tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Obtaining a doctoral degree requires acquisition of different types of skills and knowledge. The aim of this article is to explore multidisciplinary peer-mentoring groups (PMGs) facilitated by senior academics as a knowledge sharing practice in doctoral education. Drawing from interviews with participants of PMGs at a Finnish university, we found that the participants perceived that cultures and practices of doctoral education in departments and faculties, as well as limited support from supervisors might hinder knowledge sharing. They highlighted that a flat hierarchy and confidential atmosphere supported by the multidisciplinary group composition promoted knowledge sharing and emotional support. Based on these results, we argue that PMGs are a useful resource for facilitating knowledge sharing amongst doctoral researchers and thus… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article investigates multidisciplinary teaching practices through models of General Didactics. Multidisciplinary education is gaining interest on international and national levels through policy reforms. Research on multidisciplinary teaching practices is often descriptive and there is a lack of theories to support teachers. General Didactics on the other hand builds on a long tradition of models and concepts (e.g., content, aims, and methods) relevant for the autonomous teacher who reflects on how to structure and execute the teaching practice. The didactic models of Wolfgang Klafki and Wolfgang Schulz were used when analysing two cases of multidisciplinary teaching in two Finnish primary schools. The question addressed is in what ways General Didactic principles, as defined by Klafki and Schulz, can… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: The K-5 school years are crucial, setting the framework for all subjects as well as critical thinking skills. The single most important component in a classroom is the teacher. However, in a formative timeframe for elementary-school aged children, the number of K-5 teachers that are educated with a Science, Technology, Engineering or Math specialization (“STEM”) is substantially underrepresented. At The College of New Jersey (TCNJ) it was felt that the Department of Technological Studies was well positioned to provide a unique academic major by combining the T&E with the M&S components of STEM, resulting in a program breadth that matches the breadth of skills needed by a highly skilled K-5 teacher. Such a program was established at TCNJ and is formally referred to as the Math-Science-Technology or… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address that gap by asking 19 professionals to comment on a video that documented children’s progression through 5 days of building and programming robots. Their written opinions on the skills relevant to their careers demonstrated by the children revealed that spatial thinking and design thinking are central to what they see. RÉSUMÉ Le raisonnement spatial joue un rôle essentiel dans la décision d’entreprendre une carrière… Continue Reading →
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