eric.ed.gov har udgivet: The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12… Continue Reading →
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eric.ed.gov har udgivet: The aim of this case study is to demonstrate how a co-design approach could be used within design-based research (DBR) with diverse multi-stakeholders in the LUMA1 ecosystem to promote social creativity towards novel student-based solutions and pedagogical innovations. As a case, a national LUMA2020 development program (2019-2020), organized by the national LUMA Centre Finland and funded by the Finnish Ministry of Education and Culture, was studied in detail. The different data sources (e.g. an action plan, written observations) were analysed through qualitative content analysis. The Edelson’s design-based research model used in the program offered a systematic framework or a map for codesigning both the action plan and its implementation. The co-design approach within the model was organised through three stages to engage all multistakeholders (altogether about three… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Two classes of methods properly account for clustering of data: design-based methods and model-based methods. Estimates from both methods have been shown to be approximately equal with large samples. However, both classes are known to produce biased standard error estimates with small samples. This paper compares the bias of standard errors and statistical power of marginal effects for generalized estimating equations (a design-based method) and generalized/linear mixed effects models (model-based methods) with small sample sizes via a simulation study. Provided that the distributional assumptions are met, model-based methods produced the least-biased standard error estimates and greater relative statistical power. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The Common Core State Standards for Mathematics have a widespread impact on children’s statistical learning opportunities. The Grade 6 standards are particularly ambitious in the goals they set. In this critique, experiences helping children work toward the Grade 6 Common Core statistics expectations are used in conjunction with previous research to identify ways in which the Grades 4–6 standards might be supplemented or revised to help maximize learning. It is suggested that opportunities for children to perceive datasets as aggregates and to draw reasonable conclusions about statistical data by attending to context should be purposefully introduced in Grades 4–5. Currently, the Common Core does not have explicit learning standards for these activities in fourth and fifth grade. It… Continue Reading →
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