eric.ed.gov har udgivet: Within a school curriculum featuring English as a second language, classes such as History for English as a Second Language and Math for English as a Second Language can play an important role. In these classes, the teacher can present content-subject matter, keeping in mind the linguistic capabilities of the students. Principles are not watered down; rather, they are presented in terms of the linguistic achievement of the student. In math, individual mathematical knowledge determines the placement of the student. Such classes are best taught by the English as a second language teacher, because he knows and understands the linguistic problems of the students and he has more experience with adapting materials for the foreign-born student. When the student’s linguistic ability makes competing in English feasible, such… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Despite evidence for the involvement of working memory in mathematics attainment, the understanding of its components relationship to individual areas of mathematics is somewhat restricted. This study aims to better understand this relationship. Two-hundred and fourteen year 3 children in the UK were administered tests of verbal and visuospatial working memory, followed by a standardised mathematics test. Confirmatory factor analyses and variance partitioning were then performed on the data to identify the unique variance accounted for by verbal and visuospatial working memory measures for each component of mathematics assessed. Results revealed contrasting patterns between components, with those typically visual components demonstrating a larger proportion of unique variance explained by visuospatial measures. This pattern reveals a level of specificity… 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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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Searching for effective components of cognitive rehabilitation for children and adolescents with acquired brain injury: A systematic review Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a flipped classroom course. The largest improvements were achieved by replacing face-to-face lecture with active learning exercises and using quizzes to verify student engagement with offline materials. Using conditional release of course materials to encourage homework completion also provided a significant benefit to students who missed class often. Link til kilde
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eric.ed.gov har udgivet: This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in perceptions of engineering, and recognized appropriateness of engineering as a career option for their students. They transferred content learning and perceptions to students, through experiential narratives and instructional activities. Teachers reported that their secondary math and science students demonstrated observable change in knowledge, skill and beliefs about engineering, subject area score and skill improvement, class engagement, and engineering-related career aspirations. Link til kilde
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