tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis showed that the teachers constructed five meanings of DI in their narratives: as a caring orientation, as a flexible pedagogic approach, as a self-reflective process, as… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Differentiated instruction occurs when teachers use students’ level of readiness, interests, and learning preferences to adjust the content, process, or products, which increases engagement and academic performance. However, teachers cannot offer every form of differentiation to every student all the time. There exist limits of resources as well as an essential balance that teachers need to make in terms of benefits for student learning on the one hand and classroom efficiency on the other. Additionally, the choices teachers make in terms of differentiation are also rooted in and stem from their personal beliefs systems. The goal of this research was to investigate teachers’ preferences for differentiating their instruction by using Q methodology. 32 teachers, coming from a single… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson’s conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made professional development program. Second an implementing period followed in which the participants worked collaboratively in teacher teams and were coached while implementing differentiated instruction. Field notes and interview transcripts (n = 20) with participants were collected. These were analysed thematically. Results show that teachers succeeded in implementing a range of strategies associated with differentiated instruction.… 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 People’s attitudes toward mathematics are multifaceted. Across four studies, we found that children and adults have different attitudes about mathematics when asked specifically about whole numbers, as opposed to fractions. The vast majority of children and adults reported negative attitudes toward fractions despite having positive attitudes toward whole numbers. Across both children and adults, the difference in fraction and whole-number attitudes was present across levels of math achievement, indicating that it was not just participants who were worse… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers’ differentiation qualities describes the use of various instruments, ranging from self-reports to observation schemes and from perceived-difficulty instruments to student questionnaires. We question whether these instruments truly capture the complexity of differentiation. In order to depict this complexity, a cognitive task analysis (CTA) of the differentiation skill was performed. The resulting differentiation skill hierarchy is presented here, together with the knowledge required for differentiation, and the factors influencing its complexity. Based on the insights of this… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites in a gifted math class and a beginning band class. The research was conducted from September 11th, 2012, through December 17th, 2012. In order to document the lack of student motivation and engagement, three tools were utilized; a teacher survey, a student survey, and a student behavior checklist. After analyzing the collected data, it was evident that a notable percentage of students felt that their school work was too easy while teachers felt their lessons were appropriately… Continue Reading →
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