eric.ed.gov har udgivet: Introduction: Many students with adventitious vision loss or progressive vision loss need to transition from print to braille as a primary literacy medium. It is important that this transition is handled efficiently so that the student can have continued access to a literacy medium and make progress in the core curriculum. For this study, we used constant time delay to teach literary braille contractions and Nemeth Code for Mathematics and Science Notation (hereafter, Nemeth Code) braille symbols to learners with visual impairments who were making the transition from print to braille. Methods: A single-subject, multiple-probe research design was used to test the effectiveness and efficiency of constant time delay to teach literary braille or Nemeth Code. Three female students, aged 13 to 15 years, participated at a… Continue Reading →
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eric.ed.gov har udgivet: This study evaluated an instructional model entitled “Integrating Computer Software into the Functional Mathematics Curriculum: A Diagnostic Approach,” which was intended to prepare middle-school special education students for the Maryland Functional Mathematics Test. The model consisted of eight major components: pretests/posttests, diagnostic evaluations, domain directories, software matrix, software summaries, skill sheets, computer software, and miscellaneous materials. The model was evaluated by comparing math performance and attitudes of students who received instruction based on the model with those of matched control students, and by conducting interviews with teachers using the model. Analysis of scores of 26 experimental and 26 comparison subjects on the 9th-grade Maryland Functional Mathematics Test indicated that 27% of experimental subjects passed the test, while 12% of the comparison students passed. Interviews with 17 teachers… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This paper centers on to evaluate whether and to what extent the learning objectives of the geography curricula emphasize students’ higher-order thinking skills (HOTS), and whether students are capable of answering to HOTS-questions by using the Finnish upper secondary geography education as an example. The revised Bloom’s taxonomy was used as a framework for the content analysis. The findings show that geography has the potential to enhance students’ HOTS, but students experience difficulties when answering to HOTS-questions. The results could be used to evaluate the desired thinking skills and knowledge dimensions in geography education for to enhance students meaningful learning. Link til kilde
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eric.ed.gov har udgivet: The admission of poor students sponsored by the Beca 18 social program into Lima universities is a recent phenomenon that requires studies on their adjustment and academic performance. This research targeted Beca 18 students at USIL and compared their responses to a questionnaire on perceptions of classroom climate with those from regular students. Both were participating in the course on math analysis offered to engineering students. In the general context of positive perceptions of classroom climate, Beca 18 students slightly differed from regular students, showing more positive perceptions of professor’s behavior in terms of creation of a working environment, class pace, interest in the student, and promotion of cooperation and group work. A greater difference was observed in regard of the avoidance of a climate of competition,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT In times of rapid transformation of society in general and domains of technology in particular, questions are raised on how to effectively organise higher engineering education. As a response, this study examines the curriculum composition of eleven engineering programs to investigate curriculum nativeness, a novel approach for assessing curriculum characteristics. In addition to forming the construct nativeness, this study establishes a way to measure curriculum nativeness by determining the number of credits originating from what is characterised as… Continue Reading →
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eric.ed.gov har udgivet: The pressure of high-stakes testing has virtually eliminated the teaching of history and the other social studies from many urban elementary schools. The author has heard it directly from many Philadelphia (Pa.) teachers in numerous classes where he teaches graduate social studies pedagogy courses to graduate student teachers who are pursuing Masters degrees or state certification. Many of these graduate student teachers describe enormous stress on them and their students to meet the established Annual Yearly Progress (AYP), as indicated by standardized test results. Graduate student teachers also describe the pressure they face to eliminate altogether the teaching of subjects other than reading/language arts and math. Over the past two years more than forty graduate student teachers have related receiving similar directives from their supervisors. Moreover, the… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study’s empirical data consist of two related but temporally separated sets of data containing collegial discussions among preschool teachers; talks during a development process and group interviews with the same preschool teachers six months later. Through a theory-driven analysis, using the theoretical concept of teacher agency, different ways of achieving teacher agency are brought into light. When tensions appear, the preschool teachers achieve teacher agency by using professional core values in order to make adjustments, additions or changes to school policy. These professional core values consist of for example, sensitivity to the interests and needs of children, the ambition… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use to develop content area modules focused on high quality writing tasks closely tied to subject area texts. Math experts have developed formative assessment lessons (FALs) that teachers can incorporate throughout the year’s curriculum. Across both content areas, the tools target the “instructional core” by raising the level of content; enhancing teachers’ skill and knowledge about instruction, content and formative assessment; and catalyzing student engagement in their learning so that they will achieve at high levels. These tools… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The present study examined the 2015 Trends in International Mathematics and Science Study “Advanced” data to examine how the educational credentials of maths teachers and other teacher characteristics were related to attitude towards advanced mathematics and perceptions of engaged teaching among 12th-grade students enrolled in advanced mathematics courses in the U.S. As attitudinal outcomes in this study, two measures of attitude towards mathematics were employed – the Students Like Learning Advanced Mathematics scale and the Students Value Advanced Mathematics scale, and one measure of student perception of engaged teaching – the Students’ Views on Engaging Teaching in Advanced Mathematics Lessons. A set of multilevel regression analyses were conducted predicting each of these aforementioned outcomes. No statistically significant effects… Continue Reading →
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eric.ed.gov har udgivet: Researchers investigated the relationship between the American Federation of Teachers’ Thinking Math (TM) professional development program and mathematics achievement of 5th grade students in an urban school district in the northeast. Four schools were studied; 3 had TM trained 5th grade math teachers. Questionnaires gathered demographic data and teacher self-evaluation of the influence, efficacy, and implementation of 7 TM principles. Student achievement was measured by Stanford Achievement Tests and the Pennsylvania State System of Assessment. Findings are based on 37 questionnaires from TM trained teachers and 203 student records. The TM program and, specifically, having a 5th~grade TM math teacher, had positive effects on mathematics and reading achievement scores. TM training’s effect on teacher confidence and implementation varied across the principles. (Author) Link til kilde
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