Higher Education, 23, 347-363. Google Scholar | Crossref | ISI | |
|
Colliver, J. (2000). Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75, 259-266. Google Scholar | Crossref | Medline | ISI | |
|
Deal, L. J., Wismer, M. G. (2010). NCTM Principles and Standards for mathematically talented students. Gifted Child Today, 33(3), 55-65. Google Scholar | SAGE Journals | |
|
Dods, R. (1997). An action research study of the effectiveness of problem-based learning in promoting acquisition and retention of knowledge. Journal for the Education of the Gifted, 20, 423-437. Google Scholar | SAGE Journals | ISI | |
|
Gallagher, S., Stepien, W. (1996). Content acquisition in problem-based learning: Depth versus breadth in American studies. Journal for the Education of the Gifted, 19, 257-275. Google Scholar | SAGE Journals | ISI | |
|
Gallagher, S., Stepien, W., Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36, 195-200. Google Scholar | SAGE Journals | ISI | |
|
Garofalo, J. (1992). Number consideration strategies students use to solve word problems. Focus on Learning Problems in Mathematics, 14(2), 37-50. Google Scholar | |
|
Garofalo, J. (1993). Mathematical problems preferences of meaning-oriented and number-oriented problem solvers. Journal for the Education of the Gifted, 17, 26-39. Google Scholar | SAGE Journals | ISI | |
|
Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., Sheffield, L. J., Spinelli, A. M. (2007). Project M3: Mentoring mathematical minds-a research-based curriculum for talented elementary students. Journal of Advanced Academics, 18, 566-585. Google Scholar | SAGE Journals | |
|
Heinze, A. (2005). Differences in problem solving strategies of mathematically gifted and non-gifted elementary students. International Education Journal, 6, 175-183. Google Scholar | |
|
Hopson, M. H., Simms, R. L., Knezek, G. A. (2002). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education, 34, 109-119. Google Scholar | Crossref | |
|
House, P. A. (1999). Promises, promises, promises. In Sheffield, L. (Ed.), Developing mathematically promising students (pp. 1-7). Reston, VA: The National Council of Teachers of Mathematics. Google Scholar | |
|
Kim, H. K., VanTassel-Baska, J., Bracken, B. A., Feng, A., Stambaugh, T., Bland, L. (2012). Project Clarion: Three years of science instruction in title I schools among k-third grade students. Research in Science Education, 42, 813-829. doi:10.1007/s11165-011-9218-5 Google Scholar | Crossref | ISI | |
|
Krutetskii, V. A. (1976). The psychology of mathematical abilities in schoolchildren. Chicago, IL: University of Chicago Press. Google Scholar | |
|
Liu, M., Hsieh, P., Cho, Y., Schallert, D. (2006). Middle school students’ self-efficacy, attitudes, and achievement in a computer-enhanced problem-based learning environment. Journal of Interactive Learning Research, 17, 225-242. Google Scholar | |
|
Lowell, B., Salzman, H., Bernstein, H., Henderson, E. (2009, November). Steady as she goes? Three generations of students through the science and engineering pipeline. Paper presented at Annual Meetings of the Association for Public Policy Analysis and Management, Washington, DC. Google Scholar | |
|
Lubinski, D., Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years, uncovering antededents for the development of science expertise. Perspectives on Psychological Science, 1, 316-345. Google Scholar | SAGE Journals | ISI | |
|
Miles, M. B., Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: SAGE. Google Scholar | |
|
National Assessment Governing Board . (2009). 2009 Nation’s report card in mathematics reveals no change at 4th grade but new high for 9th grade score [press release]. Retrieved from http://www.nationsreportcard.gov/subject/math_2009/media/pdf/math_board_news_release.pdf Google Scholar | |
|
National Center for Educational Studies . (2002). Early Childhood Longitudinal Study (ECLS), Spring 2002 Teacher Questionnaire. Retrieved from nces.ed.gov/ecls/kinderinstruments.asp Google Scholar | |
|
National Council of Teachers of Mathematics . (2000). Principles and standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics. Google Scholar | |
|
