tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Contrasting undergraduate mathematics students’ approaches to learning and their interactions within two student-centred learning environments Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Inclusive learning environments have been described as a crucial factor for fostering disabled students’ sense of belonging in higher education. However, few empirical studies have elaborated on how learning environments contribute to disabled students’ belonging. In this study, we have taken a socio-political approach and widen the theoretical understanding of ‘belonging’. We analyse three Finnish disabled students’ narrative interviews concerning their experiences of learning environments through a narrative approach. Our findings highlight the complex interplay of learning environments and belonging in the context of STEM and large class sizes. We discuss the role of active learning environments for supporting disabled students’ belonging. The narratives show how not belonging might be more productive for these students, as the learning… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The study goal was to assess the innovation level of engineering students’ team projects and to examine the relationships between project innovation and team heterogeneity in two online environments. Applying a two-stage mixed methods research design, the qualitative and quantitative data were obtained by interviews with experts in engineering education followed by a multilayered analysis of students’ projects. The study included 190 engineering students who studied the same course, half via a hybrid approach and half via a massive open online course (MOOC). Findings identified innovation type, product necessity, STEM interdisciplinary, and market readiness, as central constructs for assessing the innovation level of students’ projects. The Hybrid group received higher scores for innovation type, as they created projects… Continue Reading
eric.ed.gov har udgivet: The purpose of this paper is to examine two InterMath pilot workshops and how they were able to meet the goals of learner-centered professional development. The paper focuses on the experiences of the learners, offers insights from each case as well as across cases, and provides suggestions to improve the experience for later learners. The data reported in this paper came only from the workshops and interviews with the teachers and the instructors. Several findings emerged that spanned across both cases. Support and interaction became very intertwined in the cross-case analysis. Another support/interaction issue that appeared was the overwhelming number of procedural questions that were asked by the participants. Finally, while the researchers provided every opportunity for collaborative learning, few teachers chose to engage in it. There… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
eric.ed.gov har udgivet: We explored whether the knowledge of hybrid teaching (conceptions) or incorrect knowledge (misconceptions) or lack of knowledge differed among faculty from various teaching areas–education, social sciences, business, art and humanities, and math and sciences–in New York. One hundred twenty-eight faculty members responded to a test of their knowledge of hybrid learning. Using a one-way ANOVA, we found no significant differences between conceptions, misconceptions, and lack of knowledge among faculty. However, their conceptions differences approached significance (p < 0.074). We evaluated faculty levels of trainability. The results of frequency analysis suggested that professors of math and sciences, and business tended to understand more online or hybrid environments than professors of other areas did. However, professors of art and humanities, and social sciences showed high trainability scores. Link til… Continue Reading
eric.ed.gov har udgivet: In a study about pre-service secondary mathematics teachers’ (PSMTs) understanding about the nature of theorems in geometry, the researcher noticed that it was challenging for the PSMTs to visualize and draw counterexamples to disprove the given mathematical statements. Meanwhile, the use of the dragging feature of dynamic geometry environments (DGEs), such as the Geometer’s Sketchpad and GeoGebra, in teaching and learning proof and reasoning has been widely discussed and become an ongoing research trend. In this paper, the researcher and her colleague will present a research design aimed at investigating PSMTs’ conceptions of counterexamples in geometric reasoning when using the dragging feature of DGEs. Expected results of the study are potentially beneficial to pre-service/in-service secondary math teachers as well as teacher educators. Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learning activities to achieve academic success. Therefore, it is considered important to support self-regulated learning (SRL) strategies and adapt to relevant human factors (e.g., gender, cognitive abilities, prior knowledge). SRL supports have been widely investigated in traditional classroom settings, but little is known about how SRL can be supported in MOOCs. Very few experimental studies have been conducted in MOOCs at present. To fill this gap, this paper presents a systematic review of studies on approaches to support SRL in multiple… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study examined how teachers support kindergarten children’s social and emotional development in everyday contexts. It used an ethnographic qualitative mode of enquiry, employing participant observations and semi-structured and structured interviews to examine the ways teachers optimize opportunities for supporting kindergarten children’s social and emotional development. Data were analyzed through collating common themes and bundling ideas. The data from this study were taken from a larger study, and reports on three of the original eight case studies. These three case studies were chosen for this article to specifically and succinctly articulate the findings. The data are discussed in terms of guided participation which supports the notion that guidance can occur anywhere, and that guidance can be either desirable… Continue Reading
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