eric.ed.gov har udgivet: The quality of mathematics assignments from teachers to students is one important element that determines whether learning is effective or not. To make quality math assignments requires knowledge from the teacher about content and students, who are subdomains of mathematical knowledge to teach. This knowledge needs to be developed in prospective mathematics teachers since programmed teacher education. By focusing on one of the basic concepts in mathematics, namely the concept of function, research was conducted on 25 mathematics teacher candidates. Through interactions that occur in modified focus group discussions, we want to find out how prospective teachers construct knowledge about the concept of functions and difficulties of students. The results showed that in constructing the concept of functions and difficulties of students, teacher candidates worked backward, there… Continue Reading →
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eric.ed.gov har udgivet: This meta-analysis reports on the use of practitioner inquiry (PI) with early program teacher candidates in conjunction with elementary science and math methods courses using cognitive load theory as a theoretical framework. The findings suggest that the teacher candidates enhanced their knowledge of practice within practice across 5 dimensions of practice: inclusion, classroom discussion, classroom engagement, understanding student learning and grouping. The sixth outcome provides evidence of the ways that the practitioner inquiry fostered learning about how to learn from practice. Cognitive load theory can be used to explain the difficulty of assimilating theory into practice for emerging teacher candidates. Implications for teacher education are included. Link til kilde
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eric.ed.gov har udgivet: In this study, it was aimed to identify the difficulties experienced by early childhood education teachers in planning, implementation and evaluation processes of in-class and out-of-class mathematics activities and parent involvement in such activities. The answers of the teachers to the questions on the interview form were recorded via a voice recorder and transcribed into written form by the researcher. In the direction of the findings, those who think that they have some difficulty in planning the in-class mathematics activities showed the causes as the idea of difficulty of mathematics, the lack of professional experience, failure to know the child well, the difficulties in adaptation, the lack of budget and resources. The difficulties in implementing inclass math activities were indicated as children’s mobility, distraction, having different levels… Continue Reading →
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eric.ed.gov har udgivet: Training and investing teachers at all career levels in student-centered practices is widely recognized as a significant challenge. Various studies document the failure of student-centered teaching practices to take hold in K-12 mathematics classrooms in significant ways, including collaborative work; problems that are cognitively demanding or that encourage connections, inquiry-based approaches; teacher questioning to enhance student understanding; classroom-based performance assessments; and student choice. While pre-service math-teacher education is not solely to blame for this failure, it is also the case that pre-service training has been relatively unsuccessful at promoting nontraditional teaching practices in new mathematics teachers, in spite of the efforts and intentions of university-based teacher educators. Overcoming resistance to student-centered methods has been the author’s major challenge in teaching the secondary-level mathematics-methods course in her institution’s… Continue Reading →
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