eric.ed.gov har udgivet: Beyond common associated factors, such as teacher characteristics and socioeconomic background of students, little is known about how student achievement relates to differences in the pedagogical approaches used in Latin American classrooms. This paper highlights the main findings from a qualitative study on cross-country differences in teaching practices in three Latin American countries. Of the three countries selected for the study, Paraguay and the Dominican Republic perform at the bottom of the regional comparative test, “Second Regional Comparative and Explanatory Study” (SERCE), and the Mexican state of Nuevo Leon is one of the top performers. Our findings, based on a large sample of video recordings from sixth-grade classrooms in the three countries, indicate that certain classroom practices appear to be associated with higher levels of learning. Teachers… Continue Reading →
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eric.ed.gov har udgivet: Pre-university enabling programs provide an important pathway to university for underprepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning experiences and perceptions towards particular subjects. In the current study, students entering an Australian enabling program, ‘OnTrack’, were surveyed on their attitudes, emotions and aspirations towards the study of science and mathematics. Responses were associated with student perceptions of their past science and maths learning experiences. There was incongruity between student expectations of what future study would entail and the realities of their degree choices and career aspirations. This study suggests the need for social and emotional learning and… Continue Reading →
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eric.ed.gov har udgivet: The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the Department of Preschool Education, Faculty of Education, Cukurova University in the 2013-2014 academic years. The data of the study were collected by asking pre-service teachers to complete some sentences like “do you think, education of math is like …. in the preschool education; because Math is like …; because….”. The responses obtained from pre-service teachers were categorized by content analysis. As a result of the study, seven categories created by… Continue Reading →
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eric.ed.gov har udgivet: In small-group workshops, a joint initiative of the researcher and the student counsellor, primary (elementary) pre-service teachers (PSTs) wrote about critical incidents in their mathematics learning, and shared them with the group. Then, PSTs read extracts about mathematics anxiety (maths anxiety), and wrote and shared their reflections (bibliotherapy). Their experiences illuminated factors in their maths anxiety and helped them identify alternative conceptions. The discussion highlights the need for teacher educators’ awareness of perspectives of PSTs, verbalisation and sharing of emotions, and includes recommendations for further research. Link til kilde
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eric.ed.gov har udgivet: Research into integrating technology such as iPads into the curriculum for students with disabilities is still new. The purpose of this study was to examine the effect of the use of a basic math skill application on an iPad to increase basic math fluency. As part of a classwide academic intervention, the study was conducted with 10 students with moderate to severe cognitive disabilities enrolled in a special education school. This four-week study employed a single-case reversal design (ABAB). Examination of data involved visual and statistical analysis techniques. Four key findings emerged. First, results indicated this intervention to have a positive effect on basic math fluency. Second, results showed that teachers perceived that the iPads had a positive impact on student engagement and interest in content. Third,… Continue Reading →
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eric.ed.gov har udgivet: Eighty-nine early childhood pre-service teachers were asked to identify their specific fears towards mathematics and explain why they had those specific fears. The results showed that they possess a wide variety of fears towards mathematics including having a lack of confidence in their teaching ability, a lack of teaching methods, an inability to engage their students, and a lack of mathematical content knowledge. Their explanations as to why these fears exist were very closely related to what they feared and included responses related to teaching the content as well as having a lack of content knowledge. Implications on teacher education programs are also discussed. Link til kilde
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eric.ed.gov har udgivet: Family math night can easily be implemented into mathematics methodology courses providing an opportunity for field-based learning. Preservice teachers were asked to develop and implement an inquiry-based activity at a family math night event held at a local school with personnel, elementary children and their parents in attendance. This action research examines what preservice teachers discovered about how children learn mathematics during their interactions with parents and children. Preservice teachers’ individual reflections focusing on children’s learning were qualitatively analyzed and clustered. In addition, data from teacher educator’s observation notes was used to triangulate findings. Four themes were identified in relation to children’s needs for promoting learning in mathematics: (1) activity adjustment (2) engagement through guiding and questioning (3) motivational issues and (4) the use of manipulatives and… Continue Reading →
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eric.ed.gov har udgivet: This qualitative study was conducted to identify the potential of using iPad as a supplement to teach math to students with learning disabilities. Ten teacher candidates from a university in the south provided one-on-one math tutoring services to ten students in a self-contained classroom at a local high poverty elementary school. The students were tutored math for five weeks using ten free math apps in addition to the traditional teaching methods. The apps were selected as they deemed fit with the math content standards, and abilities of the students. Each week, teacher candidates reflected on their tutoring experiences and at the end of five weeks, they completed an open-ended survey regarding their use of iPads as a supplement to teach math to the students. Findings confirmed the… Continue Reading →
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eric.ed.gov har udgivet: The main purposes of this one-year case study are to create learning environments for indigenous students through culture-based mathematics instructional modules, and what teachers’ responds are in two tribes. The researcher leads sixteen in-service teachers and seven pre-service teachers to enter two indigenous tribes- “Cado” and “Jayama,” and design culture-based math modules for indigenous students of tribal elementary schools. Through five stages of guidance, including “preparation and planning,” “exploration and understanding,” “reading and design,” “comment and revision,” and “practice and reflection,” the participants work together to develop seven sets of culture-based math modules in total. Based on observation, interview, and analysis of related documents, it is shown that the implementation through culture-based mathematics instructional modules could motivate students’ interest in learning math, and enhance their initiatives in… Continue Reading →
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eric.ed.gov har udgivet: Success in primary and secondary school mathematics is becoming increasingly important to today’s teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and Assessment Authority [2] underscore the rights of students with disability to access the curriculum on the same basis as students without disability. They are entitled to rigorous, relevant and engaging learning opportunities drawn from Australian Curriculum content on the same basis as students without disability. Taking this context into account, this paper provides a work-in-progress report about a two year mathematics intervention project conducted in twelve special schools (Preparatory to Year 12) in Queensland, Australia. The purpose of the project… Continue Reading →
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