tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract With early student‐centered transition planning and interagency collaboration efforts, schools can be better equipped to prepare students with specific learning disabilities for effective transition to post‐school environments. Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
eric.ed.gov har udgivet: Student achievement and attitudes toward mathematics are influenced by the teacher, emphasizing the importance of quality teacher preparation. This study explored different preparations and the impact on pre-service teachers’ pedagogical content knowledge. The sample included 96 pre-service teachers enrolled in a math course at one Midwestern university. Results suggest that field experience combined with other aspects of mathematical teacher preparation impact pre-service teachers’ pedagogical content knowledge for mathematics. (Contains 7 tables.) Link til kilde
eric.ed.gov har udgivet: The National Science Board (NSB), charged with advising the President and Congress on national science policy, urges a nationwide consensus on a core of knowledge and competency in mathematics and science. The Board believes it is both possible and imperative to develop national strategies that serve the national interest while respecting local responsibility for K-12 teaching and learning. This report draws on research and analysis that shows how stakeholders working in their home communities can converge on what matters most in promoting student achievement. It is further suggested that the science and engineering communities–both individually and through their institutions–represent a special resource for local schools, teachers, and students. The NSB centers its recommendations on instructional materials, teacher preparation, college admissions, and research. (WRM) Link til kilde
eric.ed.gov har udgivet: Employers report a shortage of talent for STEM-specific jobs — and in areas such as health care that require “basic STEM competencies.” The reasons are many, including: lack of authentic learning activities in STEM subjects, little time for science in elementary school, inadequate K-12 teacher preparation in math and science content, poor alignment of K-12 and college curricula, and insufficient collaboration between K-12 and higher education institutions to smooth student transitions from high school to college. But underlying the structural and instructional challenges is an even more fundamental problem — the longstanding debate over what students should know and be able to do by the time they finish high school. This disagreement has resulted in different STEM curricula, different STEM standards — indeed, different expectations of children… Continue Reading
eric.ed.gov har udgivet: Learning how to use mathematics curriculum materials to create learning opportunities is an important part of the work of teaching. This paper presents findings from a study involving 15 elementary preservice teachers enrolled in, first, a content and, then, a methods course, and discusses the extent to which three curriculum interventions influenced their conceptions of how math curriculum materials are used. Additionally, this paper discusses the implications of this research for mathematics teacher education programs and proposes a framework for integrating work around curriculum materials into mathematics content and methods courses in order to prepare preservice teachers for using these materials effectively. (Contains 11 footnotes and 4 tables.) Link til kilde
eric.ed.gov har udgivet: Teachers do make a difference in student outcomes–and it can be a big one. Research has shown this to be especially true in mathematics, which forms the foundation for all future STEM learning. But most U.S. students do not get a series of good teachers–and highly skilled math and science teachers are not the norm. Excellent instruction requires both deep content knowledge and expertise in teaching that content to all kinds of learners. Developing inspiring STEM instruction is particularly demanding, while STEM teachers are particularly poorly prepared. This STEM Smart Brief describes the research and promising practices regarding teacher preparation, professional development, and school leadership strategies that are effective in improving teacher quality or student outcomes. Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
eric.ed.gov har udgivet: Transition curricula are courses, learning modules, or online tutorials typically developed jointly by secondary and postsecondary faculty and offered no later than 12th grade to students at risk of being placed into remedial math or English programs in college. Based on interviews and other data, this brief describes key elements of English transition curricula in seven states. In discussing six trends that are salient in the development and implementation of transition curricula, the brief also highlights the different ways that this intervention may serve to help prepare students for college. English transition curricula are usually aligned to rigorous K-12 content standards and tend to emphasize college-level writing skills more than other content areas. Some transition curricula also incorporate contextualized learning, teach nonacademic skills that are valuable for… Continue Reading
eric.ed.gov har udgivet: A project to develop special training materials to introduce college teachers to the math-language approach is reported. The materials link language learning techniques to mathematics concept formation and are intended for teachers of limited-English-proficient (LEP) students. Specialists in both fields produced a three-part training package consisting of an instructor’s guide and a video program, to be used as an introduction to and rationale for using the approach, and as a general blueprint for a text and workbook produced by the Center for Applied Linguistics and entitled “English Skills for Algebra.” The report describes activities undertaken in developing the materials and assessing their effectiveness as compared to the conventional workshop method of teacher training. Results of interviews and surveys indicate that the materials provide the necessary classroom guidance… Continue Reading
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