eric.ed.gov har udgivet: This presentation describes the problem of teacher shortages in mathematics and science, providing a brief overview and some background for subsequent discussions of possible activities, solutions, and strategies. Five views that shape the problem definition are first given: (1) individual teachers do make a difference; (2) to be effective, teachers must be masters of what they teach, and must find their subjects intensely intriguing; (3) solving the teacher shortage should be focused at all levels; (4) the problem is one of both quantity and quality; and (5) this is not a new problem. Then two reasons for the teacher shortages are discussed: the severe reduction in the number of newly trained persons entering teaching, and the large exodus of those in teaching. The decline in quality and… Continue Reading →
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eric.ed.gov har udgivet: Recruiting, preparing, and retaining high quality secondary mathematics and science teachers are three of the most critical problems in the nation’s urban schools that serve a vast majority of children from socially and economically disadvantaged backgrounds. Although the factors contributing to these problems are complex, one area that has caught the attention of leaders of the teacher education community centers are the alternative pathways (or routes) through which teachers are trained and allowed into the profession. Many of these alternative pathways, teacher educators argue, aim to move teachers into teaching on a fast track and thereby short-change the necessary training that candidates need to have to become adequately prepared as classroom teachers. This article looks at the arguments on both sides: proponents and critics of traditional and… Continue Reading →
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eric.ed.gov har udgivet: The study investigated whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental conditions. One was a highly supported condition, with a math education instructor, an online facilitator, and asynchronous peer interactions among participants available as participants worked through the course together. Another was a self-paced condition, in which none of the supports were available. The other two conditions provided intermediate levels of support. All conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices. Surprisingly, the positive outcomes were comparable across all four conditions. Further research is needed to determine whether this fending is limited to self-selected teachers, the specifics of this… Continue Reading →
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eric.ed.gov har udgivet: The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs. The following are appended: (1) Meta Analysis Coding Form Excerpt: Scaffolded Guide for Determining Inclusion of a Document; (2) Effects… Continue Reading →
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eric.ed.gov har udgivet: This article describes the Health Sciences and Technology Academy, an outreach and engagement program by West Virginia University to encourage higher education faculty members and administrators, public school teachers, and community leaders to assume the responsibility of mentoring high school students. The primary goal is to increase the college going rate among underrepresented students in West Virginia. Additional goals are to improve science and math skill acquisition, to empower communities through leadership development of their youth, and to increase the number of health care providers as well as the number of math and science educators in West Virginia’s currently underserved communities. Link til kilde
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eric.ed.gov har udgivet: This paper describes implementation of a Lesson Study project with third grade teachers in a small school district to study the development of the critical lenses (perspectives) necessary for meaningful lesson study work. Adapting the Lesson Study process to meet school system needs, two outside facilitators stimulated teacher thinking with math explorations and probing/what if questioning. Using a qualitative methodology and the group as the unit of analysis, data were coded for evidence of and change in the lenses. After one year, the 8 participating teachers showed a qualitative difference in two of the three lenses: the student lens and the curriculum developer lens. (Contains 2 tables and 2 figures.) Link til kilde
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eric.ed.gov har udgivet: After having secondary math education majors write an essay entitled, “What is Mathematics?” for the past 4 years, the first attempt was made to create an instrument based on the results of these essays that would measure math beliefs. Based on previous research which suggests that a math teacher’s beliefs influence the teacher’s methodology, the instrument was administered to elementary education majors to determine their methodological tendencies. The results are compared to similar data obtained from secondary math education majors (n=11) and urban, college-bound high school juniors (n=13). The results suggest that elementary education majors who expect to teach mathematics need a broader vision of what mathematics is. Appendixes contain the survey instrument and results. (Author/NB) Link til kilde
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eric.ed.gov har udgivet: A teacher that emphasizes reasoning, logic and validity gives their students access to mathematics as an effective way of practicing critical thinking. All students have the ability to enhance and expand their critical thinking when learning mathematics. Students can develop this ability when confronting mathematical problems, identifying possible solutions and evaluating and justifying their reasons for the results, thereby allowing students to become confident critical thinkers. Critical thinking and reasoning allows students to think about how they utilize their discipline of mathematical skills (i.e., they think about their method of thinking). Metacognition helps students to recognize that math is logical reasoning on solutions to problems. Students are taught how to: identify scenarios; evaluate; select problem-solving strategies; identify possible conclusions; select logical conclusions; describe how a solution was… Continue Reading →
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eric.ed.gov har udgivet: The U.S. arm of technology giant Siemens Corp. recently reported it has 3,000 jobs open because of the dearth of skilled workers. More than half of those open jobs require science, technology, engineering and math (STEM) skills. A recent study by ManpowerGroup found that a record 52 percent of U.S. employers have difficulty filling critical positions within their companies–up from 14 percent in 2010. Many of these jobs require a strong background in STEM, but American colleges are producing fewer math and science graduates. This has led to a skills mismatch in our country. The bottom line is that STEM workers are more likely to be employed and more likely to earn better pay. The unemployment rate for workers who only have a high school degree is… Continue Reading →
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eric.ed.gov har udgivet: Literature suggests that the mathematical language of teachers impacts a student’s understanding of math concepts. When teachers unintentionally use ambiguous language, students’ understanding of a subject can be negatively affected. We share background on specific instances in which teachers can create confusion with the language they use, and we investigate both pre-service teachers’ and college algebra students’ concepts of three common terms in mathematics: Solve, Evaluate, and Simplify by asking both groups to unpack their understanding of these terms through a writing prompt. We compare the language used by both groups in their definitions. Preservice teachers’ reflections on their experience with the writing prompt are also examined to identify ways that such a task can help them identify gaps in their own understanding and in their thinking… Continue Reading →
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