eric.ed.gov har udgivet: This study examines cases of teacher leaders in a professional development program that employed teacher inquiry to promote student inquiry. Program documents, observations, and interviews were examined to create three cases of high school science and math teachers learning to inquire in tandem. Guided by Cochran-Smith and Lytle’s (2009) “inquiry stance,” the study shows how commitment to student inquiry comes through learning gained through teacher inquiry. While conceptual understandings of teacher and student inquiry reinforced the learning of both, the parallel development of practical skills for both inquiry processes was not observed. Such conceptual growth was neither steady nor linear and characterized by some backward movement followed by significant shifts in thinking. Growth was grounded in increased experience with the process over time that deepened the teachers’… Continue Reading →
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eric.ed.gov har udgivet: Over the last couple of decades, there has been a growing call for teachers to become more responsive to the increasing cultural diversity of students as a means of improving students’ experiences in school and their learning outcomes. Challenges exist in working with secondary mathematics teachers due to the common belief that math is culture-free and the lack of images of culturally responsive teaching in secondary mathematics classrooms. In this research, we explored the affordances of the Cultural Inquiry Process project in building inservice secondary mathematics teachers’ capacity for cultural responsiveness. [For complete proceedings, see ED581294.] Link til kilde
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eric.ed.gov har udgivet: Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students’ mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers’ self-efficacy… Continue Reading →
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eric.ed.gov har udgivet: The acronym STEM is a ubiquitous term for seemingly anything in–or related to–the fields of science, technology, engineering, and mathematics, and the current dominant educational STEM discourse in teacher education is often organized around questions of how to integrate math and science into the other content areas or vice versa. The purpose of this article is to pose a different question: “How can an ecological model for subject inquiry become the organizing focus for an integrated ecological inquiry?” In this article, the author provides a glimpse of where educators are currently in their thinking and writing as they put theory to work in teacher education. For the past few years, educators have been working on a number of exciting endeavors in teacher education, ranging from theoretical explorations… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article offers a description of how empirical experiences through the use of procedural knowledge can serve as the stage for the development of hypothetical concepts using the learning cycle, an inquiry teaching and learning method with a long history in science education. The learning cycle brings a unique epistemology by way of using procedural knowledge (“knowing how”) to enhance construction of declarative knowledge (“knowing that”). The goal of the learning experience was to use the learning cycle to explore “high tech” and “low tech” approaches to concept development within the context of statistics. After experiencing both, students recognized the value of high and low tech approaches to instruction. Given that statistical literacy is essential for engaging in… Continue Reading →
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eric.ed.gov har udgivet: This meta-analysis reports on the use of practitioner inquiry (PI) with early program teacher candidates in conjunction with elementary science and math methods courses using cognitive load theory as a theoretical framework. The findings suggest that the teacher candidates enhanced their knowledge of practice within practice across 5 dimensions of practice: inclusion, classroom discussion, classroom engagement, understanding student learning and grouping. The sixth outcome provides evidence of the ways that the practitioner inquiry fostered learning about how to learn from practice. Cognitive load theory can be used to explain the difficulty of assimilating theory into practice for emerging teacher candidates. Implications for teacher education are included. 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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eric.ed.gov har udgivet: This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway… Continue Reading →
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eric.ed.gov har udgivet: In Belize, the percentage of untrained teachers (i.e. teachers with the equivalent of a high school education or less) is one of the highest in the region of Latin America and the Caribbean. In response to growing student cohorts, the increased demand for more classroom teachers has led to significant decrease in the proportion of trained teachers at both the primary and secondary levels. Fewer than 45% of teachers at primary and secondary levels are trained, whereas some countries in the region report more than 80% are trained. Perhaps as a result of the lack of training, a content test that was applied to a representative sample of teachers nationwide as part of this study design revealed important gaps in teachers’ math content knowledge. The authors hypothesized… Continue Reading →
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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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