eric.ed.gov har udgivet: Of the 53 million K-12 students in the United States, 93%, or 51 million, of them play video games (Etuk, 2008). ALTEC Learning Games utilize the excitement of video games to engage students and provide teachers authentic online resources that reinforce skills in math and language arts. Our recent work was partially supported by a partnership with the Ohio Board of Regents through the federally funded Star Schools Program. This work demonstrates the use of online games, including single player and competitive and collaborative multiplayer formats, on both computers and emerging mobile technologies (EMTs). (Contains 3 figures.) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students Link til kilde
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eric.ed.gov har udgivet: The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematics concepts than those students who participated in the traditional curriculum and instruction. This study included teachers and students from 38 high schools in Oklahoma (18 experimental classrooms; 20 control classrooms). Students were enrolled in an APT course in the spring of 2004. The experimental design used was a posttest only control group; unit of analysis was the classroom. One-way analysis of variance (ANOVA) was used to test the study’s null hypotheses. The math-enhanced curriculum and aligned instructional approach did not significantly affect (p greater than… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The Swedish welfare state has social protection policies focusing on labour market participation. Initiatives have been introduced after the increase of asylum seekers in 2015, focusing on so-called ‘fast tracks’. In this paper I consider one of these fast track courses aimed at newly arrived teachers wishing to continue their teaching career in Sweden. Based on interviews and observational data I have followed one cohort throughout their course. The research aims for an understanding of the teachers’ experiences from their own perspective as well as from the stakeholders’. The theoretical framework is mainly taken from the concepts of the capital market introduced by Bourdieu. In light of the findings, while the education the participants receive may be useful… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Movement integration (MI) has become a significant part of contemporary educational policy; it implies that teachers of any school subject are responsible for organizing movement activities that are of educative value. In this paper, we use Wolfgang Klafki’s Bildung theoretical analysis to examine contemporary approaches to MI and clarify dominant theoretical and didactic ways of working with MI. We aim to suggest a new understanding of MI by applying Klafki’s conception of categorial Bildung. We argue that it enables educators to emphasize the educative and existential potential of the embodied, social and emotional involvement with the academic content. Our analyses illustrates the thorough didactic consideration needed to transform an educational policy into real-world education. Link til kilde
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eric.ed.gov har udgivet: With the onset of Web 2.0 and 3.0–the social and semantic webs–a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education Group, 2014). Purpose is to show a case study of how teachers include student-to-student online collaboration in their Technology Integration Practices (TIP), and how some research projects are examining useful methodologies for incorporating evaluation, assessment and reflection of the approaches (Wilson et al., 2012; Wilson, Scalise, & Gochyyev, 2014). Results from the use of TIP collaborative math/science notebooks in the Assessment and Teaching of 21st Century Skills (ATC21S) project are presented. Recommendations are to help teachers answer… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This exploratory mixed-methods study set out to explore Maltese primary school teachers’ perceived barriers to, and enablers for, the integration of children’s literature in mathematics teaching. Data were collected by means of an online questionnaire and semi-structured interviews, and analysed thematically using Ajzen’s Theory of Planned Behaviour. The responses given by the participants showed that integration of mathematics and stories was not a common practice. The perceived barriers were categorised as Resource Constraint, Time Constraint, Lack of Pedagogical Knowledge and Confidence, Doubts about Outcome Expectancy, and Inhibiting Social Norms while the three perceived enablers identified were Pedagogical Benefits, Love of Stories, and Enabling Social Norms. Given that the majority of the participating teachers acknowledged the potential benefits of… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to investigate how students’ in senior grade of the high school participate in and interpret the transformational geometry activities integrated with cultural context. 5 students in senior grade participated in this study, all of whom live in Aydin district of Turkey. The main design of the study is qualitative. Participant students of the study involved in 9 different rotational geometry and culture integrated activities, 7 of which were performed as student activity sheets, 2 of which were performed as cultural games. 2 of the activities were constructed as a result of pilot study applied to 28 senior students by their math teacher. To collect data about how students participated in and made interpretations about the activities; various data collection tools such… Continue Reading →
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eric.ed.gov har udgivet: Today’s educators serve the United States public-school system at a time of considerable curricular, technological, and demographic change. In 2010, the Common Core State Standards in Math and English Language Arts significantly altered the curricular landscape of K-12 classrooms. On the heels of this reform came the adoptions of English Development/Proficiency Standards and Next Generation Science Standards. These new standards are not only more academically rigorous, but they also call for teachers to prepare students for successful learning with 21st century tools. Increased expectations for technology integration have resulted in school districts seeking ways to improve their Internet infrastructure and provide 1:1 computing devices for all students. Such standards reform and technology demands have also come at a time of significant demographic change in the U.S., particularly… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In autumn 2016, Malmö University started two “fast track” trajectories for teachers with refugee backgrounds. The participants were offered an education of 26 weeks as an introduction to the Swedish school system, consisting of content courses, professional Swedish and workplace learning. The aim of this small explorative study was to get an impression of the participants’ views and understanding of the role of becoming a teacher in Swedish schools, realising the characteristics of pedagogy aimed for in the curriculum, specifically the interaction patterns and student participation in learning processes. Main research questions addressed participants’ expectations of differences and challenges in the Swedish school context as compared to their experiences in Syrian contexts. A combination was chosen of focus groups… Continue Reading →
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