eric.ed.gov har udgivet: Improving teacher quality in P-12 mathematics is a national need, and many universities and schools are working to address it. With the support of the National Science Foundation (NSF), twelve math and science institutes across the country are helping P-12 teachers strengthen their capacity to support students’ learning. These NSF Institutes operate under the leadership of STEM university faculty, representing colleges of arts and science as well as colleges of education. The strategy is to build capacity by improving teachers’ content knowledge, pedagogy, and leadership skills. One such venture is The Math in the Middle Institute Partnership (M2) at the University of Nebraska-Lincoln (UNL). As part of their efforts to understand the place of rural in M2, the research team systematically interviewed the 63 rural participants from… Continue Reading →
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eric.ed.gov har udgivet: Techniques for integrating English-as-a-Second-Language (ESL) instruction and mathematics instruction, particularly the language of mathematics, are discussed. Focus here is on mathematics instruction for limited-English-speaking students in the mainstream classroom. First, examples of the academic language of mathematics that students must develop are outlined. Some instructional techniques that incorporate students’ own language and background in the construction of mathematics concepts and formal mathematics register are then offered. These include: techniques to make mathematics lessons more comprehensible and ways to promote interaction and provide a classroom environment conducive to language and literacy acquisition; methods for maintaining high expectations for language minority students and helping them develop higher-order cognitive and metacognitive skills and strategies; and assessment of language development alongside conceptual knowledge. A concluding discussion looks at the roles of… Continue Reading →
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eric.ed.gov har udgivet: Misconceptions have been an important area of study in STEM education towards improving our understanding of learners’ construction of knowledge. The advent of largescale tutoring systems has given rise to an abundance of data in the form of learner question-answer logs in which signatures of misconceptions can be mined. In this work, we explore the extent to which collected expert misconception diagnoses can be generalized to held-out questions to add misconception semantics. We attempt this generalization by way of a question-answer neural embedding trained on chronological sequences of learner answers. As part of our study, we collect natural language misconception diagnoses from math educators for a sampling of student answers to questions within four topics on Khan Academy. Drawing inspiration from machine translation, we use a multinomial… Continue Reading →
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eric.ed.gov har udgivet: This research investigated the impact of Scientix STEM (Science, Technology, Engineering and Maths) on female candidate teachers’ attitudes towards STEM education, their semantic perceptions of STEM discipline scopes, specifying their needs in writing STEM projects, their learning outcomes from education, and the difficulties they face in the process of project writing. Prior to the education process, the participants were given a STEM educational attitude scale, a STEM semantic contrast scale, and a questionnaire with open-ended questions to make them understand the semantic background. At the end of the training, they were given a STEM education evaluation questionnaire with open-ended questions and the same scales were used. The contents of the projects they wrote were evaluated. In the end, a meaningful difference was observed in the attitudes of… Continue Reading →
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