eric.ed.gov har udgivet: This paper reports design and implementation outcomes at middle development advance of an educative program based on use and construction of widgets on Wolfram Alpha platform at higher education level for engineering and sciences areas. Widgets were based on Physics and Mathematics curricula under Project Oriented Learning and Blended Learning methodologies. Widgets constructed by teachers are first used by students to appropriate basic concepts of each course on a mobile learning basis; after, students construct their own widgets applying that concepts but involving different applied situations based on curriculum integration. Two phases of this activity help to develop basic and high level thinking. Description of design combining Wolfram Alpha widget developer, Weebly and Jotform tools to set up the widgets, institutional current advances on teachers training, courses… Continue Reading →
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eric.ed.gov har udgivet: The math emporium model was first developed by Virginia Tech in 1999. In the emporium model students use computer-based learning resources, engage in active learning, and work toward mastery of concepts. This approach to teaching and learning mathematics was piloted in a rural STEM high school. The purpose of this experimental study was to compare the impact of the emporium model and the traditional approach to instruction on student achievement and retention of algebra. The results indicated that both approaches to instruction were equally effective in improving student mathematics knowledge. However, the findings revealed that the students in the emporium section had significantly higher retention of the content knowledge. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This article examines the integration of cognitive psychology research and technology within existing frameworks of statistics course design and implementation for a sequence of flipped graduate-level courses. Particular focus is the use of the principles of spacing and retrieval practice within the flipped classroom format as strategic approaches to curriculum design and instructional delivery within and across courses. The reporting of student perceptions regarding their engagement in learning, statistical thinking and practice, and course components that contributed to their learning serves to shed light on ways educators can bridge theory to practice in statistics education at the graduate-level. Link til kilde
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eric.ed.gov har udgivet: This work summarizes the didactic design and introductory outcomes in an educative program, involving six math and physics university courses for engineers, based on the use and construction of widgets. Widgets were generated under Project Oriented Learning and blended learning methodologies. In the program, widgets previously generated by teachers are firstly used by students to appropriate basic and middle concepts. After, students were requested to generate their own widgets to develop complex thinking skills, applying related concepts but involving alternative situations. Design was based on curriculum integration to build mathematical, technical and visual representations of the problems and concepts involved. Wolfram Alpha, Desmos and Mathtab widget developers were used to generate ad hoc activities in terms of their capabilities and course requirements. Post-test only results of students’… 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 Over the past 30 years, the way in which the first course in statistics has been taught has moved away from a mathematics mode to take account of the distinctiveness of statistics. This article considers exercises for the typical introductory course and gives some evidence that many of these look like somewhat expanded versions of mathematics course exercises, and are thus less than optimal given the goals of statistics education. The article contends that exercises for statistics courses… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The 2016 Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report emphasized six recommendations to teach introductory courses in statistics. Among them: use of real data with context and purpose. Many educators have created databases consisting of multiple datasets for use in class; sometimes making hundreds of datasets available. Yet “the context and purpose” component of the data may remain elusive if just a generic database is made available. We describe the use of open data in introductory courses. Countries and cities continue to share data through open data portals. Hence, educators can find regional data that engage their students more effectively. We present excerpts from case studies that show the application of statistical methods to… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to analyze the complex argumentative structure in undergraduate mathematics classroom conversations during problem solving by taking into consideration students’ and teacher’ utterances in the classroom using field-independent Toulmin’s theory of argumentation. Analyzing students’ and teacher’ utterances in the class allowed us to reconstruct argumentations evolving in the classroom talk as argumentations in classrooms are generally teacher guided. The analyses contributed to an emerging body of research on classroom conversations. [For the complete proceedings, see ED597799.] Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Over the last two decades, statistics educators have made important changes to introductory courses. Current guidelines emphasize developing statistical thinking in students and exposing them to the entire investigative process in the context of interesting research questions and real data. As a result, many concepts (confounding, multivariable models, study design, etc.) previously reserved only for higher-level courses now appear in introductory courses. Despite these changes, causality is rarely discussed in introductory courses, except for warning students “correlation does not imply causation” or covering the special case of randomized controlled experiments. In this article, we argue causal inference concepts align well with statistics education guidelines for introductory courses by developing statistical and multivariable thinking, exposing students to many aspects… Continue Reading →
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eric.ed.gov har udgivet: Increasingly, state departments of education, school districts, and high schools are recognizing that many students graduate from high school underprepared for college-level coursework in mathematics. Many are referred to remedial education when they arrive at college. To help students become better prepared for college and avoid remedial courses upon college entry, states and localities have begun to offer high school transition curricula to targeted students. These courses, learning modules, and online tutorials are developed by secondary and postsecondary faculty and offered to high school students at risk of being placed into remedial math in college. Drawing on data from several sources, including interviews from persons involved in the development of transition curricula in 11 states, this brief describes the design, implementation, and effectiveness of math transition curricula… Continue Reading →
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eric.ed.gov har udgivet: The New England Board of Higher Education (NEBHE), with support from Lumina Foundation, investigated whether the use of Khan Academy could increase community college student success in developmental math coursework, support embedded math content in technical courses, and prepare students to take or retake college placement tests. Khan Academy, an Open Educational Resource (OER), is a nonprofit organization that provides free online educational resources such as practice exercises, instructional videos and a personalized learning dashboard that empowers learners to study at their own pace in and out of the classroom. Pilot community colleges used Khan Academy’s math content as a supplement in various developmental education delivery models, including flipped, blended, self-paced, modular and traditional developmental education classrooms, as well as in some career and technical courses. A… Continue Reading →
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