tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Student perceptions of a guided inquiry approach to a service-taught ordinary differential equations course Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Language-responsive instructional approaches are intended to enhance the mathematics learning of students with low academic language proficiency, mostly by enriching mathematical content trajectories with systematic language-learning opportunities. However, little is known about their effects (and in particular differential effects) in linguistically diverse classrooms. The paper reports on a cluster-randomized field trial investigating the effectiveness of a language-responsive instructional approach for percentages in 38 mathematics classrooms with 655 seventh graders. The multilevel regression analysis shows that the intervention group developed significantly more conceptual understanding of percentages than the control group. In the intervention group, no differential effects were found for language proficiency, multilingual background, and immigrant status. These findings suggest that all students’ access to mathematical conceptual understanding can… Continue Reading
eric.ed.gov har udgivet: In randomized control trials, such as the one the authors conducted in Alabama, moderators are potentially an important source of variation in treatment effects. Whether moderators used in the RCT’s analysis are pre-existing characteristics of students, their teachers, or the school or other organizational context, they can point toward differences in the way the program (treatment) is implemented, the way teachers interact with different kinds of students when implementing the program, or how effects are operating at levels in the organization above the level where the differences were measured. The authors appreciate Cronbach’s (1975) metaphor of the “hall of mirrors” to point to the endless possibilities for higher-order interactions complicating the explanation of what was found. But the goal of this paper is to illustrate a disciplined… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
eric.ed.gov har udgivet: In this study, different factors affecting students’ differential equations (DEs) solving abilities were explored at pre university level. To explore main factors affecting students’ differential equations problem solving ability, articles for a 19-year period, from 1996 to 2015, were critically reviewed and analyzed. It was revealed that combination of four factors; “epistemological math problem solving beliefs, belief about usefulness of mathematics, self-regulated learning (SRL) strategies and goal orientations” have great potential to enhance differential equation problem ability. Based on these findings, a conceptual model was developed and presented in this paper to enhance differential equation problem solving ability. This study has provided several important implications for the curriculum designers and teachers to enhance conceptual understanding in differential equation problem solving, particularly in the developing countries.. Link til… Continue Reading
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 Ordinary differential equations (ODEs) have a wide range of potential applications in science and engineering with regard to nonlinear dynamic systems. Frequently, there is a focus upon locating unique solutions to ODEs, with non-unique solutions being viewed as potentially problematic. However, some have recognized the importance of examining the character of non-unique solutions as well in order to properly understand the behaviour of physical systems. In some areas of engineering, notably control theory, the latter concern has become… Continue Reading
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 main goal of this study is to show that the association between university entrance score and first-year students’ academic performance varies randomly across courses after controlling for students’ sociodemographic, schooling trajectory and motivational variables. The sample consists of 2697 first-year students who were enrolled in 54 courses at a Portuguese public university in 2015/16. Multilevel modelling of academic performance suggests that 34% of variability in grade point average is due to differences among courses and that 80%… Continue Reading
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 Following a modeling-first approach to differential equations, inquiry-based learning activities on modeling and controlling the growth of locally relevant species, such as lionfish or sea turtles, are developed by the authors. Emerging exemplary practices are presented, building towards a balanced teaching of differential equations involving multiple mathematical perspectives, representations, and intra-disciplinary and interdisciplinary mathematical connections. This innovative approach is an effort towards realizing the MAA’s Common Vision for Undergraduate Mathematical Sciences programs in 2025. Discrete and continuous approaches… Continue Reading
eric.ed.gov har udgivet: Traditionally, teacher salaries have been determined solely by experience and educational attainment. This has led to chronic shortages of teachers in particular subject areas, such as math, science and special education. We study the first long-running statewide program to differentiate teacher pay based on subject area, Georgia’s bonus system for math and science teachers. Using a difference-in-differences strategy, we find the bonuses reduce teacher attrition by 18 to 28 percent. However, we find no evidence the program increases the probability that education majors become secondary math or science teachers upon graduation or alters specific major choices within the education field. Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Research on teacher knowledge has been criticised for taking too narrow a view on expertise. Therefore, teacher competence frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptualisations have led to innovative measures with situative demands. However, there is still a lack of knowledge on whether these frameworks are actually suited to map teacher growth. This study investigated whether two components of teacher competence, Action-related (AC) and Reflective Competence (RC), can be differentially fostered through specific interventions in early childhood mathematics education. We designed two professional development programmes with a focus on AC and RC and implemented them in a randomised controlled experiment with 170 teachers. Overall, we found that AC, RC, and professional… Continue Reading
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