tandfonline.com – Motivation matters: the role of teacher education research in responding to long-standing problems
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
problems
Eric.ed.gov – Analysis of the Problems Posed by Pre-Service Primary School Teachers with the Context of Environment
eric.ed.gov har udgivet: The current study is an inter-disciplinary study in which the problems posed by pre-service primary school teachers were analyzed within the context of both environment and mathematical processes. A total of 75 pre-service primary school teachers participated in the current study designed according to the case study design, one of the qualitative research methods. The data were collected through the math problems posed by the pre-service teachers with the context of the environment. The environmental contexts were analyzed by using the content analysis method while the problem posing processes were analyzed through the descriptive analysis approach. The results of the analyses have revealed that the pre-service teachers generally preferred to include more than one environmental context in the problems they posed and from among these contexts, the… Continue Reading
tandfonline.com – Word problems versus image-rich problems: an analysis of effects of task characteristics on students’ performance on contextual mathematics problems
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article reports on a post hoc study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students’ results in solving contextual mathematical problems with either a descriptive or a depictive representation of the problem situation. In this study the relation between this variability and two task characteristics is investigated: (1) complexity of the task representation; and (2) the content domain of the task. We found indications that differences in performance on descriptive and depictive representations of the problem situation are related to the content domain of the problems. One of the tentative conclusions is that for depicted problems… Continue Reading
Eric.ed.gov – Teacher’s Guide to the Math Forum’s Problems of the Week
eric.ed.gov har udgivet: The Problems of the Week (PoWs) are creative, non-routine math challenges for elementary-, middle-, and high-school-level students. They are designed to stimulate student interest in problem solving and to encourage them to communicate their mathematical thinking. This Teacher’s Guide describes program features and provides strategies for beginning the program with students, creating a problem-solving classroom culture fitted around the existing classroom schedule. The Guide also introduces the Math Forum’s scoring rubric and feedback process. The appendices offer step-by-step instructions and additional detailed information about the Math Forum. They include: (1) details on how to search by by level/topic, standard, or textbook and perform Write Math searches; illustrated page how-tos; details about the registration process, how to start students using their subscriptions, and monitoring students’ work; (2) How… Continue Reading
Eric.ed.gov – Solving Math and Science Problems in the Real World with a Computational Mind
eric.ed.gov har udgivet: This article presents a new paradigm for the study of Math and Sciences curriculum during primary and secondary education. A workshop for Education undergraduates at four different campuses (n = 242) was designed to introduce participants to the new paradigm. In order to make a qualitative analysis of the current school methodologies in mathematics, participants were introduced to a taxonomic tool for the description of K-12 Math problems. The tool allows the identification, decomposition and description of Type-A problems, the characteristic ones in the traditional curriculum, and of Type-B problems in the new paradigm. The workshops culminated with a set of surveys where participants were asked to assess both the current and the new proposed paradigms. The surveys in this study revealed that according to the majority… Continue Reading
Eric.ed.gov – Mathematics Teachers’ Take-Aways from Morning Math Problems in a Long-Term Professional Development Project
eric.ed.gov har udgivet: Considering the role of mathematics-focused professional development programs in improving teachers’ content knowledge and quality of teaching, we provided teachers opportunities for dealing with mathematics problems and positioning themselves as students in a large-scale long-term professional development (PD) project. In this proposal, we aimed to understand the impact of engaging in morning math problems on teachers in terms of their mathematical understanding and teaching practices. Both written work and interviews showed that solving open-ended problems helped teachers better understand the mathematics content and students’ challenges as they solve problems; thus, suggested an effective means of PD for teachers. [For complete proceedings, see ED581294.] Link til kilde
Eric.ed.gov – Common Core: Solve Math Problems
eric.ed.gov har udgivet: The new common core standards for mathematics demand that students (and teachers!) exhibit deeper conceptual understanding. That’s music to the ears of education professor John Tapper, who says teachers have overemphasized teaching procedures–and getting right answers. In his new book, “Solving for Why,” he makes a powerful case for moving beyond right and wrong and exploring what students understand, where they are struggling, and most important, why they are struggling. The author talked with Tapper about concrete-representational abstract assessments, or CRA, a tool that does just that. It’s easy to do, and it provides a sophisticated portrait of kids’ models for mathematical concepts. That ties in with the Core, and with Tapper’s call for teachers to focus on the learner. Link til kilde
sciencedirect.com – Linking teachers’ solution strategies to their performance on fraction word problems
sciencedirect.com har udgivet: Highlights • Teachers’ written solutions to fraction multistep word problems were analyzed. • Teachers’ strategy and representations use moderately explained their solution correctness. • Teachers’ background characteristics accounted for little variance in solution correctness. • The use of informal strategies and representations were key to correct solutions. Abstract Examining teachers’ knowledge of fraction word problems is important in light of research demonstrating difficulties in both teaching and learning fractions and word problems involving fractions. This study examined fourth- and fifth-grade teachers’ (N = 350) written solutions to three fraction multistep word problems to unearth the salient factors contributive to performance on word problems. We found teachers’ strategies explain teachers’ success in solving word problems. In contrast, the characteristics of teachers’ backgrounds account for little variance in success in solving… Continue Reading