eric.ed.gov har udgivet: Research on impact of teacher beliefs on their practices has been recognized as one of the important aspects in the discipline of mathematics education. This study reports the results of a case study that gives an insight about the influence of professed beliefs of pre-service secondary mathematics teachers on their instructional practices in the Sri Lankan context. The pre-service teachers’ professed beliefs were examined by using a questionnaire of six-point Likert scale items. Data on instructional practices were collected through classroom teaching observations and follow-up post-lesson interviews. Qualitative analysis of the audio-taped classroom teaching observation transcripts was performed, using a list of sensitizing concepts that reflected flexible and rigid beliefs aspects. The results reveal that professed beliefs encouraged them to adopt flexible practices, but to differing extents… Continue Reading →
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eric.ed.gov har udgivet: The share of women achieving tertiary education has increased rapidly over time and now exceeds that of men in most OECD countries. However, women are severely under-represented in maths-intensive science fields, which are generally referred to as STEM (science, technology, engineering, and maths). The under-representation of women in these subject areas has received a great deal of attention. This is because these fields are seen to be especially important for productivity and economic growth and are associated with occupations that have higher earnings. Subject of degree is an important part of the explanation for the gender wage gap. The aim of this paper is to review evidence on explanations for the STEM gap in tertiary education. This starts with statistics about background context and evidence on how… Continue Reading →
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eric.ed.gov har udgivet: It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level.… Continue Reading →
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eric.ed.gov har udgivet: This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore the needs of learners and the learning contexts that would help them achieve higher dimensions of critical thinking and cognitive development. Based on Knowles’ six assumptions of andragogy, curriculum was designed to provide college math students meaningful learning experiences, critical thinking skills, and application within the context of the classroom. Creativity and hands-on learning proved to be beneficial not only to tactile and kinesthetic learners but to others in the classrooms as well. Additionally, math anxiety is addressed and how… Continue Reading →
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