eric.ed.gov har udgivet: Founded in 2006 by Jonathan Osler, Math and Community Organizing teacher at El Puente Academy for Peace and Justice, a public CES high school in Brooklyn, New York, Radical Math is an organization for educators working to integrate issues of political, economic, and social justice into math education. In April 2007, Radical Math cosponsored “Creating Balance in an Unjust World” a conference on math education and social justice. With the urgent need for mathematical literacy and the current lack of equity in math education paramount in the consciousness of facilitators and participants, conference sessions included a variety of 28 workshops, two panels, and a keynote address delivered by civil rights activist Bob Moses, founder of The Algebra Project, a program that prepares underserved youth with high-level math… Continue Reading →
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eric.ed.gov har udgivet: In recent years, tablets have been shown to serve as incredible teaching tools in classrooms around the world. In mathematics education, divergent thinking, creativity, and play may play a key role in formation of adaptive thinking and math achievement. This qualitative, participatory action research investigated the use of an instructional model that provided minimal instruction in the use of tablets to create stop motion animation movies. This study focused on the themes and patterns that emerged as pre-service teachers integrate a design thinking philosophy as they explore creativity and divergent thinking through the creation of stop motion animation movies. This study employed a participatory action research design that examined the use of an instructional approach informed by design thinking that utilized tablets to enable preservice teachers to… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT While deeply acknowledging the death of Prof. Zadeh, the father of fuzzy mathematics and intelligent control all over the world, our magazine has also cherished the memory of his life and his great contribution, and has started a special issue of the journal, which honourably commemorates the honourary editor of our journal. This article begins with Prof. Zadeh’s cooperation and support with the Journal and me, recalling his love for us, hoping to look back at his voice and smile, recollecting his enthusiasm for his speech, and collecting papers from his friends in their research achievements in z-numbers, Factors space, general type-2 fuzzy sets, Dombi fuzzy graphs, OWA linear operators for decision making, multi-objective FLP, uncertainty data envelopment analysis,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Shortly after we created a face-to-face, student-centered, general education classroom at the University of Kentucky, we were asked to create a similar environment online. In this article, we describe what we did and what we learned in the process. This is not a comparative, controlled study, but an anthology of examples and reflection. Our aim is to share experiences that other instructors might find useful when constructing their online classes. Link til kilde
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eric.ed.gov har udgivet: Training and investing teachers at all career levels in student-centered practices is widely recognized as a significant challenge. Various studies document the failure of student-centered teaching practices to take hold in K-12 mathematics classrooms in significant ways, including collaborative work; problems that are cognitively demanding or that encourage connections, inquiry-based approaches; teacher questioning to enhance student understanding; classroom-based performance assessments; and student choice. While pre-service math-teacher education is not solely to blame for this failure, it is also the case that pre-service training has been relatively unsuccessful at promoting nontraditional teaching practices in new mathematics teachers, in spite of the efforts and intentions of university-based teacher educators. Overcoming resistance to student-centered methods has been the author’s major challenge in teaching the secondary-level mathematics-methods course in her institution’s… Continue Reading →
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eric.ed.gov har udgivet: The main purposes of this one-year case study are to create learning environments for indigenous students through culture-based mathematics instructional modules, and what teachers’ responds are in two tribes. The researcher leads sixteen in-service teachers and seven pre-service teachers to enter two indigenous tribes- “Cado” and “Jayama,” and design culture-based math modules for indigenous students of tribal elementary schools. Through five stages of guidance, including “preparation and planning,” “exploration and understanding,” “reading and design,” “comment and revision,” and “practice and reflection,” the participants work together to develop seven sets of culture-based math modules in total. Based on observation, interview, and analysis of related documents, it is shown that the implementation through culture-based mathematics instructional modules could motivate students’ interest in learning math, and enhance their initiatives in… Continue Reading →
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