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 Relying on effect size as a measure of practical significance is turning out to be just as misleading as using p-values to determine the effectiveness of interventions for improving clinical practice in complex organizations such as schools. This article explains how effect sizes have misdirected practice in education and other disciplines. Even when effect size is incorporated into RCT research the recommendations of whether interventions are effective are misleading and generally useless to practitioners. As a result, a… 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 The American Statistical Association’s Symposium on Statistical Inference (SSI) included a session on how editorial practices should change in a universe no longer dominated by null hypothesis significance testing (NHST). The underlying assumptions were first, that NHST is problematic; and second, that editorial practices really should change. The present article is based on my talk in this session, and on these assumptions. Consistent with the spirit of the SSI, my focus is not on what reviewers and editors… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Recent efforts by the American Statistical Association to improve statistical practice, especially in countering the misuse and abuse of null hypothesis significance testing (NHST) and p-values, are to be welcomed. But will they be successful? The present study offers compelling evidence that this will be an extraordinarily difficult task. Dramatic citation-count data on 25 articles and books severely critical of NHST’s negative impact on good science, underlining that this issue was/is well known, did nothing to stem its usage over the period 1960–2007. On the contrary, employment of NHST increased during this time. To be successful in this endeavor, as well as restoring the relevance of the statistics profession to the scientific community in the 21st century, the… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Learning to avoid biased reasoning: effects of interleaved practice and worked examples Link til kilde
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Ucviden.dk har udgivet: Highlights • One of the first quantitative studies on teacher educators’ professional identity. • Valid and empirically reliable measurement of teacher educators’ task perception. • We distinguish between teacher educators as facilitators and transmitters. • Facilitators demonstrate increased self-efficacy. • Teacher educators’ task perception is related to the quality of teacher training. Abstract We assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted… Continue Reading →
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