eric.ed.gov har udgivet: Integrative-STEM methodologies entail integrating multiple disciplines with active design-centric teaching and learning methods. If math anxiety is prevalent, for teachers or students, then both the level of integration and design thinking may be limited. This quantitative study of 160 preservice teachers investigated how math anxiety was impacted by (a) a required math content course, (b) instructor teaching style, and (c) academic and disciplinary major. Significance analyses included t-tests, nonparametric tests, and effect sizes. Two teaching styles were compared: a direct teaching style and a more active, problem-based teaching style. The problem-based teaching style was shown to have substantial beneficial impact on math anxiety. Link til kilde
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eric.ed.gov har udgivet: Integrated STEM education seeks to build deep connections between science, technology, engineering, and math. Contextualized lessons give students greater access to these content areas and can heighten engagement. Great parallels can be drawn between liberal arts philosophies and integrated STEM education. This paper explores how one teacher team developed curriculum and enacted lessons using an integrated STEM approach. This study found that teachers viewed integrated STEM instruction as rewarding. The teachers also mentioned the need for constant communication to fully implement the model. Students perceived this model positively and enjoyed participation. Outcomes of this study have the potential to inform teacher preparation programs by making more transparent how implementation of integrated STEM models can be achieved. Link til kilde
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eric.ed.gov har udgivet: With developing technology statistical information and data sources become a very important issues and from primary school it has become necessary to gain the skills for making interpreting and making sense of data. These skills consist of collecting information, arrangement and analysis of collected data and the interpretation of the results. The duty of guiding students in their process of making statistical information meaningful falls upon teachers. This study, whose aim was to investigate prepared course content for sub-learning area in grade 1-4 math course and obtained experiences by pre-service elementary teachers in the schools they went as a part of teaching practice course, was conducted with nine fourth-year students attending an undergraduate program of elementary teaching in a state university during 2013-2014 academic year. Pre-service teachers… Continue Reading →
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eric.ed.gov har udgivet: Sixty-two elementary pre-service teachers enrolled in a mathematics methods course were asked to “draw math” at the beginning and end of the semester. These drawings were used to examine the initial perceptions and how these changed by the end of the semester of methods and field experiences. Findings describe the various drawings and possible meanings behind the drawings. These drawings help explain the vision of mathematics that teacher candidates have before and after exploring teaching methods and implementing these methods with elementary students. This study provides insight into the experiences and images that pre-service teachers associate with both positive and negative emotions towards mathematics. Rich student dialogue about the drawings led to teacher reflection on how their emotions, attitudes, and experiences influence the way they teach mathematics… Continue Reading →
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eric.ed.gov har udgivet: Beliefs are known to influence learning processes and thus become relevant in the instruction of pre-service mathematics teachers with regard to the pedagogical content knowledge taught in courses of mathematics didactics at university. In exploring beliefs about mathematics didactics of pre-service teachers training for secondary school, 50 bachelor students (ca. 5th semester) responded to two open-ended tasks in which they were asked to express their understanding of mathematics didactics. With the help of qualitative content analysis, topics related to mathematics didactics as identified by the participants are categorized. The category system shows that beliefs of participants differ in some respects from what selected research associates with mathematics didactics. Also, technical aspects of lessons like designing lessons are frequently mentioned within the answers, whereas topics with regard to… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Amid the implementation of new curriculum standard regarding statistics and new recommendations for preservice secondary mathematics teachers (PSMTs) to teach statistics, there is a need to examine the current state of PSMTs’ knowledge of the statistical content they will be expected to teach. This study reports on the statistical knowledge of 217 PSMTs from a purposeful sample of 18 universities across the United States. The results show that PSMTs may not have strong Common Statistical Knowledge that is needed to teach statistics to high school students. PSMTs’ strengths include identifying appropriate measures of center, while weaknesses involve issues with variability, sampling distributions, p-values, and confidence intervals. Link til kilde
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eric.ed.gov har udgivet: The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the Department of Preschool Education, Faculty of Education, Cukurova University in the 2013-2014 academic years. The data of the study were collected by asking pre-service teachers to complete some sentences like “do you think, education of math is like …. in the preschool education; because Math is like …; because….”. The responses obtained from pre-service teachers were categorized by content analysis. As a result of the study, seven categories created by… Continue Reading →
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eric.ed.gov har udgivet: In small-group workshops, a joint initiative of the researcher and the student counsellor, primary (elementary) pre-service teachers (PSTs) wrote about critical incidents in their mathematics learning, and shared them with the group. Then, PSTs read extracts about mathematics anxiety (maths anxiety), and wrote and shared their reflections (bibliotherapy). Their experiences illuminated factors in their maths anxiety and helped them identify alternative conceptions. The discussion highlights the need for teacher educators’ awareness of perspectives of PSTs, verbalisation and sharing of emotions, and includes recommendations for further research. Link til kilde
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eric.ed.gov har udgivet: With a national need to improve Science, Technology, Engineering and Mathematics Education (STEM), elementary pre-service teachers must be provided with ample opportunities to increase their own knowledge and confidence in STEM disciplines. This article describes a Math Block experience developed for a special population of non-traditional students in an Early Childhood Unified program. The block blended a math content course with a math methods course and was co-taught by a mathematician and teacher educator. Link til kilde
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eric.ed.gov har udgivet: Eighty-nine early childhood pre-service teachers were asked to identify their specific fears towards mathematics and explain why they had those specific fears. The results showed that they possess a wide variety of fears towards mathematics including having a lack of confidence in their teaching ability, a lack of teaching methods, an inability to engage their students, and a lack of mathematical content knowledge. Their explanations as to why these fears exist were very closely related to what they feared and included responses related to teaching the content as well as having a lack of content knowledge. Implications on teacher education programs are also discussed. Link til kilde
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