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Volume 13, Number 1 (2013) Part I: Special Issue: Scientific Inquiry and the Nature of Science

Full Issue

Journal of Mathematics and Science: Collaborative Explorations

Table of Contents

Front Matter

Title Page, Coordinating Editor's Remarks

Part I: Special Issue

Executive Summary — Teaching about Scientific Inquiry and the Nature of Science

Scientific Inquiry and the Nature of Science Task Force Report: Preface

Teaching about Scientific Inquiry and the Nature of Science: Toward a More Complete View of Science

Scientific Argumentation as a Foundation for the Design of Inquiry-Based Science Instruction
A. Falk and L. Brodsky

Challenging Pre-Service Students' Teaching Perspectives in an Inquiry-Focused Program
J. L. Pecore and A. Shelton

How Does Leadership Matter? Developing and Teaching a Definition of Hands-On Science, a Prerequisite for Effective Inquiry Teaching
D. R. Sterling

Infusing Problem-Based Learning (PBL) Into Science Methods Courses Across Virginia
K. R. Thomas, P. L. Horne, S. M. Donnelly, and C. T. Berube

Inquiry Teaching: It is Easier than You Think!
S. Key and D. Owens

Understanding Mathematics and Science Advice Networks of Middle School Teachers
D. White and A. Ruff

Grappling with Issues of Learning Science from Everyday Experiences: An Illustrative Case Study
A.-L. Tan, M. Kim, and F. Talaue

Part II: Regular Journal Features

Building a Case for Mathematics Specialist Programs
D. Blount and J. Singleton

Right Triangles of Gian Francesco Malfatti
J. Boyd

A Lesson Plan with an Arc Midpoint
G. V. Akulov and O. G. Akulov

Unlocking Undergraduate Problem Solving
D. Cline and K. Peterson

Reform Teaching in Mathematics and Science Courses — A Follow-Up Evaluation
G. M. Bass Jr.

Strong Support for Mathematics Specialists in Virginia
J. Singleton and D. Blount

End Matter