tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: The Changes in Lower Secondary School Students’ Interest During Collaborative Learning Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Higher education and research and innovation in Europe continue to suffer from an indefensible waste of female talent and gender inequality. The European Commission recommends that these organizations adopt gender equality plans (GEPs) and other initiatives for institutional change. However, the levels of readiness, expertise, and experience with such interventions are wide-ranging across institutions and member states, thus collaborative approaches might be particularly valuable. Drawing on the experiences of transnational and multi-institutional communities of practice (CoPs) for gender equality (GE), we illuminate how the CoP approach supported change agents, who leveraged CoP membership to respond to challenges in promoting GE initiatives. Being part of collaborative, co-designed CoPs for learning, knowledge sharing, and institutional change provided external support to… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Conditions influencing 328 students’ (Grades 6-8) preferences for collaborating or working alone on challenging projects were investigated, as well as their potential interactions with ability, grade and sex. Each student completed the Cognitive Abilities Test (Form 7) and Project Context Survey. No overall preference for individual or collaborative projects was found. Students’ preferences were sensitive to features of the context (subject, nature of the task and social dynamics). Individual projects were preferred in art and shared projects in science and social studies. Students with high ability and boys preferred individual projects in Math. Principal components analyses revealed three contextual considerations influenced students’ desire to work on projects alone (enjoyment, optimizing the outcome, and risk management) and five influenced… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Sociocultural diversity in classrooms can result in inequality, when discontinuities between school and home make children perform below their abilities. Funds of knowledge/identity theory makes a plea for building on the skills and knowledge that students acquire in their families, communities and peer groups, and that may not be recognised by teachers, when they are from different sociocultural backgrounds to their students. In a collaborative action research project the authors investigated how primary school teachers can use students’ funds of knowledge/identity (FoK/I) in their superdiverse classrooms. Data were collected through pre-structured logbooks, teacher interviews and focus groups. The analyses result in a framework that suggests ways to find students’ FoK, and that categorises FoK/I-related teaching practices along two… Continue Reading
eric.ed.gov har udgivet: “Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation” is jointly published by the Illinois Education Research Council (IERC) and the Illinois Board of Education (IBHE), and highlights the accomplished work of many of the state’s two- and four-year faculty to redesign early childhood educator preparation programs to meet regional and state workforce needs. This edited book has chapters authored by EC faculty from both the 2-year and 4-year sectors and provides clear, tangible examples of how universities across Illinois worked together, often with regional employers, to design pathways for early childhood educators to earn the state’s industry-recognized Gateways credentials while taking college coursework leading to degrees. Each chapter has a unique focus and together, their “Voices” provide significant insight into the innovative partnerships that… Continue Reading
eric.ed.gov har udgivet: The Urban Mathematics Collaborative (UMC) project has the goal of contributing to the improvement of mathematics education in the inner-city schools by identifying models to enhance the professional lives of teachers and encouraging the entry of high school mathematics teachers into a larger mathematics community including mathematicians from higher education and industry. This document is a 5-year site report on the Philadelphia Math Science Collaborative from its inception in 1985 through June 1990. The intent is to reflect on the development of the collaborative, noting the changes that have taken place in regard to the context in the collaborative operated, the collaborative’s management structure, and the focus of its activities. This final site report addresses the major influences exerted on the collaborative and the directions the collaborative… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Openness and collaboration in scientific research are attracting increasing attention from scholars and practitioners alike. However, a common understanding of these phenomena is hindered by disciplinary boundaries and disconnected research streams. We link dispersed knowledge on Open Innovation, Open Science, and related concepts such as Responsible Research and Innovation by proposing a unifying Open Innovation in Science (OIS) Research Framework. This framework captures the antecedents, contingencies, and consequences of open and collaborative practices along the entire process of generating and disseminating scientific insights and translating them into innovation. Moreover, it elucidates individual-, team-, organisation-, field-, and society‐level factors shaping OIS practices. To conceptualise the framework, we employed a collaborative approach involving 47 scholars from multiple disciplines, highlighting both… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
eric.ed.gov har udgivet: With a B.S. in math but no prior math education training, the author’s first job as a math teacher was at an alternative charter school with a holistic mission. The author struggled tremendously and no doubt left numerous opponents to math reform in his wake. Fortunately, he attributed his ineffectiveness to his lack of experience and skill as a facilitator and curriculum writer, not to a flaw in the vision. Though he has no way of knowing, he has since wondered what percentage of new educators in similar situations would draw a different conclusion, something like, “Math is different from other subjects. It can’t be learned collaboratively. You just have to memorize.” This experience motivated him to understand why and how math teachers can become effective in… Continue Reading
eric.ed.gov har udgivet: To understand learners’ appropriation of technological tools and geometrical understanding, we draw on the theory of instrumental genesis (Lonchamp, 2012; Rabardel & Beguin, 2005), which seeks to explain how learners accomplish tasks interacting with tools. To appropriate a tool, learners develop their own knowledge of how to use it, which turns the tool into an instrument that mediates an activity between learners and a task. The tool used in our study is the Virtual Math Teams with GeoGebra (VMTwG) environment. It contains a chat panel and multiuser version of GeoGebra. The learners are seven middle and high school mathematics teachers who participated in a professional development course in which they collaborated synchronously in VMTwG to solve geometrical tasks. We use conventional content analysis to analyze the work… Continue Reading
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