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 For poetry as a stand-alone subject, there is very scant empirical evidence that exist which estimates the impact of constructivism on its learning and teaching in Africa. There are, however, a number of existing studies in this regard in the Western context. This paper, using an experimental approach, examines the impact of constructivism on poetry learning among junior high school students in southeast Nigeria. Repeated-measures Analysis of Variance (ANOVA) was employed to estimate the achievement level in poetry… Continue Reading →
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eric.ed.gov har udgivet: Beneath educational pedagogies lie philosophical assumptions about the nature of learning, knowledge, truth and morality. These different philosophies form the foundations of a variety of instructional programs in all academic disciplines. This paper addresses constructivism, a recent attempt to provide a philosophical pedagogy which affects classroom instruction, teacher training, curricululm development, and educational research. It specifically looks at constructivist theory as it relates to mathematics and science education. In so doing, the paper examines: (1) epistemology in the classroom; (2) epistemology in education research; (3) epistemology in mathematics and science (faith and skepticism); (4) Piaget’s constructivist epistemology; and (5) implications for education. A bibliography is included. (TW) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The learning conceptions and priorities of adult learners in higher education institutions (HEIs) are essential to explicating the meaning adults make to teaching and learning processes as well as their knowledge and skills development. Through knowledge formulation, comprehension and reflection of what they learn, adult learners develop a mental framework of their learning engagement and experiences which are also relevant to their personal and career development. Using a mixed method of gathering and analysing data, a survey was carried out among vocational engineering adult learners (n = 200) while focus group discussions were organised for students (n = 27) from the same population. The result showed that teaching and learning methods as well as the relationship between adult learners’ core technical knowledge… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper I intend to illustrate Vygotsky’s Zone of Proximal Development (ZPD) and then extend the discussion to scaffolding and its relationship with the ZPD. This is then followed by some concerns raised in literature regarding scaffolding as a concept and as a metaphor which involves analysing the arguments for regarding the role of cultural tools and peers as scaffolds akin to instructors. In consideration of some of the criticisms directed at scaffolding, I introduce the concept of the Two Gradient Model (TGM) which is a descriptive model that attempts to clarify the interaction between the instructor and learner. Furthermore, the TGM also demonstrates the need to differentiate between instructors and cultural tools as scaffolds where the… 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 The purpose of this study was to study the impact of conformity to statistical reasoning learning environment (SRLE) principles on students’ statistical reasoning in advanced placement statistics courses. A quasi-experimental design was used to compare teachers’ levels of conformity to SRLE principles through a matching process used to mitigate the effects of nonrandom assignment. This matching process resulted in five pairs of similar teachers and schools who differed in self-reported beliefs in the effectiveness and application of SRLE… Continue Reading →
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