National Council of Teachers of Mathematics, Commission on Standards for School Mathematics . (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics. Google Scholar | |
|
National Science Board . (2010). Preparing the next generation of STEM innovators: Identifying and developing our nation’s human capital (Report No. NSB1033). Retrieved from http://www.nsf.gov/publications/index.jsp?org=NSF&archived=false&pub_type=Reports&nsf_org=NSB&x=6&y=10 Google Scholar | |
|
Olson, J., Martin, M., Mullis, I. (2008). Trends in International Mathematics and Science Study technical report. Chestnut Hill, MA: TIMSS and PIRLS International Study Center, Lynch School of Education, Boston College. Google Scholar | |
|
President’s Council of Advisors on Science and Technology . (2010). Report to the president, prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America’s future. Retrieved from http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-report.pdf Google Scholar | |
|
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223-231. Google Scholar | Crossref | ISI | |
|
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In Grouws, D. A. (Ed.), Handbook of research on mathematics teaching and learning (pp. 165-197). New York, NY: Macmillan. Google Scholar | |
|
Senocak, E., Taskesenligil, Y., Sozbilir, M. (2007). A study on teaching gases to prospective primary science teachers through problem based learning. Research in Science Education, 37, 279-290. Google Scholar | Crossref | ISI | |
|
Sheffield, L. (2003). Extending the challenge in mathematics: Developing mathematical promise in K-8 students. Thousand Oaks, CA: Corwin Press. Google Scholar | |
|
Sheffield, L. (Chair), Bennett, J., Beriozábal, M., DeArmond, M., Wertheimer, R. (1995). Report on the task force of the mathematically promising. In Sheffield, L. J. (Ed.), Developing mathematically promising students (pp. 309-316). Reston, VA: The National Council of Teachers of Mathematics. Google Scholar | |
|
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Google Scholar | SAGE Journals | |
|
Sriraman, B. (2003). Mathematical giftedness, problem solving, and the ability to formulate generalizations: The problem-solving experiences of four gifted students. Journal of Advance Academics, 14, 151-165. doi:10.4219/jsge-2003-425 Google Scholar | SAGE Journals | |
|
Usiskin, Z. (1999). The mathematically promising and the mathematically gifted. In Sheffield, L. (Ed.), Developing mathematically promising students (pp. 57-69). Reston, VA: National Council of Teachers of Mathematics. Google Scholar | |
|
VanTassel-Baska, J. (1997). A problem-based curriculum: Parallel learning opportunities for students and teachers. Journal for the Education of the Gifted, 20, 363-379. Google Scholar | SAGE Journals | ISI | |
|
VanTassel-Baska, J., Avery, L. D., Little, C., Hughes, C. (2000). An evaluation of implementation of curriculum innovation: The impact of the William and Mary units on schools. Journal for the Education of the Gifted, 23, 244-272. Google Scholar | SAGE Journals | ISI | |
|
VanTassel-Baska, J., Bass, G., Ries, R., Poland, D., Avery, L. D. (1998). A national study of science curriculum effectiveness with high ability students. Gifted Child Quarterly, 42, 200-211. doi:10.1177/001698629804200404 Google Scholar | Crossref | ISI | |
|
Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12). Retrieved from epaa.asu.edu/ojs/article/download/291/417 Google Scholar | |
|
Wertheimer, R. (1999). Definition and identification of mathematical promise. In Sheffield, L. (Ed.), Developing mathematically promising students (pp. 9-26). Reston, VA: National Council of Teachers of Mathematics. Google Scholar | |
|
Wheatley, G. H. (1999). Effective learning environments for promising elementary and middle school students. In Sheffield, L. J. (Ed.), Developing mathematically talented students (pp. 71-80). Reston, VA: National Council of Teachers of Mathematics. Google Scholar | |
|
Wiliam, D. (2007). Keeping learning on track: Classroom assessment and the regulation of learning. In Lester, F. K. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1051-1098). Charlotte, NC: Information Age Publishing. Google Scholar |
