eric.ed.gov har udgivet: This article presents a mixed-method study of the innovative “Senso-Math” preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children through the intervention of trained facilitators who bring the adjunct program into preschools. The results indicate a positive change in the attitudes of the facilitators to their professional calling and, after an adjustment period, a positive attitude overall regarding the facilitators’ contribution to mathematics education in the preschool as evidenced by the significant relationships that developed between the facilitators and the preschool teachers. Link til kilde
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eric.ed.gov har udgivet: In this study, teachers’ perceptions of prospective Turkish teachers (that is, those who have completed their undergraduate studies) in the fields of Science, Mathematics and Social Sciences are investigated through teacher metaphors. These perceptions were classified in accordance with their answers to two open-ended questions within a metaphoric structure used as the data collection tool. This classification employs the tripartite metaphorical classification developed by Martínez et al. and includes the following perspectives: Transmissive, constructivist, and situative. In the study, 58 different teacher metaphors were identified. As a result of the research, metaphors within the Transmissive class were observed predominantly in prospective teachers of both groups, followed by Constructivist in prospective Science and Math teachers, and Situative in prospective Social Science teachers. Findings from the study are also… Continue Reading →
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eric.ed.gov har udgivet: One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions. The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants’ main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the… Continue Reading →
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eric.ed.gov har udgivet: Strengthening knowledge and skills in mathematics is critically important to preparing the next generation of innovators, problem solvers, and interdisciplinary thinkers. School-based agricultural education offers a valuable context to co-develop mathematics knowledge and skills alongside knowledge and skills in agriculture, food, and natural resources. The current study explored the role of school-based agricultural education teachers in facilitating interdisciplinary agriculture, food, natural resources, and mathematics learning experiences. Findings suggest teachers possessed positive attitudes, supportive subjective norms, high levels of perceived behavioral control, and moderate to high perceptions of mathematics knowledge. Additionally, teachers intended to teach mathematics content in an average of 24.51% of agriculture, food, and natural resources curriculum. However, in modeling the intentions of school-based agricultural education teachers to teach math, the combination of attitude toward the… Continue Reading →
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eric.ed.gov har udgivet: The research presents a Residency Math teacher education program that has been developed in Israel in search of transforming initial teacher preparation on the Clinical-Participatory continuum. It is a “multi-phase” mixed-method research aiming to present the clinical and participatory dimensions of the TMR: the way in which they are reflected in the curriculum planning program, how Student Teachers (STs) in the program perceive the program’s clinical and participatory dimensions and the nature of the challenges that arise in the program. Tools include: Documents of the programs; observations of the practical school experiences; A closed clinical social-interactive Questionnaire and a semi-structured clinical participatory (CP) questionnaire. The findings reflect clinical-participatory concept in teacher education, both in the curricular and the socio-interactive aspects. The analysis of the clinical-participatory dimensions, including… Continue Reading →
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