eric.ed.gov har udgivet: Flipped learning is a popular pedagogical approach in K-12 and in higher education (Graziano, 2017), however minimal research exists on the effectiveness of flipped learning in special education teacher preparation courses. Special education teacher candidates enrolled in five sections of a special education math methods course engaged with interactive, flipped “learning lessons” prior to class. During class, they participated in extension activities and lesson planning. The researchers utilized mixed methods to evaluate the impact of performance on and engagement with these learning lessons and found positive predictive relationships with student achievement on all individual summative assignments. Nearly all students agreed flipped learning was useful in helping them meet the course outcomes. Most students specifically credited the flipped lessons as a facilitator of their learning because they allowed… Continue Reading →
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eric.ed.gov har udgivet: In response to the call for research on integrating best general practices in teaching with those that promote equity and access, we present a two-part study focused on instructional strategies that may remove learning barriers for English Language Learners. We theoretical developed and empirically explored supplemental components for traditional quality of instruction measures (MQI, Hill, 2014, Math Habits Tool, Melhuish & Thanheiser, 2017). We share results from a quantitative study empirically verifying the effect of suggested ELL-focused instructional strategies (Chval & Chávez, 2011) on ELL learning via the creation of an additional MQI dimension. Based on these results, we then provide theoretical operationalizations of these strategies to integrate into the student-and-teacher interaction tool: the Math Habits Tool (Melhuish & Thanheiser, 2017) as means to concretize these strategies… Continue Reading →
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eric.ed.gov har udgivet: Science, Technology, Engineering, and Mathematics (STEM) education has become one of the main priorities in the United States. Science education communities and researchers advocate for integration of STEM disciplines throughout the teaching curriculum. This requires teacher knowledge in STEM disciplines, as well as competence in scientific literacy. Since nature of science (NOS) is a critical component of scientific literacy, this study examined teachers’ conceptions NOS over a one-year period. Participants included 21 middle school science and mathematics teachers who integrated science and mathematics in their classrooms. We employed two NOS instruments to collect data on participants’ NOS conceptions “before” and “after” a one-year online graduate program. This study examined changes in NOS understanding for the group as a whole, between science and mathematics teachers, and whether beginning… Continue Reading →
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eric.ed.gov har udgivet: This exploratory research project investigated graduate students’ satisfaction levels with online learning associated with human (professor/instructor and instructional associate) and design factors (course structure and technical aspects) using a survey study. A total of 81 graduate students (master’s students who majored in math and science education) enrolled in an online math methods course (Conceptual Geometry) participated in this study. According to the results of this study, student satisfaction level is closely associated with clear guidelines on assignment, rubrics, and constructive feedback. In addition, student satisfaction level is related to professor’s (or course instructor’s) knowledge of materials. Link til kilde
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eric.ed.gov har udgivet: Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and math subjects at a Thai government school which is in its second year of employing native English speaking teachers. 424 students were administered FLCA surveys, which were compared to English and math exams. Moderate-high FLCA levels were found in the sample, with no difference between an immersion group and non-immersion groups. A weak, negative correlation was found between FLCA and English performance (r = -0.163). Thai language math exam scores were significantly better than English… Continue Reading →
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eric.ed.gov har udgivet: Four 3-year projects within the Rural Telecomputing Initiative enabled rural teachers in Montana, Colorado, Minnesota, and Tennessee to connect with math and science reform communities and use resources available through the Internet. This study of the projects’ first 2 years examined: (1) whether the projects made a difference in teachers’ isolation and attempts to improve math and science education; and (2) whether resources the projects developed were valuable to rural teachers in reforming math and science education. The study included two written surveys, 9 months apart, of teachers and principals. Evaluation teams visited two participating schools within each local project annually, observing science and mathematics classes; interviewing principals, teachers, and students; and moderating focus groups. Results found that teachers became substantially more comfortable with the Internet. Telecomputing… Continue Reading →
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eric.ed.gov har udgivet: This article describes a teacher’s Maths lesson that focuses on numeracy in health and physical education learning area. In the lesson, the students were learning about Directed Numbers, something they often struggle with and a topic where the teacher finds it hard to explain using real life situations when using addition and subtraction. The teacher began the lesson by outlining what students were expected to achieve. The introduction also included revisiting previous work on how to convert an individual’s number of walking paces to kilometres, as well as directions for the activity that was to follow. The teacher wants to emphasise with other teachers that numeracy is not just about number and that there is great potential to address other strands of mathematics within all learning areas.… Continue Reading →
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eric.ed.gov har udgivet: In this study, the expectations of middle school students’ parents regarding to “conceptual understanding and active student participation” “positive attitude and behavior attitude” and “authority and rule-oriented teaching” were examined. A valid and reliable threefactor instrument developed by the Aytekin, Baltaci, Altunkaya, Kiymaz and Yildiz (2016) was used in collecting parents’ expectations. 749 parents participated in the study. It was found that the variables of parental gender, parental age range, and monthly income of the parents, level of loving mathematics and level of helping the child have no significant effect on the expectations. The university graduates had less authority and rule-oriented teaching expectation than the remaining parents. Besides, it is seen that the 5th grade parents had higher expectations of conceptual understanding and active participation and positive… Continue Reading →
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eric.ed.gov har udgivet: Today, being confident and having a sound understanding of mathematics is critical in an age of STEM. Teachers must play in important role in seeing that all students display their confidence in their ability to do mathematics. This paper explains the process of using bibliotherapy when teaching mathematics to address both the math anxious or the math gifted student to build more math confidence in a STEM world. Often gifted students of mathematics can be made to feel bad by their peers just because they know mathematics and things come easy to them. Today there are many students in school that have math anxiety. Children’s and adolescent literature has been recognized now as a means to teaching mathematics to students through the use of stories to make… Continue Reading →
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eric.ed.gov har udgivet: This study employed latent class cluster analysis to explore students’ perceptions of what aspects of mathematical literacy, composed of mathematics competencies and attitudes, teachers should focus on. The sample included 1,219 Taiwanese senior high school students and 59 mathematics teachers. Three profiles were identified for mathematics competence, which were characterized as comprehensive, test-oriented, and limited thought-oriented. Regarding mathematics attitudes and mathematics learning attitudes, three profiles were identified and characterized as: broad, math-interior oriented, and mind-focused. Students and teachers differed in their perceptions on the importance of some aspects of mathematical literacy. [For the complete proceedings, see ED597799.] Link til kilde
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