Skip to main content

Home > JMSCE_VAMSC

The Journal of Mathematics and Science: Collaborative Explorations (JMSCE) is the official journal of the Virginia Mathematics and Science Coalition (VMSC), a non-profit organization comprised of education, scientific, corporate and public policy leaders committed to the sustained elevation of mathematics and science education to ensure that all Virginia’s students and citizens have the foundation required for life-long success in their daily lives, career, and society.

The journal focuses on the exchange of ideas, primarily among college and university faculty from mathematics, science, and education, while incorporating the perspectives of elementary and secondary school teachers. Articles are solicited that address the preparation of prospective teachers of mathematics and science in grades K-12, the preparation of mathematics and science teacher leaders for grades K-12, and innovative programs for undergraduate STEM majors. Journal of Mathematics and Science: Collaborative Explorations.

See the Aims and Scope for a complete coverage of the journal.

Current Issue: Volume 16, Number 1 (2020) A National Consortium for Synergistic Undergraduate Mathematics via Multi-Institutional Interdisciplinary Teaching Partnerships (SUMMIT-P)

Full Issue

Articles

The Need for Interdisciplinary Collaborations
Susan Ganter and Bill Haver

Fishbowl Discussions: Promoting Collaboration between Mathematics and Partner Disciplines
Stella K. Hofrenning, Rosalyn Hobson Hargraves, Tao Chen, Afroditi Vennie Filippas, Rhonda Fitzgerald, John Hearn, Lori J. Kayes, Joan Kunz, and Rebecca Segal

Using Site Visits to Strengthen Collaboration
Victor Piercey, Rebecca Segal, Afroditi Filippas, Tao Chen, Soloman Kone, Rosalyn Hargraves, Jack Bookman, John Hearn, Debbie Pike, and Kathy Williams PhD

Structured Engagement for a Multi-Institutional Collaborative to Tackle Challenges and Share Best Practices
Rosalyn H. Hargraves, Stella K. Hofrenning, Janet Bowers, Mary D.R. Beisiegel, Victor Piercey, and Erica Slate Young

Paradigms for Creating Activities that Integrate Mathematics and Science Topics
Janet Bowers, Kathy Williams, Antoni Luque, Devon Quick, Mary Beisiegel, Jody Sorensen, Joan Kunz, Diane Smith, and Lori Kayes

Using a Faculty Learning Community to Promote Interdisciplinary Course Reform
Rhonda Bishop, Victor Piercey, and Mischelle Stone

The Roles and Benefits of Using Undergraduate Student Leaders to Support the Work of SUMMIT-P
Janet Bowers, Bryan D. Poole, Caroline Maher-Boulis, Ashley Schwartz, Angelica Bloomquist, and Erica Slate Young

The Process and a Pitfall in Developing Biology and Chemistry Problems for Mathematics Courses
Mary Beisiegel, Lori Kayes, Devon Quick, Richard Nafshun, Michael Lopez, Steve Dobrioglo, and Michael Dickens

Counting on Collaboration: A Triangular Approach in the Educator Preparation Program for Teachers of Mathematics
Jason Robinson, Patricia McClung, Caroline Maher-Boulis, Jennifer Cornett, and Beth Fugate

Integrative and Contextual Learning in College Algebra -An Interdisciplinary Collaboration with Economics
Choon Shan Lai, Glenn Henshaw, Tao Chen, and Soloman Kone

Promoting Partnership, Cultivating Colleagueship: The SUMMIT-P Project at Norfolk State University
Maila Brucal-Hallare, Shahrooz Moosavizadeh, and Makarand Deo

Designing a Student Exchange Program: Facilitating Interdisciplinary, Mathematics-Focused Collaboration among College Students
Bryan D. Poole, Linden Turner, and Caroline Maher-Boulis

From Creative Idea to Implementation: Borrowing Practices and Problems from Social Science Disciplines
Anil Venkatesh and Erin Militzer

Good Teachers Borrow, Great Teachers Steal: A Case Study in Borrowing for a Teaching Project
Mike May, Rebecca Segal, Victor Piercey, and Tao Chen

Evaluating a Large-Scale Multi-Institution Project: Challenges Faced and Lessons Learned
Erica Slate Young, Bryanne Peterson, Sarah Schott, and Jack Bookman

Curricular Change in Institutional Context: A Profile of the SUMMIT-P Institutions
Mary D.R. Beisiegel and Suzanne I. Dorée

Analyzing the Cognitive Demand of Enacted Examples in Precalculus: A Comparative Case Study of Graduate Student Instructors
Erica R. Miller

The Influence of Observational Experience and Metaconceptual Teaching Activities on Secondary Science Teacher Candidates’ Conceptual Understandings of the Practices of Science
Jillian L. Wendt and Brandy Huderson

View graphic version