Judah L Schwartz

Massachusetts Institute of Technology (MIT), Engineering, Emeritus

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I am a failed retiree. For several decades I taught physics at the Massachusetts Institute of Technology and taught and did research on mathematics and science education there and at the Harvard Graduate School of Education.After retiring from MIT and Harvard, I taught pre-service and in-service teachers of mathematics for nine years at Tufts University.Along with colleagues and students, I have been writing educational software (often prize-winning) for more than thirty years. I currently teach a course entitled "The Art

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$Research paper thumbnail of The Effect of Be^{7} K-Capture on the Solar Neutrino Flux$

The Effect of Be^{7} K-Capture on the Solar Neutrino Flux

The Astrophysical Journal, 1967

Software to Think With: The Case of Algebra

Advanced Educational Technologies for Mathematics and Science, 1993

Mathematics for Practically Everybody

National Elementary Principal, 1974

The Geometric Supposer: An Intellectual Prosthesis for Making Conjectures

College Mathematics Journal, 1987

EJ346128 - The Geometric Supposer: An Intellectual Prosthesis for Making Conjectures.

Sound Stuff? Na�ve materialism in middle-school students' conceptions of sound

Int J Sci Educ, 2006

Few studies have dealt with students’ preconceptions of sounds. The current research employs Rein... more Few studies have dealt with students’ preconceptions of sounds. The current research employs Reiner et al. (2000) substance schema to reveal new insights about students’ difficulties in understanding this fundamental topic. It aims not only to detect whether the substance schema is present in middle school students’ thinking, but also examines how students use the schema’s properties. It asks, moreover, whether the substance schema properties are used as islands of local consistency or whether one can identify more global coherent consistencies among the properties that the students use to explain the sound phenomena. In-depth standardized open-ended interviews were conducted with ten middle school students. Consistent with the substance schema, sound was perceived by our participants as being pushable, frictional, containable, or transitional. However, sound was also viewed as a substance different from the ordinary with respect to its stability, corpuscular nature, additive properties, and inertial characteristics. In other words, students’ conceptions of sound do not seem to fit Reiner et al.’s schema in all respects. Our results also indicate that students’ conceptualization of sound lack internal consistency. Analyzing our results with respect to local and global coherence, we found students’ conception of sound is close to diSessa’s “loosely connected, fragmented collection of ideas.” The notion that sound is perceived only as a “sort of a material,” we believe, requires some revision of the substance schema as it applies to sound. The article closes with a discussion concerning the implications of the results for instruction.

A Due Process Procedure for Testing

National Elementary Principal, 1975

On the Need for a Bridging Language for Mathematical Modeling

For the Learning of Mathematics, 1995

There are many people, we among them, who will argue that mathematics has the importance it has i... more

a Model for the Statistical Atom with Non-Vanishing Angular Momentum

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What Happened To the Voice of the Author?

Journal of Science Education and Technology, 1997

Cognitive Aspects of Natural Communication in Primates

by Judah L Schwartz and Vitor Teodoro

Encyclopedia of the Sciences of Learning, 2012

Model for the Statistical Atom with Nonvanishing Angular Momentum

Physical Review, 1964

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Getting Students to Function in Algebra

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Models, Simulations & Exploratory Environments Models, simulations & exploratory environments: A tentative taxonomy

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A MODEL FOR THE STATISTICAL ATOM WITH NONVANISHING ANGULAR MOMENTUM. Research Report

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Tyranny, Discipline, Freedom & License Some Thoughts on Education Ideology and Computers

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Термодинамика конечных температур для модифицированной модели Хартри-Фока злектронного гаэа

Intellectual Mirrors: A Step in the Direction of Making Schools Knowledge-Making Places

Harvard Educational Review, 1989

Symposium: Visions for the Use of Computers in Classroom Instruction

Harvard educational review

Symposium participants discuss how a decade of research and experimentation with computers in sch... more Symposium participants discuss how a decade of research and experimentation with computers in schools has changed visions regarding the use of computers for classroom instruction. They discuss the design of software environments, the social and collaborative contexts, and the economic realities and equity concerns surrounding the implementation of computer-based initiatives. (JOW)

The Prices of Secrecy: The Social, Intellectual, and Psychological Costs of Current Assessment Practice. A Report to the Ford Foundation

by Judah L Schwartz and Kit Viator

Problems in accountability assessment are examined from a unique perspective by considering the p... more Problems in accountability assessment are examined from a unique perspective by considering the prices paid as a result of the use of secret tests (tests comprised of items drawn from non-publicly available item banks). This report is a compilation of the following articles: (1) "The Social, Intellectual, and Psychological Prices of Secrecy" (K. A. Viator); (2) "Secrecy in Testing: The Social Costs from an Equity Perspective" (A. G. Hilliard, III); (3) "The Unfair Effects of Standardized Testing on Blacks and Other Minorities" (C. V. Willie); (4) "The Legal Advantages of Openness in Testing" (J. P. Heubert); (5) "Sending Clear Signals to Schools and Labor Markets" (S. E. Berryman); (6) "The Intellectual Prices of Secrecy in Mathematics Assessment" (J. L. Schwartz); (7)"Assessment in Science Education" (S. A. Raizen); (8) "Language and Language Arts Assessment" (C. S. Chomsky); (9) "Secure Tests, Ins...

The power and the peril of the particular: Thoughts on a role for microcomputers in science and mathematics education

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Judah L Schwartz

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