eric.ed.gov har udgivet: This document is a summary of one of two presentations about collaborative projects between scientists and science educators. Each paper offers insights into accomplishments and obstacles encountered during the respective programs. Paper summaries include: (1) “Academy for Excellence in Science and Mathematics Education”; (2) “Bemidji State University”; (3) “The Collaborative Vision for Science and Mathematics Education at Michigan State University”; (4) “Do It For Yourself First”; (5) “Fort Hayes State University: Improving Teacher Preparation through the General Education Science and Mathematics Curriculum”; (6) “Greater Wichita Area Mathematics and Science Education (GWAMSE) Collaborative”; (7) “Kalamazoo College Science Education Collaborative”; and (8) “Teagle Project: Reforming Math and Science Teacher Education.” (WRM) Link til kilde
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eric.ed.gov har udgivet: While early childhood practitioners have long been asked to have complex understandings of child development and provide rich, meaningful educational experiences for children, focusing on mathematics marks new terrain. Consequently, teacher educators are now tasked with figuring out how to communicate new ideas about early mathematics education to early childhood practitioners, yet we know little about their work. This paper examines what early childhood teacher educators have to say about their work. We found that there were only small differences in how they described: (1) what they teach; (2) how to teach it; (3) resources they draw from; and (4) what informs their work. When there were differences in their approaches, these often were reflective of whether the teacher educators had more of an early childhood or… Continue Reading →
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eric.ed.gov har udgivet: This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers’ perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro’s evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers’ common content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted… Continue Reading →
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eric.ed.gov har udgivet: In the last several years a good deal of public discourse was devoted to describing the effects that more than two decades of education reforms, the last iteration of which was known as the Every Student Succeeds Act (ESSA), has had on teaching and learning. It is widely argued that coupling teacher evaluations with students’ test scores, enforced standardization, and over-reliance on testing for measuring achievement results in a deadened curriculum hyper-focused on math and ELA achievement, divorced from lived experience, the arts, sciences, and history (Ravitch, 2013). The specific focus of this study was to examine the consequences of schooling under the reform mandates of the last two decades on the next generation of teachers. The authors investigated anecdotal evidence shared by teacher educators regarding teacher… Continue Reading →
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eric.ed.gov har udgivet: With a national need to improve Science, Technology, Engineering and Mathematics Education (STEM), elementary pre-service teachers must be provided with ample opportunities to increase their own knowledge and confidence in STEM disciplines. This article describes a Math Block experience developed for a special population of non-traditional students in an Early Childhood Unified program. The block blended a math content course with a math methods course and was co-taught by a mathematician and teacher educator. Link til kilde
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eric.ed.gov har udgivet: Training and investing teachers at all career levels in student-centered practices is widely recognized as a significant challenge. Various studies document the failure of student-centered teaching practices to take hold in K-12 mathematics classrooms in significant ways, including collaborative work; problems that are cognitively demanding or that encourage connections, inquiry-based approaches; teacher questioning to enhance student understanding; classroom-based performance assessments; and student choice. While pre-service math-teacher education is not solely to blame for this failure, it is also the case that pre-service training has been relatively unsuccessful at promoting nontraditional teaching practices in new mathematics teachers, in spite of the efforts and intentions of university-based teacher educators. Overcoming resistance to student-centered methods has been the author’s major challenge in teaching the secondary-level mathematics-methods course in her institution’s… Continue Reading →
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eric.ed.gov har udgivet: Family math night can easily be implemented into mathematics methodology courses providing an opportunity for field-based learning. Preservice teachers were asked to develop and implement an inquiry-based activity at a family math night event held at a local school with personnel, elementary children and their parents in attendance. This action research examines what preservice teachers discovered about how children learn mathematics during their interactions with parents and children. Preservice teachers’ individual reflections focusing on children’s learning were qualitatively analyzed and clustered. In addition, data from teacher educator’s observation notes was used to triangulate findings. Four themes were identified in relation to children’s needs for promoting learning in mathematics: (1) activity adjustment (2) engagement through guiding and questioning (3) motivational issues and (4) the use of manipulatives and… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway… Continue Reading →
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eric.ed.gov har udgivet: Tomorrow’s inventors and scientists are today’s curious young children–as long as those children are given ample chances to explore and are guided by adults equipped to support them. “STEM Starts Early” is the culmination of a deep inquiry by the Joan Ganz Cooney Center at Sesame Workshop and New America embarked on an exploratory project, funded by the NSF, to: (1) better understand the challenges to and opportunities in STEM learning as documented in a review of early childhood education research, policy, and practice; (2) make recommendations to help stimulate research and policy agendas; and (3) encourage collaboration between pivotal sectors to implement and sustain needed changes. Prominent early STEM researchers, policy makers, and teacher educators were interviewed to gain perspectives from stakeholders in each of the… Continue Reading →
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eric.ed.gov har udgivet: Tomorrow’s inventors and scientists are today’s curious young children–as long as those children are given ample chances to explore and are guided by adults equipped to support them. “STEM Starts Early” is the culmination of a deep inquiry by the Joan Ganz Cooney Center at Sesame Workshop and New America embarked on an exploratory project, funded by the NSF, to: (1) better understand the challenges to and opportunities in STEM learning as documented in a review of early childhood education research, policy, and practice; (2) make recommendations to help stimulate research and policy agendas; and (3) encourage collaboration between pivotal sectors to implement and sustain needed changes. Prominent early STEM researchers, policy makers, and teacher educators were interviewed to gain perspectives from stakeholders in each of the… Continue Reading →
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