eric.ed.gov har udgivet: Today, more women than in the past obtain degrees in science and engineering. However, women still remain underrepresented in science, technology, engineering, and mathematics (STEM). This study identifies whether the Engagement, Capacity, and Continuity (ECC) Trilogy could be utilized by teachers in technology and engineering program setting to examine their students’ interest (engagement), perceived personal capacity (capacity), and participation (continuity) in technology- and engineering-related activities. The ECC Trilogy provides a practical framework that can potentially assist teachers in identifying what factors create barriers to students wanting to become an engineer or pursuing a career in a technology- or engineering-related field. In order to identify where a lack of interest may occur, this study compares male and female middle school and high school students’ responses to STEM-related survey… 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 During the COVID-19 pandemic period, a growing number of learning activities are taking place in online contexts. Along with the adversity in the online course of target language learning, student engagement has been considered important to improve learners’ academic achievements of the target language. Although there has been a growing interest in the relationship between students’ perceived social support and their online learning engagement, the literature lacks an in-depth investigation of the intricate relations between these two constructs… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Good friend or good student? An interview study of perceived conflicts between personal and academic integrity among students in three European countries 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. ABSTRACT Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived relevance. A previous study shows that conceptual physics problems used in university physics courses are perceived by pre-service physics teachers as more relevant for their future career than… Continue Reading →
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eric.ed.gov har udgivet: This study investigates the effects of repeating first grade on children’s further academic growth, by tracking the actual performance and the teacher-rated performance of a cohort of Flemish first-graders until the end of elementary school. Two research questions are raised: (1) How do first-grade repeaters, at the cost of one extra year of education, develop in comparison to younger children with whom they will eventually finish elementary school (i.e., same-grade comparison), taking into account their propensity of repeating first grade?; and (2) How would first-grade retainees have developed, had they been promoted to second grade instead (i.e., same-age comparison)? This study is part of the large-scale longitudinal SiBO project, designed to investigate Flemish children’s development and school trajectory throughout elementary education (Maes, Ghesquiere, Onghena, & Van Damme,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Many studies have been conducted about academics’ approaches to teaching, professional development and perceived departmental culture, but their interconnectedness has been considered to a lesser extent. The research presented here examined these patterns comparatively by disciplinary fields and years of teaching experience. Three inventories were filled in by 1141 academics from one Finnish and two Hungarian universities. Based on a hierarchical cluster analysis, four patterns emerged: (1) Experimenters with diverse teaching approaches; (2) Experimenters perceiving their department’s culture as most supportive and collaborative; (3) Individualistic knowledge-focused teachers; and (4) Student-thinking oriented but professionally unintegrated teachers. About 45% of the teachers belonged to the first group. Academics in the last two groups were less open to professional development; in… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on initial data from teachers at an Australian Year 9-12 secondary school which is attempting to implement a project-based learning model across the entire curriculum. The eight teachers had diverse prior teaching experiences, including work in primary schools, special education, Year 7-10 secondary schools, and technical and further education. None had studied mathematics at tertiary level and just one listed maths as a main teaching area. Results of an initial survey indicate that most had reasonable levels of personal mathematics competence, and could identify relevant mathematical concepts among the affordances of a particular scenario, but that they struggled to articulate how they would work with students to pursue any of the relevant mathematics in depth. [This project was funded by University of Tasmania Research… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Many teacher education institutes (TEI) are expected to provide preservice teachers (PTs) with the necessary knowledge, skills, and attitudes to teach with information and communication technology (ICT). To address this challenge, many TEIs have included introductory ICT courses in their curriculum to develop technological knowledge and skills. Although several existing studies have focused on detecting whether a course or a short-term training program can make an improvement on PTs’ TPACK, none of the existing studies have attempted to investigate in a longitudinal process whether PTs’ perceived development of TPACK skills follow an increasing linear pattern through years as planned in four-year-long teacher education programs, especially in ELT. This study therefore intends to address this gap in the literature.… Continue Reading →
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eric.ed.gov har udgivet: The quality of teaching and teacher plays a significant role in enhancing students’ cognitive and motivational development. The purpose of this study was to identify longitudinal trajectories of student perceptions of mathematics teachers’ professional competence, and to examine how these trajectories were related to students’ engagement and achievement in mathematics and their choice of college major. The data used for analysis were obtained from the Seoul Education Longitudinal Study, a study of 2714 secondary students who were followed up for five successive years. Results showed four heterogeneous trajectories of students’ perceptions of teacher competence, and these trajectories were associated with students’ engagement and achievement in mathematics. In addition, those who consistently perceived their mathematics teachers to be highly competent and whose perceptions of their teachers’ competence became… Continue Reading →
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eric.ed.gov har udgivet: This study employs interviews and observations to investigate instructional rationales of two purposefully sampled teachers with divergent classroom discourse practices in Swedish-speaking Finnish lower secondary mathematics classrooms. Studies on classroom discourse often point to beliefs and contextual factors shaping teachers’ discourse practices. Less is known about how tensions perceived by teachers can influence the instructional rationale in a context such as Finland, known for traditional and teacher-centered mathematics instruction. The findings of this study suggest that these Finnish teachers’ instructional rationales for differently enacted classroom-discourse practices are grounded in similar concerns of student needs, related to student learning, well-being, and equity. One of the teachers perceived tension between these concerns and mathematics education literature’s ideals of classroom discourse and avoided engaging students in discussions other than in… Continue Reading →
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