eric.ed.gov har udgivet: Throughout much of the world, boys continue to outscore girls on standardized mathematics tests. For example, in most of the 57 countries that participated in the Programme for International Student Assessment (PISA) 2006, boys’ performance was significantly higher than girls on the mathematics scale. This fact alone can harm girls’ opportunities for competitive scholarships and entry into top colleges, attitudes toward the subject matter and themselves, and participation in mathematics-oriented occupations. Intervention programs are equitable measures for addressing the needs of special populations. They can have successful results in bolstering the knowledge, dispositions, and participation of underrepresented groups in domains in which they are marginalized. In this article, the author describes a mathematics and technology intervention program for middle-grades girls. This description of the Northern Nevada Girls’… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Most research on mathematical play and learning is focused on early childhood. This study examines how mathematical play and learning manifest in older children in a mathematical videogame designed by the first author, Rolly’s Adventure. We examined how players experienced mathematical play as they played Rolly’s Adventure, with a particular focus on failure paired with feedback. We used video and audio recordings of the players and their bodies, and screen capture of their gameplay. Spoken language, physical gestures, and digital actions were our primary sources of identifying, understanding, and triangulating mathematical play. We found that players pass through five zones of mathematical play that build upon each other and closely interrelate, and that these zones each involve different… Continue Reading →
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eric.ed.gov har udgivet: This document describes a project which has serviced 226 students of limited English proficiency. Participating students received instruction in English as a Second Language (ESL); Haitian native language arts (NLA); and the content areas of mathematics, science, and computer science. Multicultural education was an integral part of programming. Teachers of participating students had the opportunity to attend weekly meetings, conferences, and workshops. Project CARISMA sought to establish an active parental component, which included ESL classes and educational field trips. Project CARISMA met its objectives for NLA; the content areas of science and computer science; dropout prevention; attendance; staff development; and parental involvement. The project failed to meets its objectives for ESL and the content area of mathematics. Recommendations of the project include: (1) Assess reasons for lack… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Compared to their written counterpart, oral assessments provide a wealth of information about student understanding. Instead of deciphering a static response, oral assessments provide instructors the opportunity to probe student explanations, obtaining a more complete picture of their understanding. Moreover, students explaining their conceptual reasoning is advocated in the 2016 GAISE guidelines. Additionally, oral exams allow for flexibility in how students can explain their thinking, potentially helping build students’ identities as statistical thinkers and speakers. Despite the facilities these assessments provide, oral assessments are rarely used in the statistics classroom. In this article I describe the important considerations to be attended to when implementing oral exams in the classroom, my experiences facilitating oral exams in my statistics courses,… Continue Reading →
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eric.ed.gov har udgivet: This paper discusses changes in England’s teacher education, using data from interviews, literature, and observation. The research examined how teachers and teacher educators responded to sweeping changes imposed on schools and education following the Education Reform Act of 1988. Both the United States and England experience significant criticism of teachers and teacher education from elected officials and the press. The British government has increased its control of teacher education over the past 2 decades. There are efforts to move teacher education responsibility from universities to schools. The National Curriculum dictates about 80 percent of the content in primary and secondary schools. Its increased emphasis on math, science, and design technology has schools of education struggling to catch up. The recent Labour government brought little change in education… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The novel coronavirus has forced the world to interact with data visualizations in order to make decisions at the individual level that have, sometimes, grave consequences. As a result, the lack of statistical literacy among the general public, as well as organizations that have a responsibility to share accurate, clear, and timely information with the general public, has resulted in widespread (mis)representations and (mis)interpretations. In this article, we showcase examples of how data related to the COVID-19 pandemic has been (mis)represented in the media and by governmental agencies and discuss plausible reasons why it has been (mis)represented. We then build on these examples to draw connections to how they could be used to enhance statistics teaching and learning,… Continue Reading →
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eric.ed.gov har udgivet: In the spring of 1990, over 9,000 4th-, 8th- and 12th-grade students (only 6 percent of all students in Massachusetts) were assessed using open-ended mathematical, scientific, social studies, and reading concepts. Beginning with the Massachusetts Educational Assessment Program for 1992, open-ended questions will be administered to all students and will contribute to school and district scores. This series of reports describes the results of these assessments to communicate levels of student achievement throughout the state, familiarize teachers and administrators with the types of questions that will be included on the next assessment; and improve assessments taking place within classrooms by providing models that teachers can adapt to their own evaluations of students’ knowledge, understanding, and abilities. Fifteen handouts for grade 4, 17 handouts for grade 8, and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Scientific thinking is an essential learning goal of science education and it can be fostered by inquiry learning. One important prerequisite for scientific thinking is procedural understanding. Procedural understanding is the knowledge about specific steps in scientific inquiry (e.g. formulating hypotheses, measuring dependent and varying independent variables, repeating measurements), and why they are essential (regarding objectivity, reliability, and validity). We present two studies exploring students’ ideas about procedural understanding in scientific inquiry using Concept Cartoons. Concept Cartoons are cartoon-like drawings of different characters who have different views about a concept. They are to activate students’ ideas about the specific concept and/or make them discuss them. Purpose: The purpose of this paper is to survey students’ ideas of… Continue Reading →
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eric.ed.gov har udgivet: Twenty secondary math and science teachers from a large urban school district in Texas were recently asked: Why don’t English language learners succeed in school? Their answers included: students feel isolated because of language, students get mixed up with gangs, and students do not value education. This article compares student-attributed and school attributed explanations for the persistent failure of many students to develop mathematical thinking and offers alternatives for success. Educational practices, ingredients for success, and natural math are described. A list of math resources is included. [This document originally appeared in the “IDRA Newsletter”, however some accompanying charts and graphs may not be provided here.] Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This paper provides an analysis of how Swedish 15-year-olds perform on the high-stakes national assessments in geography. It explicitly addresses which item characteristics produce differential item functioning (DIF) in favor of boys and girls respectively. The findings show that DIF occurs in favor of girls in items with constructed response and primarily with content on the social dimension of sustainable development (SD), while boys are more favored by content outside the field of SD. The conclusions drawn are that content that reaches higher levels of Bloom’s taxonomy favors girls, especially when the subject content concerns SD. This is important when analyzing the teaching and examination of sustainability issues in school. Link til kilde
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