tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by volume of moderate-to-vigorous physical activity and baseline achievement. Twenty-two primary schools participated, where a third and fourth grade class were randomly assigned to the intervention or control group. Intervention groups were randomly assigned to a 14-week aerobic or cognitively-engaging intervention, receiving four physical education lessons a week. Control groups followed their regular physical education program. Academic achievement of 891 children (mean age 9.17 years, 49.4% boys) was assessed with standardized tests before and after the interventions. Post-Test academic achievement did not significantly differ between intervention groups and control group.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: In this conceptual paper, we contribute to the discussion of pedagogical content knowledge (PCK) in physical education and physical education teacher education (PETE). There are two main limitations in the work inspired by Shulman’s [1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–21] concepts content knowledge (CK) and PCK. First, CK is exclusively interpreted as knowledge in and about movement, and excludes knowledge through movement. Second, contemporary understandings of CK and PCK have been mainly from a behaviour analytic perspective. By only adopting a behavioural perspective of CK, i.e. a perspective which aims to change students’ behaviours without necessarily changing knowledge or understanding, pre-service teachers are unlikely to reflect on context… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Physical education classes – a double-edged sword: a qualitative study of Norwegian high-school students’ experiences Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article concerns how teachers can use physical artefacts as mediating means to support emergent bilingual students’ learning in science class. The data consist of non-participant observations in a Swedish 3rd grade (9–10 years old) class working with electricity. All students were bilingual, but in different minority languages and the teacher was monolingual in Swedish. The study focused on four students, all of whom had Turkish as their minority language. The findings show that the teacher used physical artefacts in two different ways. First, the physical artefacts implied that the students experienced the science content by actually seeing it. The students talked about their observations in everyday language, which the teacher then drew on to introduce how the… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Students’ approaches to learning have a significant impact on the outcomes of any educational programme. In the light of the documented concerns about the quality of students’ engagement with academic work, this study sets out to determine and explain preservice teachers’ (PSTs) approaches to learning. This was based on the premise that, while science teacher-educators may strive to inculcate a deep approach to learning in their PSTs, various contextual factors may impinge on these efforts. Ninety-four Physical Sciences PSTs’ approaches to learning were explored through a survey questionnaire followed by 32 face-to-face interviews. The approaches to learning theory was used to develop the instruments and interpret the data. Mean agreement scores were used to determine the students’ approaches to… Continue Reading →
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eric.ed.gov har udgivet: Classroom physical activity (PA) has been linked to a multitude of health and academic benefits. However, due to barriers such as lack of time and resources many teachers are not implementing classroom PA to the degree they would like to. One innovative solution is to integrate classroom PA into academic concepts. Based on self-determination theory, this pilot study evaluated the effectiveness of a teacher-developed purposeful movement teaching strategy on PA, on-task behavior and academic achievement. Two third grade classrooms participated in this pilot study, one acting as the comparison and the other working with the school Physical Education teacher to develop the active lessons. The evaluation consisted of accelerometers, direct observation, academic assessments and a write and draw activity to assess student perceptions. Significant improvements were found… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Visualisation and network analysis of physical activity and its determinants: Demonstrating opportunities in analysing baseline associations in the Let’s Move It trial Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract It is important for self-report scales and measures used by educators and health care professionals (such as the Physical Self-Description Questionnaire-Short Form [PSDQ–S]) to have documented reliability and validity. The aim of this study is to investigate the structural validity of the full PSDQ–S composite scale and 11 subscales using the Rasch Measurement Model. 117 healthy children (65 males and 52 females; M = 10 years, 2 months, SD = 1 year, 4 months) completed the PSDQ–S. The PSDQ–S’s rating scale functioning, dimensionality, hierarchical ordering, differential item functioning (DIF), and item and person separation reliability were examined. Results supported the scale functioning, dimensionality, hierarchical ordering, DIF, and reliability of the PSDQ–S composite scale and each of its 11 subscales. Therefore, the PSDQ–S composite scale and 11… Continue Reading →
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eric.ed.gov har udgivet: This article describes a teacher’s Maths lesson that focuses on numeracy in health and physical education learning area. In the lesson, the students were learning about Directed Numbers, something they often struggle with and a topic where the teacher finds it hard to explain using real life situations when using addition and subtraction. The teacher began the lesson by outlining what students were expected to achieve. The introduction also included revisiting previous work on how to convert an individual’s number of walking paces to kilometres, as well as directions for the activity that was to follow. The teacher wants to emphasise with other teachers that numeracy is not just about number and that there is great potential to address other strands of mathematics within all learning areas.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In mathematics education, digital tools have been used to enhance young children’s understanding of specific subject matter. In such implementations, the digital tool can replace, amplify or transform ‘ordinary’ mathematics teaching. In an initial study, systematization and duplication were identified as critical when young children were to solve a combinatorial task. Therefore, a digital version of the task was developed and combined with a non-digital version, to introduce the use of dual artefacts. The digital version of the task enabled the children to visually explore systematization as well as the principle of completion. After using this digital version of the task, the children’s written records became more systematic and included fewer duplications. We conclude that the digital version… Continue Reading →
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