tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This article focuses on how the capacity of diffractive readings is put to work in a study of two different types of visual material in research conducted in a preschool. The analysis with the help of –the language of the flat ontology– and the diffractive readings take place in educational research among three-year-olds. Children’s photographs and video recordings produced by the researcher are seen as data that both interfere with and affects the outcome of the study. Diffractive methodologies are used to connect the research and the two kinds of visual data with previous research, some theoretical concepts from Karen Barad’s agential realism and the researcher’s experience of becoming and learning throughout the development of the entangled research… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Situated learning experiences such as research apprenticeships can help connect girls to the sciences, ultimately helping to achieve gender equity in the science workforce. The material resources available in research apprenticeships—such as research equipment, field gear, etc.—may be particularly consequential for building identification with science, as they are abundant and frequently hold disciplinary authenticity. However, most sociocultural studies of research apprenticeships have focused on cognitive-ideational or social aspects rather than on the material aspects of the learning setting. This paper investigates the association between different types of science-related material resources in the context of a geoscience and biology-focused research apprenticeship program for girls. The study employed a qualitative approach, drawing on theoretical constructs of communities of practice, identity… Continue Reading →
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eric.ed.gov har udgivet: This study aims to determine the attitudes of prospective teachers of Secondary Mathematics Education toward Instructional Technologies and Material Development (ITMD) Course. The participants of this descriptive research include 44 students, who take ITMD Course at Department of Secondary Mathematics at Necatibey Faculty of Education in Balikesir University. The questionnaire developed by researchers was conducted before and after the course at 2007-2008 fall semesters. The accuracy of the difference in the attitudes of the prospective math teachers before and after the course was tested by t test and it was seen to be statically significant in the level of p=0.05. Moreover, according to results of the interviews, the prospective teachers emphasized that ITMD Course aims to provide permanent learning and to prepare materials that are appropriate to… Continue Reading →
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eric.ed.gov har udgivet: It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates’ TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study investigates the effects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a collaboration tool on students’ mathematics learning in Dutch vocational education. A pretest–posttest design was used. Apprenticeship students were asked to complete assignments and to discuss them with their peers and the online teacher. The results showed that DLM can enhance students’ mathematics learning in vocational education. The learning enhancement was mostly due to the use of instructional clips and structuring of the content of the mathematics tasks. Elaborations of these results, implications, limitations and recommendations for further research are provided. Link til kilde
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