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Editors' Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research studies are published in so many different academic journals and presented as so many different professional conferences, it is a rare public school teacher or college professor who is familiar with the range of recent reposts on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals and professional organizations dedicated to teaching in a specific discipline. Yet, many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on "cutting edge" research. Abstracts are presented according to a question examined at a recent national educational research conference. Hopefully, such a format will trigger your interest in how you might incorporate new educational findings in your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent research investigations. Please feel free to suggest future teaching or learning themes to be examined. Please send your comments and ideas via e-mail to gmbass@wm.edu or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795.





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