1. Stella Woo & Miles Kettel - Silva Magnet HS
Mentor: Dr. Hamide Dogan
Topic: Changing Teaching Technique, Changing Student’s Math Attitude
Their project will introduce high school freshman and sophomores to logic and proof theory by using software called Geometer’s Sketchpad. Their idea is that implementing technology into geometry lesson planning will enhance traditional teaching methods, and will help students to create visual images of abstract mathematical concepts. Once students begin to understand geometry concepts better and experience success in the course, their attitudes towards mathematics may change.

2. Yogesh Velankar - Americas HS
Mentor: Dr. Mathew Winsor
Topic: Connected Mathematics
His project investigates whether the Connected Mathematics curriculum—as opposed to the traditional mathematics curriculum—will improve students’ conceptual understanding of math and thus improve their performance on the TAKS test. The aim of his study is to make students become better thinkers, doers, and communicators.

3. Ernie Herrera & Rosa Harding - El Dorado HS
Mentor: Dr. Milijana Suskavcevic
Topic: The influence of integration of physics concepts into a biology course
Their project will introduce physics concepts to biology students, in order to create an interest in physics that will potentially lead to enrollment in a physics course. Their goal is to not only present physics concepts in a way that will promote interest, but also to defeat the misconception that physics is incomprehensible.

4. Michael Garcia - Wiggs MS
Mentors: Dr. Sally Blake, Dr. Mourat Tchoshanov
Topic: Investigation of conceptual & procedural-based curricula among 7th-graders at a predominantly Hispanic middle school
The purpose of his project is to compare the outcomes of three different teaching styles: a procedural method, a conceptual method, and a combination of procedural & conceptual methods. He will use the concept of integers to compare the teaching styles. His hypothesis is that the combination of conceptual & procedural methods—that is, the balanced approach—will lead to the highest achievement on the end-of-course Algebra exam.

5. Alex Bustillos & Sue Spotts - Wiggs MS
Mentors: Dr. Sally Blake, Dr. Mourat Tchoshanov
Topic: The influence of developmental levels of thinking on understanding of advanced mathematical concepts
Their project will investigate the outcomes of introducing calculus concepts to middle school students. By introducing calculus concepts to students at an early age, they hope to increase the number of minority and lower socioeconomic-status students taking calculus courses in high school.

6. Luisa Bonilla & Leslie Gardner - El Dorado HS
Mentor: Dr. Eric Hagedorn
Topic: Creating a scientific community using local ecological awareness
Their project is concerned with the growing El Paso population—particularly in the El Dorado community—and the increasing water demands that are expected to exceed the water supply. Their aim is to educate members of the community on these ecological issues by engaging students in the design of a xeriscaped area within school grounds. The area is designed to be representative of the local ecosystem; and, it will serve as outdoor classroom where students will develop critical thinking skills.

7. Antonio Borunda - Bowie HS
Mentor: Dr. Kastro Hamed
Topic: Development & implementation of a balanced conceptual & procedural curriculum in algebra classes at a predominantly Hispanic high school
His project investigates whether 9th-graders’ achievement on the end-of-course algebra exam can be increased as a result of using a balanced approach to teaching, which integrates both conceptual and procedural curricula. He will use the balanced curricula to introduce concepts including the Pythagorean Theorem and algebraic reasoning to both traditional and ESL classes.

8. Donna Alford & Patty Benitez - Wiggs MS
Moises Cortez & Julio Escajeda - Henderson MS
Martha Costanzo - Richardson MS
Rosa Loya - Magoffin MS
Richard O’Malley - Canyon Hills MS
Mentor: Dr. Art Duval
Topic: Investigation of collegial in-school-based professional development vs. teacher isolation in conceptual mathematics classes at predominantly Latino middle schools
Their project investigates whether students perform better in math classes when their teacher is involved with collegial groups that develop lesson plans together—as opposed to when their teacher develops lesson plans in isolation. Their hypothesis is that ‘lesson-study groups’ assist teachers in improving the quality of their instruction, since they have the opportunity to receive feedback from their colleagues and develop a shared body of knowledge.