eric.ed.gov har udgivet: This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is “Mathematics: Essential research, essential practice.” The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone… Continue Reading →
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eric.ed.gov har udgivet: Misconceptions have been an important area of study in STEM education towards improving our understanding of learners’ construction of knowledge. The advent of largescale tutoring systems has given rise to an abundance of data in the form of learner question-answer logs in which signatures of misconceptions can be mined. In this work, we explore the extent to which collected expert misconception diagnoses can be generalized to held-out questions to add misconception semantics. We attempt this generalization by way of a question-answer neural embedding trained on chronological sequences of learner answers. As part of our study, we collect natural language misconception diagnoses from math educators for a sampling of student answers to questions within four topics on Khan Academy. Drawing inspiration from machine translation, we use a multinomial… Continue Reading →
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eric.ed.gov har udgivet: This is a narrative article, highlighting effective teaching strategies for teacher candidates at a four-year university in the South. The author examined preconceived negative notions teacher candidates expressed about being enrolled in a Math Block class and having to teach children about mathematics. After involving the teacher candidates in a hands-on series of classroom discussions and role playing related to problem-solving strategies, teacher candidates became excited about not only facilitating children’s exploration of problem-solving strategies but how much they thoroughly enjoyed themselves, engaging in hands-on lessons compared to rote and memorization skills they had experienced as children. Link til kilde
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eric.ed.gov har udgivet: We explored whether the knowledge of hybrid teaching (conceptions) or incorrect knowledge (misconceptions) or lack of knowledge differed among faculty from various teaching areas–education, social sciences, business, art and humanities, and math and sciences–in New York. One hundred twenty-eight faculty members responded to a test of their knowledge of hybrid learning. Using a one-way ANOVA, we found no significant differences between conceptions, misconceptions, and lack of knowledge among faculty. However, their conceptions differences approached significance (p < 0.074). We evaluated faculty levels of trainability. The results of frequency analysis suggested that professors of math and sciences, and business tended to understand more online or hybrid environments than professors of other areas did. However, professors of art and humanities, and social sciences showed high trainability scores. Link til… Continue Reading →
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eric.ed.gov har udgivet: “Alabama Education News” is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the “Code of Alabama”, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Charter Schools in Alabama; (2) AMSTI and ALEX Take Math To The Next Level; (3) Schools Statewide Celebrate Alabama Career and Technical Education; (4) High Schools That Work; and (5) ACCESS Distance Learning Gets International Attention. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; (3) Calendar; and (4) Teacher of the Month. Link til kilde
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eric.ed.gov har udgivet: This paper is based on data gathered during visits to Uganda and Malawi, conducted by the International Math-teacher Professionalization Using Lesson Study (IMPULS) project and the Japanese International Cooperation Agency (JICA). The author’s observations and experiences highlighted misconceptions about lesson study. The paper concludes that some key factors can be viewed as either affordances, or constraints, on practice, while others are best understood against several misconceptions that seem to be common outside Japan. Link til kilde
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eric.ed.gov har udgivet: The Business Roundtable (2013) website presents a common narrative in regard to STEM (Science, Technology, Engineering and Mathematics) education, “American students are falling behind in math and science. Fewer and fewer students are pursuing careers in science, technology, engineering and mathematics, and American students are performing at levels far below students in competitor nations on international standardized tests in these subjects.” (para.3) This message is echoed in numerous federal reports (e.g., NAP, 2005; 2010; PCAST, 2010:2012) and statements concerning STEM education from the United States’ (U.S.) President Barack Obama. The narrative posed by the Business Roundtable of a failing U.S. education system and STEM-worker shortage seems to be confirmed by businesses, nonprofits and the Obama administration, as they show their monetary and organizational support to remedy this… Continue Reading →
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eric.ed.gov har udgivet: In this study a survey instrument was developed to test elementary teachers’ attitudes towards incorporating manipulatives in their math lessons frequently. Though the benefits of using math manipulatives has been reported, there seems to be a disconnect between the benefits of manipulative use and the number of teachers integrating them in their lessons on a daily basis. In this study a total of 22 regular education teachers in kindergarten through sixth grade and five learning support teachers in grades first through sixth from a rural elementary school were given a survey instrument to test its validity and reveal some trends in teachers’ views on manipulative use as well as possible causation for their views. Findings from the study show that though many teachers feel comfortable using and… Continue Reading →
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eric.ed.gov har udgivet: Ninety-seven education students majoring or minoring in mathematics had their math homework examined in a Number Theory or Abstract Algebra course. Each student’s homework was observed for the purpose of identifying common errors and misconceptions when writing mathematical proofs. The results showed that students collectively made four recurring errors: assuming the conclusion in order to prove the conclusion, proving general statements using specific examples, not proving both conditions in a biconditional statement, and misusing definitions. In the same courses taken subsequently by 91 new students, we informed them about these common errors prior to assigning their homework to see how the students’ proving processes would differ. The results showed that more exercises were left blank with comments such as “I’m not sure how to start the proof”,… Continue Reading →
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eric.ed.gov har udgivet: Math modeling is currently at the focus of educational methodologists’ attention. However, little is known about the extent to which principles of the math modeling lead to methodological fallacies in educational research. The main purpose of this paper is to explore the nature and principles of math modeling and to examine its application in educational research according to transcendental realism theory. The conclusion of the article suggests some methodological fallacies in educational research. Finally, the implications of the fallacies in educational research are considered. Link til kilde
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