eric.ed.gov har udgivet: Increased requirements for inclusion have created a growing demand for special educators to have content expertise in areas such as math and science. One recommended practice involves integrating the “big ideas” that are the foundation for understanding mathematics and science across the curriculum. Teachers also need to create a classroom climate that is supportive and content rich. Grouping students into pairs or triads supports student needs. Special educators can collaborate with other teachers by creating a bank of instructional activities on selected math and science topics. Collaborative strategies can be modeled through peer tutoring. Students should be encouraged to explore metacognitive thinking styles so they can apply metacognitive strategies to their daily lives. Skills outlined by standards should be presented in an order that makes sense to… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In Finland, curriculum design is allegedly carried out through a deliberative process that involves various stakeholders, interest groups, experts and ordinary citizens. To facilitate participation in curriculum design, online crowdsourcing has been applied. The objective of this study is to explore to what extent the design process of the latest Finnish national curriculum for mathematics was open, democratic and deliberative. The theoretical framework of the study is the theory of democratic will-formation of the German philosopher Jürgen Habermas. The comments given on the early version of the core curriculum of mathematics were analysed using directed content analysis, in which the above theory was applied. In the empirical analysis, the comments on the core curriculum were divided into three… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Competence-based education is a widely implemented educational approach, but more research is needed into the relationship between transversal competences and individual disciplines. In this article, we present the results of a study focusing on how the transversal competence of multiliteracy is contextually defined in Finnish local curricula in the disciplines of mathematics and social studies. The article offers new insights into the discussion between content- and competence-based educations by introducing the concept of disciplinary contextualisation. Based on the qualitatively analysed data, four different types of disciplinary contextualisation are presented and further discussed. The study also engages with the discussion in the field of multiliteracy by offering insights into the ways in which multiliteracy is rationalised, defined, and developed… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The local needs and circumstances in curriculum revision often necessitate improvements in the quality of education. However, problems associated with the revision of curricula in developing countries have been observed from a range of perspectives in previous studies. This study investigates the revision process of the intended mathematics curriculum in Mozambique through document analysis of related materials and interviews with people involved in the 2015 curriculum revision. The investigation revealed three points. First, the results of nationwide surveys on academic ability conducted by the Ministry of Education and Human Development (MEHD) as well as interviews of parents and teacher questionnaires significantly affected the curriculum-revision process. Second, aligned with the political regulations, opinions from various social and economic groups… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on an evaluation of a distinctive university-school partnership program, Curriculum Bridges. Curriculum Bridges aims to develop the enthusiasm and capacity of students from disadvantaged schools in the fields of science, technology, engineering and mathematics (STEM). These objectives are sought by developing a theme in the curriculum across subjects in years 10, 11 and 12. In the pilot phase, the curricula of English, Maths and Biology were linked together through the theme of ‘understanding and curing disease’. These curricula were developed by the school teachers, who received training in the ‘backward design’ approach. The model also integrates into the curriculum university on-campus activities and excursions. UniBridges was originally implemented in three schools in 2011 and is ongoing. Our evaluation found that UniBridges has increased student… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores academics’ changing agency in curriculum work in higher education. Bourdieu’s concepts of field, habitus and capital, followed by the metaphor of game, are used as tools to analyse stability and change in agency. The interview data collection from 17 academics was implemented twice over 3 years after two different processes of curriculum change at one multidisciplinary research university in Finland. Through narrative analysis, two storylines were identified. The storyline with changes in agency included transformative, sidelined and divided narratives. The storyline with stable agency included development-oriented, autonomous and opposition narratives. The lived experiences create habitus as it is, as internalization of social structures but also as unconscious enterprises to maintain old or develop new forms… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematics concepts than those students who participated in the traditional curriculum and instruction. This study included teachers and students from 38 high schools in Oklahoma (18 experimental classrooms; 20 control classrooms). Students were enrolled in an APT course in the spring of 2004. The experimental design used was a posttest only control group; unit of analysis was the classroom. One-way analysis of variance (ANOVA) was used to test the study’s null hypotheses. The math-enhanced curriculum and aligned instructional approach did not significantly affect (p greater than… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this curriculum guide is to help the first grade teacher in his endeavor to fulfill his teaching responsibilities. Space is provided for teacher’s additions, deletions, notes and criticisms which will be useful when the guide is revised. The guide is sectioned according to subject matter (English, math, science, and social studies). Vertical columns are arranged for each subject area relating the curriculum concepts to: curriculum performance objective, bilingual, suggested curriculum teaching methods, career awareness, character education, and audio-visual and resource materials. The guide closes with a ten page section of audio-visual source information. (DS) Link til kilde
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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 Teacher education is of vital importance for what teachers are capable to do for their pupils, but little is known about student teachers’ pedagogical knowledge. The Didaktik and the curriculum traditions are two main education approaches underpinning formal schooling and teacher education programmes (TEPs) in the Western world. The main difference between the two traditions lies in the content and objectives of teacher education, which are either theoretical or action-oriented. Two questions are addressed quantitatively: How do teacher… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Subject marginalisation is an on-going concern across the primary education sector, particularly for the arts and humanities. This poses issues for pre-service teacher partnerships and for higher education institutions (HEIs) evaluating the role of subjects within their teacher training courses as they reform their curricula to prepare students to teach across diverse educational contexts. Through the interpretation of student voice, we disseminate a case study with primary initial teacher education (ITE) students that investigates learner perceptions of their training in under-represented foundation subjects. Emerging themes include tensions between university and school-based practices, and between curriculum models, together with the need to develop student adaptability and self-direction. The authors propose that if ITE students explore and take on the… Continue Reading →
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