id: 06262065
dt: j
an: 2014b.00099
au: Lee, Mimi Miyoung; Chauvot, Jennifer B.; Vowell, Julie; Mosley Culpepper,
Shea; Plankis, Brian J.
ti: Stepping into iSMART: understanding science ‒ mathematics integration for
middle school science and mathematics teachers.
so: Sch. Sci. Math. 113, No. 4, 159-169 (2013).
py: 2013
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: B50 D39
ut: professional development; integration of mathematics; science teaching;
teacher education programs
ci:
li: doi:10.1111/ssm.12015
ab: Summary: This paper is based on an online graduate program for middle
school science and mathematics teachers in Texas titled Integration of
Science, Mathematics and Reflective Teaching (iSMART). Launching the
program for its first cohort in fall 2010, the authors attempted to
answer the following two questions in this paper: (a) How do the
members of the iSMART design team and the first cohort of teacher
participants define science and mathematics integration with similar
and different emphases? and (b) How would these definitions and
concerns impact the ongoing design of the program? The iSMART design
team members and the participating cohort teachers had a shared view
regarding the importance of integration and its possible impact on
student motivation. The findings also revealed that the two groups
showed some different points of emphasis in their definitions of
integration. These issues will be addressed in the ongoing design of
the program in the following three areas: (a) design of the second
summer meeting activities, (b) greater emphasis on teacher as
researcher and action research, and (c) administrative support for
teacher collaboration.
rv: