eric.ed.gov har udgivet: Science, Technology, Engineering, and Mathematics (STEM) education has become one of the main priorities in the United States. Science education communities and researchers advocate for integration of STEM disciplines throughout the teaching curriculum. This requires teacher knowledge in STEM disciplines, as well as competence in scientific literacy. Since nature of science (NOS) is a critical component of scientific literacy, this study examined teachers’ conceptions NOS over a one-year period. Participants included 21 middle school science and mathematics teachers who integrated science and mathematics in their classrooms. We employed two NOS instruments to collect data on participants’ NOS conceptions “before” and “after” a one-year online graduate program. This study examined changes in NOS understanding for the group as a whole, between science and mathematics teachers, and whether beginning… Continue Reading →
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eric.ed.gov har udgivet: Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and math subjects at a Thai government school which is in its second year of employing native English speaking teachers. 424 students were administered FLCA surveys, which were compared to English and math exams. Moderate-high FLCA levels were found in the sample, with no difference between an immersion group and non-immersion groups. A weak, negative correlation was found between FLCA and English performance (r = -0.163). Thai language math exam scores were significantly better than English… Continue Reading →
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eric.ed.gov har udgivet: This study examines the problem of underachievement among gifted high school students. Low achievers were compared to high and moderate achievers on their motivation, self-regulation, and attitudes toward their school and teachers. Participants were all highly able students from grades 10 and 11 in an academically selective gifted high school in Australia (n=197). Teachers were asked to rank the students into high, moderate, and low achievers in terms of their performance in two subjects English and Mathematics. Participants were asked to respond to two surveys that measured their personality characteristics. The results indicate that math achievement and not language achievement may be used with confidence to classify gifted students; high achiever had higher mean scores than moderate and low achievers on all study variables; intrinsic motivation then… Continue Reading →
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eric.ed.gov har udgivet: Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to students. This booklet contains the “Math Academy–Can You See It in Nature? Explorations in Patterns & Functions,” which a teacher can use to enhance his/her math instruction while staying true to the academic rigor required by the state standards framework. It contains all the activities used for the patterns and functions Math Academy. This Math Academy is designed to help students understand the connection between geometric and numerical patterns (younger students) as well as between patterns and functions (older students). One may choose to implement a grade-level or school-wide Math Academy as the author originally… Continue Reading →
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eric.ed.gov har udgivet: The middle grades are a critical transition period in students’ mathematics trajectories, as students move from arithmetic to the more complex and abstract concepts of algebra. Teachers’ and parents’ judgments of students’ math abilities in these years are important to instructional planning and decision making for teachers, and can advise parents and students on future course placement. This study specifically examined teacher and parent judgments of students’ performance and preparedness for the next grade level in 5th and 6th grades mathematics. Results demonstrate that teacher and parent perceptions of students’ abilities are not calibrated to national norms, but to local contexts. Our findings are similar to other work suggesting that high poverty school contexts may provide teachers and parents a false comparative context for judging how well… Continue Reading →
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eric.ed.gov har udgivet: Attribution theory deals with the question of how individuals make judgments and seek to explain how they consider the causes of their behaviours and those of others. Attributions have the potential to affect beliefs, emotions and behaviour. Therefore, attribution theory has significantly contributed to the studies on motivation. This study examined student teachers’ causal attributions for success and failure in mathematics. The participants in this study were 28 student teachers in the department of secondary school mathematics education at a public university in the north of Turkey. To collect data, a questionnaire composed of one open-ended question was administered to the student teachers and they were asked to write their opinion about the causes of a student’s failure and success in mathematics. Student teachers wrote and submitted… Continue Reading →
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eric.ed.gov har udgivet: This study aimed at assessing the training programs for Mathematics teachers at elementary stage on developed Curricula and attitudes toward teaching at Najran educational administration in Saudi Arabia. To achieve this objective, two instruments were developed, one of them measures the opinions of Mathematics teachers about the training programs and the other one measures their attitudes toward teaching the developed Curricula, which were distributed to (72) male and female Mathematics teachers at elementary stage. The results showed that training programs for Mathematics teachers are highly efficient in covering the theoretical background of the project of Mathematics development, content, methods of teaching, activities and educational aids, evaluation, and quality of training. The results also showed Math teachers have positive attitudes towards teaching the developed Curricula, and further concluded… Continue Reading →
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eric.ed.gov har udgivet: In addressing the nation’s need for a more technologically-literate society, the Rutgers University Research Experience for Teachers in Engineering (RU RET-E) is designed to: (1) engage middle and high school math and science teachers in innovative “green” engineering research during the summer, and (2) support teachers in integrating their research experiences into their academic year, precollege classrooms. The current paper addresses the following two questions: (1) To what extent did RU RET-E impact participants? and (2) To what extent did participants implement resulting lesson plans? During the 2011 summer, seventeen math and science teachers (RU RET-E Fellows) engaged in “green” research alongside faculty and graduate students. Teachers were required to apply to the program in pairs as one math and one science teacher from the same school.… Continue Reading →
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eric.ed.gov har udgivet: We explored whether students’ perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students’ perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at… Continue Reading →
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eric.ed.gov har udgivet: TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business partners to allow teachers to design Problem-Based Learning (PBL) modules. Teachers reported that their participation enhanced their understanding of business applications for mathematics and science instruction. Results from surveys, questionnaires, and focus group sessions prompted recommendations for researchers, administrators, and practitioners interested in preparing students for STEM careers. Link til kilde
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