eric.ed.gov har udgivet: This study examined a fifth year teacher, who had participated in an original project assessing the effectiveness of metaphor within collaborative reflection to help prospective teachers define, explain, and challenge their beliefs about learning and teaching science. Results found that using metaphor as a tool for reflection helped the teacher articulate beliefs and put them into practice during student teaching. The study investigated, after 5 years, the extent to which he continued using an inquiry stance, metaphor remained part of his personal reflection, and other changes impacted his learning to teach. Results indicated that he had found a reflection tool in metaphor, and the inquiry stance to go with it, to help him systematically study classroom problems and possibilities. He continued collaborative reflection within learning communities of… Continue Reading →
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eric.ed.gov har udgivet: The universities and faculties which educate teachers of mathematics for teaching pupils/students of any age group from pre-school age to higher education carefully monitor and compare valuable results of this research, detect the areas in which the mathematical achievements of pupils should be improved at the national level and propose the ways to improve the quality of education and achieve better learning outcomes. We deem particularly valuable contributions of the researchers regarding the samples of poorer mathematical achievements at the “local level” in neighbouring countries, as well as the presentation of examples of good practice by means of which we pave the path towards better achievements of pupils and, consequently, the improvement in the quality of teaching mathematics at the “local,” as well as the global level.… Continue Reading →
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eric.ed.gov har udgivet: In a series of mathematics education workshops in which teachers from adult basic education and vocational education worked together to design teaching situations on particular contents in mathematics in order to make explicit and bring into reflection the teaching strategies used by each group. The workshops constituted a common space of interaction for jointly designing teaching situations and creating common discourses that narrowed the distance between normative curriculum and actual teaching or real curriculum. In order for adult educators to teach effectively they must fulfill the following conditions: (1) they must provide a context for the teaching; (2) the knowledge taught must constitute a solution adapted to the problem; (3) there must be didactic variables that lead to the development of logic in a fruitful way; and… Continue Reading →
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eric.ed.gov har udgivet: This paper shows how an American International School in Vietnam has been using data and Learning Analytics to find out about students’ learning from their assessments and how they use these findings to improve, among other areas, the reading skills of their mostly English as an Additional Language (EAL) student population. The source of data comes primarily from a Computer Adaptive Testing platform, commonly known as the MAP Growth test, which provides information about Math and Reading skills for each particular student. The data provided is transformed and presented to educational stakeholders through visualizations created in specialized software in order to dig into the data and answer the pedagogical questions emerged from teachers and administrators. This process involves a new field known as Learning Analytics and Visual… Continue Reading →
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eric.ed.gov har udgivet: In this article the authors compare two phases of an ongoing, annual online peer observation project at the Open University. Adopting a non-managerialist approach, the project aims to give teachers a renewed sense of collegiality, allowing them to take responsibility for aspects of their professional development and share practice points. While the first phase focused on a single discipline group in languages, the second brought together teachers in languages with teachers of Math, Computing, and Technology, all employing Elluminate Live as their online teaching platform. The authors comment on congruent and divergent gains emerging from the two phases. Link til kilde
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eric.ed.gov har udgivet: In the Adult Multiple Intelligences (AMI) study, 10 teachers of adults from the northeastern region of the United States explored for 18 months the ways that multiple intelligences (MI) theory could support instruction and assessment in various adult learning contexts. The results of this research were published in a book by Julie Viens called MI Grows Up. Two themes identified in the book, MI reflections and MI-inspired instruction, relate specifically to math instruction for adult learners. MI reflections focuses on ways to teach about MI theory and how to use it as a tool for student self-reflection and self-understanding. By creating AMI profiles for adult learners in an adult secondary education class, the researcher had success helping the learners identify the intelligences of problems or questions and… Continue Reading →
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eric.ed.gov har udgivet: This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from… Continue Reading →
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eric.ed.gov har udgivet: Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that three conclusions are warranted: 1) That a focus on reasonable adjustments which is highly individualised, comprehensive and ongoing, needs to be strengthened to positively affect student learning and progression; 2) Neither assessment of student learning in mathematics or failure to respond to the results is sufficient for making judgements about students’ learning; and 3) special education teachers do require strong knowledge and skill with differentiating their teaching practice to ensure that students access the curriculum at appropriate year levels. Link… Continue Reading →
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eric.ed.gov har udgivet: This paper focus on the reflection of my teaching practices using students’ Math Moments. I began to invest time in the past mathematical experiences of my students to better help me understand my own teaching practices. Throughout this paper I will reflect on my own teaching practice, delve into relevant literature and will use poignant math moments to illustrate student’s thinking and beliefs about learning mathematics. Link til kilde
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eric.ed.gov har udgivet: This study examined how 16 female teacher candidates in two sections of a math methods course, which implemented high leverage professional development school practices, described the aspects of richness of mathematics (i.e., linking between representations, explanations, mathematical sense-making, multiple procedures or solution methods, patterns and generalizations, and mathematical language) from the “mathematical quality of instruction” (MQI; Hill et al., 2008) when observing a clinical faculty, their peers, and their own instruction. After analyzing written reflections and reflections using the Edthena video tool, we found that the teacher candidates were mainly focused on mathematical language and explanations. They described patterns and generalizations and linking between representations least frequently. Furthermore, their descriptions of mathematical language and explanations centered around instructional practices they could implement in their own classrooms, critical… Continue Reading →
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