eric.ed.gov har udgivet: This submission contains the Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Brock University in St. Catharines, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions.… Continue Reading →
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eric.ed.gov har udgivet: Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) Ensuring Teaching Quality in a Civil Rights Context (Bradley Scott); (2) An Unspoken Culture Clash–The Deeper Culprit of Teacher Beliefs (Veronica Betancourt and Kristin Grayson); (3) Texas Accountability–A Fast Track for Some; A Dead End for Others (Josie Danini Cortez); and (4) How One Group of Families Explored Clues about their Children’s Math Education (Aurelio M. Montemayor). (Individual articles contain resources.) Link til kilde
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eric.ed.gov har udgivet: Technology and the job of educating students about technology has been changing and evolving since the dawn of humanity. Many technology education (TE) teachers have readily adapted to recent changes and seek to educate a diverse group of students about the ever changing world of technology. However, there are some within the TE community that have been slow to react to curricular, social, and perceptual changes of the past two decades. In a story entitled, “Kids Build Soybean-Fueled Car,” that was aired on CBS “Evening News” on February 17, 2006, it demonstrated both the positive effects that technology education can have on secondary students and the negative stereotypes that continue to exist about TE. In this article, the authors discuss three reasons why stereotypes persist. These include:… Continue Reading →
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eric.ed.gov har udgivet: This teacher’s guide contains lessons and activities that serve as examples of ways to utilize the student booklet, Minority Women in Math and Science, in a variety of subject areas. The minority groups dealt with are American Indians, Asian Americans, Blacks, and Hispanics. The guide consists of eight lesson plans structured in a conceptual format. Information as to the subject area, grade level, and name of teacher who developed it are given. Each lesson plan has an organizational theme given under the heading “Key Concepts” (stereotyping, discrimination, careers) which should facilitate the incorporation of these lessons into ongoing curricula. One or more “generalizations” for each lesson provides teachers with a statement or statements of content emphasis. Specific behavioral objectives are followed by a section on teaching procedures… Continue Reading →
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eric.ed.gov har udgivet: In recent years, there has been a growing recognition that the traditional system of college mathematics remediation that relies on high-stakes placement tests and prerequisite, multi-level course sequences is associated with lowered chances of students completing developmental requirements and increased rates of student attrition. This recognition has led to nationwide reform efforts that strive to alter the structure and curricula of remedial math courses. However, these broad-based reforms have been insufficient in eliminating inequities in developmental placement and completion between students of color and other underserved students and their more advantaged peers. Informed by relevant research literature, this paper argues that the majority of reforms to developmental math education seek to remedy general barriers to student progress but are not typically designed to address equity gaps and,… Continue Reading →
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eric.ed.gov har udgivet: This study investigates how students and researchers shape their knowledge and perception of educational topics. The mindset or forma mentis of 159 Italian high school students and of 59 international researchers in science, technology, engineering and maths (STEM) are reconstructed through forma mentis networks, i.e., cognitive networks of concepts connected by free associations and enriched with sentiment labels. The layout of conceptual associations between positively/negatively/neutrally perceived concepts is informative on how people build their own mental constructs or beliefs about specific topics. Researchers displayed mixed positive/neutral mental representations of “teacher”, “student” and, “scientist”. Students’ conceptual associations of “scientist” were highly positive and largely non-stereotypical, although links about the “mad scientist” stereotype persisted. Students perceived “teacher” as a complex figure, associated with positive aspects like mentoring/knowledge transmission but… Continue Reading →
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