eric.ed.gov har udgivet: This work summarizes the results of two randomized control trails (RCTs) aimed at evaluating the effectiveness of a professional development program for lower secondary school math teachers. The program, called M@t.abel, was financed by the Ministry of Education in Southern Italy with EU funds. It lasts a full school year and it is based on formal and on-line tutoring, providing alternative methods for teaching traditional math contents. The program and its evaluation were both held at scale, a situation far from artificial settings and allowing for the observation of real constraints faced in delivering such a service. This situation, along with the replication of the RCT on two consecutive cohorts of teachers, provides several opportunities and challenges both from the policy and research practice points of view.… Continue Reading →
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eric.ed.gov har udgivet: The results of international comparative studies have shown that relationships exist between metacognition and cognitive activation and learning success. Since 2007 we have been carrying out projects in Indonesia to improve cognitive and metacognitive activities of pupils of year 7 and their teachers. These activities are to contribute to the construction and sensible use of sustainable mental models for mathematical concepts and methods by learners. This paper shows how games are used for the enhancement of metacognitive and discursive activities in class. Their effectiveness is documented exemplary by means of students’ outcomes and transcripts of lessons from project classes. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Ebola virus – epidemiology, diagnosis, and control: threat to humans, lessons learnt, and preparedness plans – an update on its 40 year’s journey Link til kilde
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eric.ed.gov har udgivet: Every person in his lifetime has many times experienced the miraculous impact of the fairy-tale on his imagination, mind and feelings. But we seldom reflect upon the content not only in the ethical aspect of fairy-tales but also as a source of different kinds of knowledge, among them the knowledge of mathematics. The use of fairy-tales in lessons opens up one of the new ways of learning. However fairy-tales are not so widely used in mathematics education in primary schools and preschools. The result of a poll of 86 teachers showed that they approve of the use of fairy-tales in the process of learning mathematics. The analysis of the content of fairy-tales makes it possible to come to the conclusion that here are figuratively and conspicuously seen… Continue Reading →
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eric.ed.gov har udgivet: This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States’ CCRS, including the CCSS. The content of this resource is drawn from leading theory and research… 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 aim of this paper is to investigate and compare lessons given in primary school teacher education in Japan, Finland and Sweden. We analyse one lesson from each country and compare them using a common framework. Chevallard’s anthropological theory of the didactic (ATD) is used to frame this analysis and in particular to model teacher educators’ didactic organization of the lessons. The focus is on how the didactic organizations of the teacher educators relate to the mathematical and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Learners’ perspectives on classroom teaching have been explored in various ways. Within the context of past research, the student voice approach has shown the potential of making teaching and learning more effective. This article reports on students’ perceptions with the aim of revealing their predispositions in the sense of Bruner’s perceptual set theory concerning mathematics lessons. By asking students about significant events in specific mathematics lessons they attended and their associated justifications, insights into students’ predispositions (beliefs) about teaching and learning mathematics are gained. We were able to reconstruct a wide range of predispositions, which indicate both a view on mathematics education that is quite positive and as well a willingness to learn comprehensively. As a further result, we… Continue Reading →
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eric.ed.gov har udgivet: The New England Board of Higher Education (NEBHE), with support from Lumina Foundation, investigated whether the use of Khan Academy could increase community college student success in developmental math coursework, support embedded math content in technical courses, and prepare students to take or retake college placement tests. Khan Academy, an Open Educational Resource (OER), is a nonprofit organization that provides free online educational resources such as practice exercises, instructional videos and a personalized learning dashboard that empowers learners to study at their own pace in and out of the classroom. Pilot community colleges used Khan Academy’s math content as a supplement in various developmental education delivery models, including flipped, blended, self-paced, modular and traditional developmental education classrooms, as well as in some career and technical courses. A… Continue Reading →
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