eric.ed.gov har udgivet: Politicians, academics, and business and community members all seem to be raising concerns that America is not as globally competitive as it once was. This is due, in part, to the fact that public schools in America are not producing high school graduates with the math, science, and technical skills to succeed in higher education or be employed in a knowledge-based, global marketplace. According to the Bureau of Labor Statistics, jobs requiring science, engineering or technical training will increase 24 percent between 2004 and 2014 to 6.3 million. However, less than half of high school graduates in the United States are academically prepared for college-level math and science. Between 1970 and 2010, America’s proportion of science and engineering doctorates will fall from 50 percent to 15 percent.… Continue Reading →
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eric.ed.gov har udgivet: In this article, we report from a group (N=98) of students from two campuses of one Finnish university, on their study habits, and to what extent they use different kinds of learning materials in university mathematics courses. Our results show that the older students are more communicative with their teachers, whereas the younger students ask for help more often from fellow students. The sociomathematical norms that constitute the local study culture have a significant impact on the study habits and on the use of learning materials. For example, the use of videos and studying lecture materials before the lectures were clearly more usual at one campus than at the other. We also found some significant differences between the groups that are based on the study programmes. The… Continue Reading →
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eric.ed.gov har udgivet: Community colleges are facing increased pressure to accelerate students through their developmental mathematics sequence. However, many individuals feel that some state legislatures and college leaders are frequently bypassing developmental math faculty expertise when implementing acceleration and compression initiatives. This qualitative study focuses on faculty viewpoints with regard to acceleration and compression in developmental math. Guiding this study was the research question: Based on faculty experience, what is the best fit for the practices of acceleration and compression in developmental mathematics? Data has been gathered using a structured interview format for six developmental math instructors, two at each of three community colleges. Findings from this study suggested that the practices of acceleration and compression are a proper fit for students who are comfortable with computer software. Incoming skill… Continue Reading →
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eric.ed.gov har udgivet: This study examines a group of prospective teachers’ reflections upon the way they were taught (Set 1) and the way they want to teach (Set 2) through drawings which respectively describe their past learning experiences as students and their future plans as teachers. The purpose of this study is to identify: (a) the emerging themes that appear in each set of drawing data, (b) the possible factors that influence prospective teachers’ drawings, and (c) the implications for mathematics teacher educators. Overall, prospective teachers showed predominantly negative or mixed feelings about their past experiences as mathematics students. In response to their own past negative experiences and struggles, the prospective teachers tended to highlight emotionally supportive classroom environment and versatile instructional teaching strategies in their future plans. This study… Continue Reading →
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eric.ed.gov har udgivet: This paper focus on the reflection of my teaching practices using students’ Math Moments. I began to invest time in the past mathematical experiences of my students to better help me understand my own teaching practices. Throughout this paper I will reflect on my own teaching practice, delve into relevant literature and will use poignant math moments to illustrate student’s thinking and beliefs about learning mathematics. Link til kilde
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eric.ed.gov har udgivet: In recent years, there has been a growing recognition that the traditional system of college mathematics remediation that relies on high-stakes placement tests and prerequisite, multi-level course sequences is associated with lowered chances of students completing developmental requirements and increased rates of student attrition. This recognition has led to nationwide reform efforts that strive to alter the structure and curricula of remedial math courses. However, these broad-based reforms have been insufficient in eliminating inequities in developmental placement and completion between students of color and other underserved students and their more advantaged peers. Informed by relevant research literature, this paper argues that the majority of reforms to developmental math education seek to remedy general barriers to student progress but are not typically designed to address equity gaps and,… Continue Reading →
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eric.ed.gov har udgivet: One major issue in mathematics teacher education regards the role of university-level mathematics in teacher knowledge. In the context of a design-based research project, an advanced mathematics teacher education course aimed at strengthening the connections between university-level mathematics and school mathematics was developed. In this paper, I present a case study, conducted within the education course, in which I analyse the characteristics of teacher knowledge produced by five small groups of pre-service teachers in an open-ended problem-based learning task. The results indicate the problem-based learning approach has the potential for enhancing specialised content knowledge such as knowledge of different representations of and applications of mathematical concepts. The results also highlight the challenges in using this approach for enhancing horizon content knowledge such as knowledge about the relationships… Continue Reading →
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eric.ed.gov har udgivet: This work summarizes the didactic design and introductory outcomes in an educative program, involving six math and physics university courses for engineers, based on the use and construction of widgets. Widgets were generated under Project Oriented Learning and blended learning methodologies. In the program, widgets previously generated by teachers are firstly used by students to appropriate basic and middle concepts. After, students were requested to generate their own widgets to develop complex thinking skills, applying related concepts but involving alternative situations. Design was based on curriculum integration to build mathematical, technical and visual representations of the problems and concepts involved. Wolfram Alpha, Desmos and Mathtab widget developers were used to generate ad hoc activities in terms of their capabilities and course requirements. Post-test only results of students’… Continue Reading →
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eric.ed.gov har udgivet: Instructors in higher education are very familiar with the Likert scale Students’ Evaluation of Teaching (SET) used to evaluate teaching. Researchers have raised concerns about biases affecting the results of SET surveys, as well as their validity and reliability and use in high-stakes decision making. Here, we demonstrate that Q methodology, identified as an 80-year-old mixed method, is better suited to determine the differing student views about a college math education course. We will discuss how Q used for SET can produce results that are more helpful in assisting faculty in improving their teaching effectiveness and in redesigning courses while also providing more informative SET results for faculty evaluations. Link til kilde
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eric.ed.gov har udgivet: Mathematics anxiety affects primary pre-service teachers’ engagement with and future teaching of mathematics. The study aimed to assess the level and range of mathematics anxiety in first year pre-service teachers entering their teacher education course, and to investigate the sources of this anxiety as perceived and identified by them. Data collection methods included the RMARS survey, and Critical Incident Technique. The results indicate that the most common negative impacts on pre-service teacher mathematical self-concept involved experiences with teachers. However, their current mathematics anxiety is most commonly aroused under testing or evaluation situations. Link til kilde
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