eric.ed.gov har udgivet: During the last reform, Slovakia has reduced geometry in curriculum in primary mathematics education. Pre-school education schools devote more time to geometry in curriculum, but this is not mandatory for all the children. In the primary schools, teachers devote very little lessons time to this problem. These lessons are mainly focused on technology of drawing rather than on creating the right conceptions, which results in below the average scores on international test results in Slovak students. One possible solutions is to improve the level of geometrical knowledge of primary education teachers and pre-service primary education teachers. This paper is focused on the knowledge of plane geometric figures and their properties. We found out that pre-service teachers in primary education have many misconceptions that started when these students… Continue Reading →
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eric.ed.gov har udgivet: The ubiquity of the subject of percentages in our everyday life demands that math teachers and pre-service math teachers demonstrate a profound knowledge and thorough understanding of the concept of percentages. This work, which originated from one specific lesson in an 8th grade math class, studies the conceptual understanding and problem-solving strategies of 17 pre-service math teachers. We exhibit and analyze the pre-service teachers’ misconceptions and their inefficient or false problem-solving strategies. We identify two main misconceptions. The first we name “In percentage problem is 100 always the denominator?” and the second “One can handle percentage problems using the same techniques as in numerical problems” (or Over-transferring of numerical problems). We hypothesize reasons and explanations for these misconceptions. The frequent use of percentages in everyday life and… Continue Reading →
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eric.ed.gov har udgivet: The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The… Continue Reading →
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eric.ed.gov har udgivet: In this paper, I consider a pervasive myth in mathematics education, that of Plato-formalism. I show that this myth is ahistorical, acultural, and harmful, both for mathematics and for society. I argue that, as teachers, we should reject the myth of Plato-formalism and instead understand mathematics as a human activity. This philosophy humanizes mathematics and implies that math education should be active, cultural, historical, social, and critical–helping students learn formal mathematics, while also learning that mathematics shapes their lives, that this shaping is a result of human work and choices, and that students are empowered to shape those choices. Link til kilde
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eric.ed.gov har udgivet: The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in the Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore,… Continue Reading →
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eric.ed.gov har udgivet: Drawn from surveys completed by 122 students enrolled in developmental math at four community colleges and from seven student focus groups with a total of 34 developmental math students at those same colleges, this research brief illuminates student experiences with and perspectives on the math assessment and placement process. Findings suggest that many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam, although most students know ahead of time that they are required to take the exam and many colleges make test preparation materials available. Lack of preparation may undermine students’ exam performance and negatively affect the accuracy of their placement. We identify four interconnected reasons why students tend to not prepare for the exam: (1) misperceptions about… Continue Reading →
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eric.ed.gov har udgivet: Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true–they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous math myths that may be negatively affecting many young students. We conclude that avoiding the myths and listening to the findings of research and the wisdom of expert practice will serve both teachers and children well. Link til kilde
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