An investigation of mathematics and science instruction in English and Spanish for English language learners

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. ^ A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edición and the Florida Comprehensive Achievement Test. ^ The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction. ^

Perspectives of Teachers Regarding the Integration of Mathematics and Science at the Secondary School Level

The integration of mathematics and science in secondary schools in the 21st century continues to be an important topic of practice and research. The purpose of my research study, which builds on studies by Frykholm and Glasson (2005) and Berlin and White (2010), is to explore the potential constraints and benefits of integrating mathematics and science in Ontario secondary schools based on the perspectives of in-service and pre-service teachers with various math and/or science backgrounds. A qualitative and quantitative research design with an exploratory approach was used. The qualitative data was collected from a sample of 12 in-service teachers with various math and/or science backgrounds recruited from two school boards in Eastern Ontario. The quantitative and some qualitative data was collected from a sample of 81 pre-service teachers from the Queen’s University Bachelor of Education (B.Ed) program. Semi-structured interviews were conducted with the in-service teachers while a survey and a focus group was conducted with the pre-service teachers. Once the data was collected, the qualitative data were abductively analyzed. For the quantitative data, descriptive and inferential statistics (one-way ANOVAs and Pearson Chi Square analyses) were calculated to examine perspectives of teachers regardless of teaching background and to compare groups of teachers based on teaching background. The findings of this study suggest that in-service and pre-service teachers have a positive attitude towards the integration of math and science and view it as valuable to student learning and success. The pre-service teachers viewed the integration as easy and did not express concerns to this integration. On the other hand, the in-service teachers highlighted concerns and challenges such as resources, scheduling, and time constraints. My results illustrate when teachers perceive it is valuable to integrate math and science and which aspects of the classroom benefit best from the integration. Furthermore, the results highlight barriers and possible solutions to better the integration of math and science. In addition to the benefits and constraints of integration, my results illustrate why some teachers may opt out of integrating math and science and the different strategies teachers have incorporated to integrate math and science in their classroom.

Decolonizing Pedagogies: Interrupting the Settler Colonial Narrative of Landownership in Ontario Social Science and History Curriculum

Drawing upon Ontario Social Science and History curriculum documents and textbook imagery and language, this paper examines how narratives of settler landownership strategically present Indigenous and non-Indigenous peoples within the Canadian grand narrative. The curriculum and text material educators and learners are guided by ignore ongoing colonial violence towards Indigenous peoples and perpetuate the ideology of inevitable ‘peaceful’ interrelationships in national contexts. Learners develop identities in relation to land and how land is acquired. They come to understand themselves as part of a just nation in the particular sequence of Canadian Social Science and History teaching and learning. To go beyond simply adding content about Indigenous peoples in the classroom, educators and learners must adapt a decolonial approach to instead learn from Indigenous perspectives. Such a methodology would require the opening of a “third space” where the transmission of western curricular knowledge is interrupted. Educators and learners must create a space for problematizing the source itself and deconstruct the national grand narrative using inquiry, questioning and reflection, rather than repetition and regurgitation. This analysis reveals that particular placements of Indigenous peoples and settler Canadians in curriculum and classroom text material must be challenged by educators and learners to disrupt colonial narratives and to seek ongoing reconciliatory opportunities in and beyond the school walls.

Mathematical education and interdisciplinarity : promoting public awareness of mathematics in the Azores

Mathematical literacy in Portugal is very unsatisfactory in what concerns international standards. Even more disturbingly, the Azores archipelago ranks as one of the worst regions of Portugal in this respect. We reason that the popularisation of Mathematics through interactive exhibitions and activities can contribute actively to disseminate mathematical knowledge, increase awareness of the importance of Mathematics in today’s world and change its negative perception by the majority of the citizens. Although a significant investment has been undertaken by the local regional government in creating several science centres for the popularisation of Science, there is no centre for the popularisation of Mathematics. We present our first steps towards bringing Mathematics to unconventional settings by means of hands-on activities. We describe in some detail three activities. One activity has to do with applying trigonometry to measure distances in Astronomy, which can also be applied to Earth objects. Another activity concerns the presence of numerical patterns in the Azorean flora. The third activity explores geometrical patterns in the Azorean cultural heritage. It is our understanding that the implementation of these and other easy-to-follow and challenging activities will contribute to the awareness of the importance and beauty of Mathematics.

