eric.ed.gov har udgivet: The high levels of anxiety, apprehension, and apathy of students in college algebra courses caused the instructor to create and test a variety of math teaching techniques designed to boost student confidence and enthusiasm in the subject. Overall, this proposal covers several different techniques, which have been evaluated by both students and the instructor. The paper proposes a series of study techniques, which are covered on the first day of class and throughout the course. Armed with practical advice about approaching the algebra course, the students learn by example. The instructor uses examples, such as rules of cricket matches as a way to make the material come to life. Other suggested techniques are making chapter notes available to students, and providing example tests before final exams and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT An international survey of geoscience education has been carried out jointly by UNESCO and the International Geoscience Education Organisation (IGEO) to address the question of ‘How does school-level Earth science education compare across the globe? The survey gathered data from experts in 51 countries, comprising more than half the global population. Most countries (75%) had national standards covering Earth science but these were not followed or are absent in more than half the countries surveyed. Only around 25% of the countries with standardised assessments have Earth science-specific questions. Most teachers of Earth science are non-specialist teachers, whilst support of these teachers through courses and professional development is generally low, with very little financial support provided. Earth science teaching… Continue Reading →
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eric.ed.gov har udgivet: The basic rationale for incorporating information about instructional experiences in the design and analysis of assessment data is that student ability, topic exposure, and forms of instructional exposure each contribute to student performance as measured at a given point in time. The purpose of this study is to investigate the degree of consistency of teachers’ content coverage reports with logical expectations about the contents of a course with a given title for two consecutive years and to detect the effects of content coverage by comparing student performance patterns associated with teachers’ reports of content coverage for 1988 and 1989. In this study, analyses were based on teacher and student data from approximately 300 sections of mathematics courses in Pre-Algebra, Math A, Math B, Algebra I, and Geometry.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article is concerned with an early phase in the history of educational comparisons in which international exhibitions played a major role as spaces for comparison. It looks at the educational exhibits at the Exposition Universelle in Paris 1900, and more specifically its exhibitions on drawing instruction. By following a central Swedish actor, Hjalmar Berg, and his ambition to modernise drawing instruction in Sweden based on his impressions at the exhibition, the article argues that the exhibition was a medium with the potential to promote aesthetic modernisation. Previous research has highlighted the world’s fairs as important arenas for the international comparison of education. This article is intended to contribute to this field by also exploring what these exhibitions… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Traditionally emphasizing justice, equality and inclusion, education policies in the Nordic countries have incorporated neoliberal features during the last three decades, but to varying extents. These changes have important, multidimensional implications, but the variations have been addressed in few comparative Nordic studies. Thus, this article explores the potential to strengthen comparisons of education regimes in the Nordic countries generally, and social justice and marketization aspects more specifically, by using existing datasets and databases. It initially elaborates the concepts of justice and marketization of education. Using Iceland, Norway and Sweden as examples, it explores the relevance, accessibility and comparability of some of the larger international and national statistical databases, and hence their potential to enable such comparisons. These data… Continue Reading →
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