eric.ed.gov har udgivet: Embedding computers in math teaching is not a totally new issue, but the dilemmas related to it multiply more rapidly than the answers are being supplied. This study asks: What is the most appropriate way to prepare instrumentally and mentally the future math teachers to the reality demanding permanent competent adjustment to rapidly developing computerized environment in math teaching? In order to try to refer to this question at least partially, the authors designed a research project in which they studied the performances of several groups of students, studying several courses at different levels of mathematical knowledge and embedding a variety of computerized tools. Moreover, they induced all of the students to experience at least two-three different computerized tools in different courses during three years of their… Continue Reading →
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eric.ed.gov har udgivet: The Likelihood-to-Act (LtA) survey and a mathematics test were used in this study to assess students’ impulsive-analytic disposition in the context of mathematical problem solving. The results obtained from these two instruments were compared to those obtained using two widely-used scales: Need for Cognition (NFC) and Barratt Impulsivity Scale (BIS). The exhibited correlations of the LtA scores with the NFC, BIS, and a math test provide evidence of the criterion validity of the analytic LtA items, and suggests further revision of the impulsive LtA items to improve the overall measurement validity of the LtA scale. Students LtA scores were found to be marginally correlated to their math scores and correlated to their confidence levels in the math items. Link til kilde
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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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eric.ed.gov har udgivet: This study seeks to determine whether national trends in subject matter knowledge and in curricular experiences hold true for prospective teachers who attended K-12 schooling during the reform period. It further seeks to determine other influences on teachers’ visions of mathematics and goals for themselves as mathematics teachers. Teachers’ past experiences and knowledge have an impact on their ability to teach mathematics. Autobiographies, or what they are calling math stories, provide one way to study these experiences. Through the powerful lens of mathematics stories, this study seeks to view teachers’ past experiences, to begin to deconstruct possible limiting notions, and to build on solid notions of mathematics and mathematics instruction to better shape classroom practice for tomorrow’s students. (Contains 3 tables and 1 figure.) Link til kilde
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eric.ed.gov har udgivet: Several studies on learning mathematics for rural area’s student indicate that students have difficulty in understanding the concept of division operation. Students are more likely to be introduced by the use of the formula without involving the concept itself and learning division separate the concrete situation of learning process. This underlies the researcher to design division operation learning in the Mathematics of GASING (Math GASING), which always starts from concrete to abstract level. The research method used is a design research which describes how the Math GASING make a real contribution of students understanding in the concept of division operation. Link til kilde
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eric.ed.gov har udgivet: The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection,… Continue Reading →
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eric.ed.gov har udgivet: This study documents and describes efforts to develop robust forms of pre-service teachers’ pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children’s mathematical thinking, and children’s cultural/linguistic funds of knowledge, pre-service teachers (N = 40) were given an assignment to analyse their own mathematics lessons utilizing a rubric tool with categories about children’s mathematical thinking, academic language supports, cultural funds of knowledge, and critical math/social justice. Utilizing a mixed methods approach to analyse the pre-service teachers’ (PST) work, we found the highest average self-ratings across the categories associated with children’s mathematical thinking and high variability in the categories related to language, culture, and social justice. To understand the variation within the latter… Continue Reading →
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eric.ed.gov har udgivet: This case study explores community service learning, disciplinary literacy, and social justice. Participants were seven Mexican American preservice secondary teachers in science, math, and language arts who tutored and gardened with children in a South Texas after-school tutorial agency as part of an ESL literacy methods course. Data gathering tools consisted of participant observations, written reflections, learning logs, visual metaphors, and a focus group discussion. Social justice themes were: respondents’ realizations of structural inequalities and their actions to counteract hegemonic inequalities. Disciplinary literacy themes were: participants’ learning more about their disciplines and disciplinary literacy, increased motivation and efficacy to teach their subjects, and the importance of the colonia, or unincorporated neighborhood, as an intersection between social justice and disciplinary literacy. Link til kilde
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eric.ed.gov har udgivet: This paper articulates a stance on the study of students’ meaningful mathematics understanding with multiple representations. We integrate Thompson’s theory of quantitative reasoning and Dreyfus’ theory of multiple representations in our approach to frame and conduct empirical investigations of the study of meaningful understanding of function. We provide empirical data to support our approach to examining representational fluency and functional thinking from this networked stance. Our research articulates how the coordination of theories can be productive in informing the design, conduct, and analysis of contexts aimed to understand students’ meaningful math learning with a focus on functional thinking. [For the complete proceedings, see ED606556.] Link til kilde
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eric.ed.gov har udgivet: The importance of mathematical concept development and language is recognized early in children’s schooling as they mature through shape and counting experiences. The reader may recall instances of a youngster referring to a “corner” of a shape before the reader has the language of vertex. This language precision needs to continue to grow as the learner moves through arithmetic into algebra, geometry, and further mathematics. This precision is essential and is reinforced in the common core standards for mathematics (2010). If the primary goal is to facilitate proficiency in math for all students (including students with disabilities), there needs to be an emphasis on the deeper conceptual development and the uniquely precise nature of mathematics language both at the pre-service and in-service levels. This is essential as… Continue Reading →
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