eric.ed.gov har udgivet: This paper is based on data gathered during visits to Uganda and Malawi, conducted by the International Math-teacher Professionalization Using Lesson Study (IMPULS) project and the Japanese International Cooperation Agency (JICA). The author’s observations and experiences highlighted misconceptions about lesson study. The paper concludes that some key factors can be viewed as either affordances, or constraints, on practice, while others are best understood against several misconceptions that seem to be common outside Japan. Link til kilde
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eric.ed.gov har udgivet: Ninety-seven education students majoring or minoring in mathematics had their math homework examined in a Number Theory or Abstract Algebra course. Each student’s homework was observed for the purpose of identifying common errors and misconceptions when writing mathematical proofs. The results showed that students collectively made four recurring errors: assuming the conclusion in order to prove the conclusion, proving general statements using specific examples, not proving both conditions in a biconditional statement, and misusing definitions. In the same courses taken subsequently by 91 new students, we informed them about these common errors prior to assigning their homework to see how the students’ proving processes would differ. The results showed that more exercises were left blank with comments such as “I’m not sure how to start the proof”,… Continue Reading →
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eric.ed.gov har udgivet: During the last reform, Slovakia has reduced geometry in curriculum in primary mathematics education. Pre-school education schools devote more time to geometry in curriculum, but this is not mandatory for all the children. In the primary schools, teachers devote very little lessons time to this problem. These lessons are mainly focused on technology of drawing rather than on creating the right conceptions, which results in below the average scores on international test results in Slovak students. One possible solutions is to improve the level of geometrical knowledge of primary education teachers and pre-service primary education teachers. This paper is focused on the knowledge of plane geometric figures and their properties. We found out that pre-service teachers in primary education have many misconceptions that started when these students… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Everyday encounters with graphical representations include a variety of graphs that superficially appear similar due to their use of bars. This article examines students’ conceptions and misconceptions regarding the interpretation of variability in histograms, bar graphs, and value bar charts. A multiple choice assessment with brief written justifications was administered to students in an introductory level college statistics course. Assessment items included comparisons of variability among same-type graphs and questions regarding students’ ability to identify key features of the graphs. The study revealed that students struggle to make sense of the underlying structures of the various types of graphs and often disregard graph type as they transfer correct conceptions of variability for one type of graph erroneously to… Continue Reading →
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