eric.ed.gov har udgivet: Integrative-STEM methodologies entail integrating multiple disciplines with active design-centric teaching and learning methods. If math anxiety is prevalent, for teachers or students, then both the level of integration and design thinking may be limited. This quantitative study of 160 preservice teachers investigated how math anxiety was impacted by (a) a required math content course, (b) instructor teaching style, and (c) academic and disciplinary major. Significance analyses included t-tests, nonparametric tests, and effect sizes. Two teaching styles were compared: a direct teaching style and a more active, problem-based teaching style. The problem-based teaching style was shown to have substantial beneficial impact on math anxiety. 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: Have you been asked to teach an online course yet? If not, chances are you will–and soon. The demand for online instructors is increasing, and institutions, including community colleges, are expecting their faculty, especially junior and adjunct instructors, to step forward. Your answer is not necessarily an easy yes or no. Although online teaching has much in common with face-to- face instruction, significant differences exist. Your decision may be aided by consideration of seven key factors, ranging from your own online learning experience, through the compatibility of your preferred teaching style with effective online instruction, to what adjustments you may need to make in designing mathematical activities for teaching online. A considered answer based on these factors will more likely lead to your success. The article offers… Continue Reading →
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