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 This study investigates Finnish, Norwegian, and Swedish first-year engineering students’ task performance in mathematics and examines how it relates to their motivational values and beliefs about the nature of mathematics. In a set of seven mathematical tasks, female students outperformed male students, for example, in the simplification of symbolic expressions. Our findings also show that female students set more demanding learning goals for themselves. Further, they expressed higher intrinsic motivational values, whereas male students emphasised utility values, which… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores how project-based learning in combination with other pedagogical scaffolding approaches influences students’ experiences during their transition into the university. Based on the thematic analysis of interviews with students at the end of the first semester, we show how a project-based course in electronics can create opportunities within three themes: student socialisation, curriculum integration, and peer-learning. In the light of these findings, we discuss how students build relationships with other students, as well as with faculty members and practicing engineers, and how these relationships influence their start at the university. On a more general level, this case study exemplifies how an existing electrical engineering programme can be changed by targeted interventions without the need for programme… Continue Reading →
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eric.ed.gov har udgivet: The Educational Training Academy (EdTrAc) is an NSF-funded project of Normandale Community College to increase the number, diversity, and skills of students preparing to be elementary and middle school teachers with a specialty in math and science. Overall, this evaluation indicates that the EdTrAc implementation is on track after its first year (2005-2006). Face-to-face interviews with project leaders and advisors as well as the surveying of students indicate the following as the key accomplishments this year: (1) Improving existing courses and adding new ones in education, math, and science; (2) A strong Teachers of Tomorrow (TOT) club that is instrumental in successful implementation of events and activities such as the Future Teachers Conference; and (3) Improvements in student tracking through the implementation of a new software system… Continue Reading →
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eric.ed.gov har udgivet: Background: The Waterford Early Math & Science (WEMS) program is a comprehensive educational software program designed to build math and science skills and concepts in grades K-2, alone or to supplement existing curricula. The program’s capability to individualize lessons, assess and track student progress, and reteach lessons is aimed at keeping potentially “at risk” students at grade level. Purpose: The present evaluation of the Waterford Early Math & Science program is the first independent study of its effectiveness. Setting: The study was carried out in five low-income, largely Hispanic schools in the Tucson Unified School District during the 2005-06 school year. Study Sample: This report covers the 22 kindergartens (345 students) of a larger study of 59 K-2 classrooms (923 students) in the five schools. Intervention: Treatment… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers’ expectation of students in meaning making on the nature of their slides and the quality of students’ note-making. Data were collected by classroom observations, video-recordings, a questionnaire for students and interviews with lecturers and students. The quantity and quality of students’ notes were analysed for four lectures. The analysis of data resulted in three categories of lecturers: ‘student-centred’, ‘student-directed’ and ‘teacher-centred’. The student-centred lecturers provided key points on their slides, anticipated that students would build on their class notes and focused on the development of the students’ critical-thinking ability. The… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This paper explores the choice of math skills learning support by an undergraduate student cohort of Commerce and Business students at Flinders University, Adelaide, Australia. A survey methodology was used to determine the support students sought for the assumed math skills for a mandatory first-year microeconomics subject. The majority of respondents (71%; 120 of n = 169) sought support outside of class for their math skills during the semester. The major source of support was from informal networks of friends and family (62% of respondents), with 40% of respondents seeking help from only this source. University support services from the centrally provided learning center and individual tutoring at course and subject level, were used by 31.4% of respondents,… Continue Reading →
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eric.ed.gov har udgivet: Higher education systems and institutions across the country are overhauling their traditional placement process for college-level courses in mathematics and revisiting the role of developmental education. Increasingly, students who would have been required to take, and succeed in, developmental coursework before enrolling in college-level courses are now being placed directly into those courses while also receiving remedial support. This approach — known as developmental corequisite remediation — pairs a college-level course with a corequisite course designed to help students succeed in the college-level work. In response to the changing landscape, Carnegie Math Pathways (CMP) at WestEd created two new offerings based on this new approach that focus on quantitative reasoning and statistics: Quantway College with Corequisite and Statway College with Corequisite. In the 2018/19 school year, six… 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 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 →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Writing, a critical pedagogical tool, cultivates student learning and fosters deeper understanding of the material. When frequent, low -stakes (informal) writing activities help students write more freely, engage with the material and thus become active learners. Looking at students who are at opposite ends of a community college spectrum, this article compares and contrasts students’ writing skills using low-stakes assignments, including peer-reviewing of each other’s work, in a capstone course and in a First-Year Seminar in terms of organization, clarity in communication and content analysis. The data generated from this study stem from an interdisciplinary collaboration among three instructors from Humanities, Mathematics and Natural Sciences, with the goal of creating a network between students in First-Year Seminars and… Continue Reading →
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eric.ed.gov har udgivet: Students who have more effective teachers are more likely to attend college, earn a higher salary, and live in higher socioeconomic neighborhoods (Chetty, Friedman, & Rockoff, 2012). As such, teacher effectiveness is critically important, and identifying teachers who demonstrate high potential for growth in their first year of teaching could be a real asset to the districts in which they teach. The purpose of this project is to determine which teachers seem to measurably improve their instructional practice over the course of their first-year, measured via a series of observations conducted by normed observers using a common rubric. Data came from 965 first-year teachers recruited and trained by alternative certification programs in 15 geographic regions: Delaware; Baltimore; Washington, DC; Chicago; Charlotte; Nashville; Memphis; Texas (Fort Worth, Dallas,… Continue Reading →
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