tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper presents an enrichment case study to showcase a possible avenue for attending to the needs of academically strong mathematics students. We report on a group of university students who were presented with the opportunity of exploring a specific first year mathematics topic deeper, using an inquiry-based learning approach as part of an enrichment programme. Following the intervention, students completed a questionnaire and a few were interviewed to establish their experiences of the enrichment programme. We discuss the successes and pitfalls of the intervention and report on the impact it had on the participants. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Although many policy documents include equity as part of mathematics education standards and principles, researchers continue to explore means by which equity might be supported in classrooms and at the institutional level. Teaching practices that include opportunities for students to engage in active learning have been proposed to address equity. In this paper, through aligning some characteristics of inquiry put forth by Cook, Murphy and Fukawa-Connelly with Gutiérrez’s dimensions of equity, we theoretically explore the ways in which active learning teaching practices that focus on inquiry could support equity in the classroom. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Most often, flipped classroom approaches in science and mathematics classrooms follow a traditional approach to teaching, where students receive direct instruction as homework and have to apply and deepen their knowledge in a follow-up lesson. Little is known about the arrangements of in-class and out-of-class phases fostering learning through inquiry in flipped classroom scenarios. To support teachers’ lesson planning practices, we developed a design heuristic for flipped classroom scenarios based on the 5E inquiry model. We implemented this design heuristic in an online professional development course for secondary mathematics teachers and collected 18 lesson plans. To explore how participating teachers adopted the design heuristic in their lesson plans, we conducted a document analysis on our data. We identified… Continue Reading →
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