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If you layered the cubes to make one big cube, what would be the dimensions of the big cube? Explain your reasoning. If you arranged the cubes on the floor to make a square, would the square fit in your classroom? What would its dimensions be? Explain your reasoning.Ĭ. If you stacked the cubes on top of one another to make an enormous tower, how high would they reach? Explain your reasoning.ī. You have 1,000,000 number cubes, each measuring one inch on a side.Ī.Write each expression with a single exponent:.How many other whole numbers can you raise to a power and get 4,096? Explain or show your reasoning. Elena says, “10 2 is multiplied by itself 3 times, so 10 2 ĭo you agree with either of them? Explain your reasoning.Ģ 12 = 4,096.Andre says, “When you multiply powers with the same base, it just means you add the exponents, so 10 2.How many cubic meters of oil is this? Do you think this would be enough to fill a pond, a lake, or an ocean?
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#The power of ten math professional
Additionally, further research into the intersection of collaboration and professional development as well as the role of integrated learning in early childhood is recommended. Further research is recommended to explore the effectiveness of professional development for early childhood educators in STEM, the role of the collegial relationship, and specifically the mentor/novice relationship. The presence of supportive and collaborative colleagues, as well as high perceptions of the importance of STEM in early childhood education also supported feelings of self-efficacy. Based on the data, it was concluded that teachers had low levels of self-efficacy in teaching STEM subjects and explicit instruction in STEM subjects and instructional techniques helped build confidence. The final four findings, collaboration, professional development opportunities, opportunities for integration and hands-on practice across the school day, and access to curriculum and materials were identified as positive influences on self-efficacy. Three of these, a lack of experience/education/training, a lack of time/resources/materials, and the diminished value of the role of STEM were identified as barriers to feelings of self-efficacy.
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Three of these, a tendency toward neutrality, indications of low levels of self-efficacy of early childhood teachers in teaching STEM subjects, and a resistance to evaluation by a colleague, were identified by the survey. Examination of data revealed ten major findings. The population for the study included teachers working at schools affiliated with the Northwest Association of Independent Schools who taught children aged three to eight years. This approach allowed for multiple viewpoints to be expressed, with the qualitative data collected simultaneously with the quantitative data, and the former designed to illuminate reasons influencing the latter in a complimentary approach. A quantitative approach with two open-ended items was selected for this study, seeking to elicit both quantitative and qualitative data from participants. The purpose of this study was to identify the self-efficacy of early childhood teachers toward STEM subjects as measured on the Teacher Efficacy and Attitudes toward STEM Survey (T-STEM) and to explore factors that influence this confidence.