eric.ed.gov har udgivet: The Likelihood-to-Act (LtA) survey and a mathematics test were used in this study to assess students’ impulsive-analytic disposition in the context of mathematical problem solving. The results obtained from these two instruments were compared to those obtained using two widely-used scales: Need for Cognition (NFC) and Barratt Impulsivity Scale (BIS). The exhibited correlations of the LtA scores with the NFC, BIS, and a math test provide evidence of the criterion validity of the analytic LtA items, and suggests further revision of the impulsive LtA items to improve the overall measurement validity of the LtA scale. Students LtA scores were found to be marginally correlated to their math scores and correlated to their confidence levels in the math items. Link til kilde
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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. The Primary Teacher Education (PrimTEd) project was established in response to concerns about the pre-service preparation of primary teachers in South Africa. In order to inform the development of appropriate pre-service mathematics courses, an initial need in the PrimTEd project was to establish the nature of the mathematical knowledge of pre-service teachers both near the start and also near the end of their studies, through an online assessment. This paper describes the design of this PrimTEd online mathematics test… Continue Reading →
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eric.ed.gov har udgivet: A teacher that emphasizes reasoning, logic and validity gives their students access to mathematics as an effective way of practicing critical thinking. All students have the ability to enhance and expand their critical thinking when learning mathematics. Students can develop this ability when confronting mathematical problems, identifying possible solutions and evaluating and justifying their reasons for the results, thereby allowing students to become confident critical thinkers. Critical thinking and reasoning allows students to think about how they utilize their discipline of mathematical skills (i.e., they think about their method of thinking). Metacognition helps students to recognize that math is logical reasoning on solutions to problems. Students are taught how to: identify scenarios; evaluate; select problem-solving strategies; identify possible conclusions; select logical conclusions; describe how a solution was… Continue Reading →
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eric.ed.gov har udgivet: Literature suggests that the mathematical language of teachers impacts a student’s understanding of math concepts. When teachers unintentionally use ambiguous language, students’ understanding of a subject can be negatively affected. We share background on specific instances in which teachers can create confusion with the language they use, and we investigate both pre-service teachers’ and college algebra students’ concepts of three common terms in mathematics: Solve, Evaluate, and Simplify by asking both groups to unpack their understanding of these terms through a writing prompt. We compare the language used by both groups in their definitions. Preservice teachers’ reflections on their experience with the writing prompt are also examined to identify ways that such a task can help them identify gaps in their own understanding and in their thinking… Continue Reading →
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eric.ed.gov har udgivet: Recent reforms in mathematics education have led to an increased emphasis on proof and reasoning in mathematics curricula. The National Council of Teachers of Mathematics highlights the important role that teachers’ knowledge and beliefs play in shaping students’ understanding of mathematics, their confidence in and outlook on mathematics education, and their ability to use math to solve fundamental problems. It is crucial that teachers, especially the uninitiated, understand on a deep level the mathematical concepts that they are expected to teach to adolescents. Thus, it becomes critical for teacher educators to assess the understanding and abilities of student teachers in constructing mathematical proof. The analysis in this study is based on three factors: 1) meaning of proof, 2) ideas about teaching methods on proof, and 3) ideas… Continue Reading →
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eric.ed.gov har udgivet: This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from… Continue Reading →
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eric.ed.gov har udgivet: This module assumes that the information presented in previous modules is well known to the learner. Module 6 is the third of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 6 focuses on strategies for implementing the practices in the classroom, determining the degree of students’ progress towards meeting the practices, and using an observation tool to ensure that practices are evident in a classroom. Course Objectives: By the end of the module, the learner will be able to: (1) understand how to determine the progress that a student is making in meeting a practice; (2) state how specific instructional strategies are used to promote… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We identify a recent trend in school mathematics as well as in some of the research literature in mathematics education: an emphasis on the practical uses of mathematics and an increased emphasis on verbalizations as opposed to numerical and computational skills. With tools provided by John Dewey, an early advocate of contextual and practical knowledge, we analyse the common research framework for discussing mathematical knowledge in terms of the procedural and the conceptual. We argue that procedural and conceptual knowledge should not be seen as opposites, and that the tendency to treat them as such might be avoided by emphasising the notion of operational skill. We argue that this is important in order for the students to gain… Continue Reading →
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eric.ed.gov har udgivet: This module assumes that the information presented in previous modules is well known to the learner. Module 5 is the second of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 5 focuses on how the practices connect to the content standards using tasks as examples. Additionally, there is a short section on the interrelatedness of the Math Practices which provides another lens through which to view the connections to the content standards. Links to descriptions to help differentiate the expected proficiencies by grade level are also included in this module. By the end of the module, the learner will be able to identify which practices… Continue Reading →
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eric.ed.gov har udgivet: The importance of mathematical concept development and language is recognized early in children’s schooling as they mature through shape and counting experiences. The reader may recall instances of a youngster referring to a “corner” of a shape before the reader has the language of vertex. This language precision needs to continue to grow as the learner moves through arithmetic into algebra, geometry, and further mathematics. This precision is essential and is reinforced in the common core standards for mathematics (2010). If the primary goal is to facilitate proficiency in math for all students (including students with disabilities), there needs to be an emphasis on the deeper conceptual development and the uniquely precise nature of mathematics language both at the pre-service and in-service levels. This is essential as… Continue Reading →
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