Changing representations and practices in school mathematics: the case of Modern Math in Portugal

The curricular movement known as Modern Mathematics aimed at the transformation of representations and practices in school mathematics. Its study provides us with ways of understanding how these changes came about. The purpose of this paper is to contribute to the understanding of the ways in which representations of school mathematics gradually were influenced by ideas from the Modern Mathematics movement, how these new ideas merged into local educational traditions, and how they were transformed into meaningful practice. This work is centred on the Portuguese context from the middle 1950s to the middle 1960s, and builds on Chervel’s notion of school culture and Gruzinski’s discussion of connected histories.

Sertraline accumulation and effects in the estuarine decapod Carcinusmaenas: Importance of the history of exposure to chemical stress

Sertraline is widely prescribed worldwide and frequently detected in aquatic systems. There is, however, a remarkable gap of information on its potential impact on estuarine and coastal invertebrates. This study investigated sertraline accumulation and effects in Carcinus maenas. Crabs from a moderately contaminated (Lima) and a low-impacted (Minho) estuary were exposed to environmental and high levels of sertraline (0.05, 5, 500 μg L−1). A battery of biomarkers related to sertraline mode of action was employed to assess neurotransmission, energy metabolism, biotransformation and oxidative stress pathways. After a seven-day exposure, sertraline accumulation in crabs’ soft tissues was found in Lima (5 μg L−1: 15.3 ng L−1 ww; 500 μg L−1: 1010 ng L−1 ww) and Minho (500 μg L−1: 605 ng L−1 ww) animals. Lima crabs were also more sensitive to sertraline than those from Minho, exhibiting decreased acetylcholinesterase activity, indicative of ventilatory and locomotory dysfunction, inhibition of anti-oxidant enzymes and increased oxidative damage at ≥0.05 μg L−1. The Integrated Biomarker Response (IBR) index indicated their low health status. In addition, Minho crabs showed non-monotonic responses of acetylcholinesterase suggestive of hormesis. The results pointed an influence of the exposure history on differential sensitivity to sertraline and the need to perform evaluations with site-specific ecological receptors to increase relevance of risk estimations when extrapolating from laboratory to field conditions.

Childhood history of abuse and child abuse potential: the role of parent’s gender and timing of childhood abuse

It has been suggested that being physically abused leads to someone becoming a perpetrator of abuse which could be associated to parents' gender, timing of the physical abuse and specific socio-demographic variables. This study aims to investigate the role the parents' gender, timing of childhood abuse and socio-demographic variables on the relationship between parents' history of childhood physical abuse and current risk for children. The sample consisted of 920 parents (414 fathers, 506 mothers) from the Portuguese National Representative Study of Psychosocial Context of Child Abuse and Neglect who completed the Childhood History Questionnaire and the Child Abuse Potential Inventory. The results showed that fathers had lower current potential risk of becoming physical abuse perpetrators with their children than mothers although they did not differed in their physical victimization history. Moreover, the risk was higher in parents (both genders) with continuous history of victimization than in parents without victimization. Prediction models showed that for fathers and mothers separately similar socio-demographic variables (family income, number of children at home, employment status and marital status) predicted the potential risk of becoming physical abuses perpetrators. Nevertheless, the timing of victimization was different for fathers (before 13 years old) and mothers (after 13 years old). Then our study targets specific variables (timing of physical abuse, parents' gender and specific socio-demographic variables), which may enable professionals to select groups of parents at greater need of participating in abuse prevention programs.

Proceedings of the Committee of Science and Correspondence of the Zoological Society of London.

pt.1-2 (1830-1832)