eric.ed.gov har udgivet: It is imperative that classroom teachers encourage emergent literacy without sacrificing literature or an introduction to some of the basic concepts in the content areas. This annotated bibliography features some examples of titles recommended by “Best Books for Children” which carry content standards recently established by national organizations and/or state departments of education for the lower grades. The bibliography lists four books which are compatible with science education content standards, four books which are compatible with history-social science standards, and five books which are compatible with mathematics content standards. Each annotation consists of a description of the book, a brief description on the concept addressed, and a class activity to be conducted after reading the book aloud. (NKA) Link til kilde
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eric.ed.gov har udgivet: This study was conducted to describe a high school engineering curriculum, identify teaching strategies used to increase math and science literacy, and discover challenges and constraints that occur during its development and delivery, as well as what strategies are used to overcome these obstacles. Semi-structured interviews were conducted with the engineering instructor. In addition, students were observed and curriculum documents, teacher lesson plans, and teacher resources were examined. Concepts created the platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, and project based learning and teaching was critical. There was a clear emphasis on creative thought and work. Assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT Difficulties in understanding evolution are often rooted in early childhood, arising from naïve assumptions and cognitive biases. However, literature reviews mainly focus on school and university students’ understanding of evolution, with only limited comprehensive reviews on children in early childhood aged up to 7 years. This systematic review aims to capture precursory concepts in evolution and influencing cognitive biases as documented in the empirical literature. Searches of three databases identified 204 articles, of which 26 were used for further… Continue Reading →
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eric.ed.gov har udgivet: Children’s learning of early number bonds is a significant issue in South African schools because evidence shows that flexible and efficient (fluent and reasoned) knowledge of number bonds to 20 correlates with success at the end of primary schooling, yet the evidence is that many South African students are over-reliant on inefficient counting methods. This paper focuses on why and how treating early number bonds as scientific concepts may be the key to raising learners’ attainment in these. The paper argues that teacher mediation is crucial and that mediation for learning scientific concepts has to be meaningful, relational and transcendent. This theoretical position is illustrated with examples from a dynamic assessment interview with a Grade 2 learner carried out as part of the Wits Maths Connect —… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Recent reforms in science education highlight the need for student-centred approaches to teaching in school curriculum policy in South Africa. Science teachers are required to move away from traditional teacher-centred practices which regard students as mere passive recipients of knowledge. In this study, we examine classroom talk for the type of student participation encouraging moves employed in lessons on basic genetics concepts and the related quality of instructional strategies employed by a university lecturer during a semester course on genetics. A key feature of the course was the lecturer’s use of students’ prior knowledge including alternative conceptions from a diagnostic assessment to facilitate the learning of pertinent genetics terminologies. Through a qualitative approach, we combine two recently published frameworks—the… Continue Reading →
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eric.ed.gov har udgivet: This study was conducted to describe a teacher developed high school engineering course, to identify teaching strategies used in the process of delivering math and science literacy through this course, to identify challenges and constraints that occurred during its development and delivery, and to describe the strategies that were used to overcome those obstacles. A case study was conducted using semi-structured interviews with the engineering instructor at Benilde-St. Margaret’s in St. Louis Park, Minnesota. In addition, the researcher conducted classroom observations and reviewed instructional materials, teacher lesson plans, and teacher journals. Themes that developed regarding the strategies used to deliver this particular course identified that concepts created its platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Educational researchers have concluded that there are threshold concepts in a large number of disciplines. Yet, these researchers have not paid enough attention to the objection to the theory. It is beset with severe definitional and empirical problems. I will portray definitions of ‘threshold concepts’ provided by Land and Meyer, the founding fathers of the threshold concept theory. I argue, in the first place, that the definitions fail and, in the second place, that even if the definitional problems were solved and we were able to identify some threshold concepts, their scientific importance would be limited if not nil. Link til kilde
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eric.ed.gov har udgivet: This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Teaching basic map concepts in three countries: Azerbaijan, Hungary and United Arab Emirates Link til kilde
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