eric.ed.gov har udgivet: Three key features of a proposed capstone mathematics course for the preparation of teachers at the secondary level are: 1) teacher candidates examine concepts from the curriculum at a deeper level in the context of rich problems; 2) they investigate common themes in the math curriculum, such as shape and change, then collaborate on and present their research; and 3) they create portfolios of extensions and course reflections, products that require them to engage in higher-level, original thinking. Through this variety of assessments, the instructor is able to see future teachers of mathematics from multiple perspectives: their mathematical knowledge, their dispositions, and their beliefs about what mathematics is and how to effectively communicate the essential ideas. Participants’ reflections indicate that those aspects of the course that have… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Writing, a critical pedagogical tool, cultivates student learning and fosters deeper understanding of the material. When frequent, low -stakes (informal) writing activities help students write more freely, engage with the material and thus become active learners. Looking at students who are at opposite ends of a community college spectrum, this article compares and contrasts students’ writing skills using low-stakes assignments, including peer-reviewing of each other’s work, in a capstone course and in a First-Year Seminar in terms of organization, clarity in communication and content analysis. The data generated from this study stem from an interdisciplinary collaboration among three instructors from Humanities, Mathematics and Natural Sciences, with the goal of creating a network between students in First-Year Seminars and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this article, we highlight the advantages of incorporating a statistical capstone experience in the undergraduate curriculum, where students perform an in-depth analysis of real-world data. Capstone experiences develop statistical thinking by allowing students to engage in a consulting-like experience that requires skills outside the scope of traditional courses: defining a complex problem, analyzing data, building a strong team, and communicating effectively. We describe the pedagogical benefits as they relate to improved student outcomes and prospective job and graduate school placement, and we classify statistical capstones into four groups: standalone capstone projects, statistical consultancies, capstone projects embedded in an advanced statistics methodology course, and instruction-focused capstone courses. This article serves as a guide for educators seeking to implement… Continue Reading →
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