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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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The purpose of this article is to explore how education policy that is both enabled and constrained by transnational policy flows and national policy built up by social, cultural and historical traditions are enacted through curriculum at the classroom level. The focus is on how policy rationality embedded in the structure and content of curriculum is transformed into certain rationalities in classroom teaching. By understanding lessons as ‘curriculum events’, the study reveals a dominant classroom discourse of recitation and similar triadic communication patterns, which is in accordance with other classroom studies. However, in the article it is argued that the version of teaching that emerges in this study, interpreted in a broader context of an international standards movement,… Continue Reading →
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eric.ed.gov har udgivet: Recently much have been invested in the interactive whiteboard educational technology in Turkey. The government is still wishful to spread it to schools of all levels. This study tries to understand teachers’ and students’ attitudes toward interactive whiteboard technology along with differences in attitudes resulting from some demographic factors. Two parallel surveys consisting of 25 items were applied to 255 students and 23 teachers from three private schools. Students from sixth to twelfth grades and teachers from 15 different branches participated in this research study. The results indicate that interactive whiteboards are highly rated by both teachers and students. Students mostly prefer the usage of interactive whiteboards in math courses, and their attitudes differ across their genders and school levels. As students get elder, their positive attitudes… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the students’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in… Continue Reading →
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eric.ed.gov har udgivet: Limited Singapore research indicated a lack of exposure of modelling tasks at primary levels. Teacher reflection is used as a tool in design research cycles exploring the potentials of modelling tasks in a Singapore primary five classroom. Findings reveal that the teacher identified three potentials of a modelling task on children’s mathematisation process: the task provided a platform for children to (a) identify variables and form relationships between them, (b) relate school-based math learning to real-world experiences, and (c) justify their mathematical models. Implications on the promotion of modelling tasks at primary schools as well as teacher education are drawn. Link til kilde
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eric.ed.gov har udgivet: The middle grades are a critical transition period in students’ mathematics trajectories, as students move from arithmetic to the more complex and abstract concepts of algebra. Teachers’ and parents’ judgments of students’ math abilities in these years are important to instructional planning and decision making for teachers, and can advise parents and students on future course placement. This study specifically examined teacher and parent judgments of students’ performance and preparedness for the next grade level in 5th and 6th grades mathematics. Results demonstrate that teacher and parent perceptions of students’ abilities are not calibrated to national norms, but to local contexts. Our findings are similar to other work suggesting that high poverty school contexts may provide teachers and parents a false comparative context for judging how well… Continue Reading →
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eric.ed.gov har udgivet: It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in primary-education CLIL and FL classrooms. More specifically, in this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings. Following an action research approach, ten Spanish and ten Math sessions were observed and recorded. Furthermore, whole group interaction and peer interaction were analysed in relation to the participants’ attention to language and content. Results from the… Continue Reading →
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eric.ed.gov har udgivet: This paper examines the reality of teaching math in the rural southeast. Rural districts have low student expenditures and high transportation costs, due in part to the limited tax-base available. This leaves limited funds for technology. Universities prepare preservice teachers to teach math using the latest technology, however, many of these preservice teachers will return to classrooms with limited or out-dated technology. This paper presents a case-study of preservice students’ education and field experiences in rural northern Mississippi. Further, implications for changes in how we teach technology to preservice students who will likely return to rural settings are discussed. (Contains 3 figures.) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper considers teachers’ use of data from national school tests. These national tests are part of the Norwegian top-down accountability school system. According to official regulations, teachers have to use the test results to improve learning outcomes even if the test system is not able to deliver necessary data. However, previous research has shown that teachers apply teaching-to-test strategies. The focus of this paper is twofold. First, we ask, ‘How do teachers perceive and interpret the data from national tests?’ Second, ‘How do teachers view their actions related to the data from national tests?’ We base our research on data from semi-structured 5th-grade-teacher interviews. The transcribed text is subject to qualitative content analysis. We find that teachers… Continue Reading →
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