Middle School Science and Mathematics Teachers and Their Students: Adapting to Technologies that Work

Lisa Leonor Grable and Carlos Curto
North Carolina State University

"The focus of this article is to review the literature primarily from the
1990s- on the use of computer-related technologies for middle school mathematics and science."

Abstract

The purpose of this paper is to review the literature on the use of computer-related technologies in middle school mathematics and science settings. These technologies include CD-ROMs, hypermedia and websites, calculator-based laboratories (CBLs), and microcomputer-based laboratories (MBLs). Overall, the use of these technologies has led to positive results in the classroom. The technologies used for data collection can serve as a vehicle for integration of math and science topics. Previous studies indicate that technology can meet the differing needs of varied learning types and can lead to increased knowledge retention. Professional development for teachers can lead to successful technology integration in the classroom if issues of administrative support, classroom management, and access to computers are addressed. There are a few keywords utilized in this literature review:

• middle school science and mathematics teachers
• middle school students,
• inquiry-based activities,
• teacher licensure,
• inservice teachers,
• rural middle school teachers,
• hypermedia assisted instruction,
• animated graphics,
• CD-ROM,
• calculator-based laboratory,
• and microcomputer-based laboratory.

The middle school provides an environment where true interdisciplinary inquiry activities can be cultivated. Mathematics and science are a natural pairing for interdisciplinary collaboration: students can use data collected in experimental situations to learn analysis, model building and equation fitting, making predictions, and communicating findings. The pairing of math and science can be achieved by teaming teachers - an important factor in forming interdisciplinary cooperation, the social environment necessary for diffusion of innovation, and a support structure for adopting math and science reforms (George, Stevenson, Thomason, & Beane, 1992; Rogers, 1995; Sparks, 1997).

The focus of this article is to review the literature -primarily from the 1990s- on the use of computer-related technologies for middle school mathematics and science. We investigated the structure of the middle school as the environment for these technologies, the benefits of varying technologies, student issues surrounding the technologies, and the professional development issues surrounding teachers' implementation of technology in the classroom.

Several types of technology have recently become available for science and mathematics classrooms: CD-ROMs for computer-aided instruction (CAI) and hypermedia-assisted instruction (HAI) as exemplified by the Web; microcomputer-based laboratories (MBL); and calculator-based laboratories (CBL). These technologies can be combined with principles of best practice to support a learning environment that integrates active learner involvement, critical thinking, and inquiry. This technological environment in mathematics and science classrooms can serve the needs of many types of learners and can be an asset for the teacher willing to approach students as a facilitator (Brasell, 1987; Cassity, 1997; Heller, 1990). The use of technology tools can promote inquiry-based activities by allowing collection of large numbers of data points, short time intervals, and quick graphing. However, few teachers are fully aware of the impact of the tools on data gathering which may foster further exploration.

Professional development for inservice teachers may fill this gap in awareness and technical skills, but teachers need to participate in the professional development and achieve meaningful learning. Teachers' adoption of the technology tools may depend on accompanying issues with technical support, administrative support, subject matter preparation, student behavior, and management. For middle school students, technology tools may introduce distractions from the science and math content as well as misconceptions. Literature on each of these themes was reviewed to help discern emerging patterns in the findings and to form a basis for further research.

Middle School

Middle schools emerged in 1960s school district reorganizations as a bridge between elementary and high schools. The organization of middle school is based on the special characteristics of early adolescents and most are comprised of grades 6 through 8 (Alexander & George, 1981). The middle school movement has grown in the United States over the years: from 1101 middle schools in 1968 to 4329 in 1986 (Alexander & McEwin, 1989).

Many middle schools are organized around interdisciplinary teams of teachers with a group of students rotating among the team's teachers during the day. Each team can use cooperative planning and their joint comprehensive knowledge of the students to plan for the varied instruction needed by the students. Teaming can help encourage student exploration of skills and allow them to experience integrated themes from different academic perspectives (Capelutti, Stokes, Bergmann, & Eichhorn, 1991).

Another goal of many middle schools is participation by all in a full-scale exploratory program. Mathematics and science teachers can make a natural pairing in this atmosphere. A 1988 national survey showed that all middle school students take mathematics courses and 95% take science courses (Alexander & McEwin, 1989). Problem solving and critical thinking skills are important objectives for both mathematics and science teachers. These teachers bring different perspectives and methodologies to the planning process. With the availability of technologies such as CD-ROMs, hypermedia, CBL, and MBL, teachers have new powerful tools for merging mathematics and science problem-solving in the classroom.