tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that… 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 This article investigates the relationship between the achievement level of students in classes and the presence of students identified as having special needs in inclusive settings. In particular, it examines whether the presence of students with special educational needs in inclusive classrooms has an effect on the national mathematics standards achievement of their fellow students. In order to do so, the national standard scores of approximately 75,000 fourth graders in mathematics were used as dependent variable in multi-level… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim of this study is to gain a deeper understanding of teachers’ perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers’ perspectives on reading and writing can be characterised as balanced, in the sense that the teachers describe how they work with both the technical and the learning-oriented dimension. The number of different languages spoken in their classes is regarded in a positive manner, but it also leads to major challenges, such as not having enough time for all of the pupils and not having sufficient knowledge of multilingualism. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study examines teachers’ instructional practices during seatwork in primary Norwegian Language arts classrooms. Although seatwork is a common activity in classrooms, our knowledge about what teachers actually do during this activity is limited. In this qualitative study, six teachers in third grade primary school were videotaped while pupils worked individually. The study gives examples from writing instruction. An analytical framework was developed based on existing research and used for coding of the video data. The analyses reveal that the participating teachers utilised their time during seatwork very differently. Two of the six teachers spent a majority of the time on instructional support (for instance challenging pupils’ thinking), while the other four spent the majority of the time… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper investigates educational resilience from the pupil’s perspective through an analysis of how Swedish pupils in grade six position themselves in relation to their parents’ expectations and the school’s grading practice. The term ‘resilience’ refers to pupils’ own views of their potential to learn and succeed in school in a social context, where parents are important as normative actors. Data consists of group interviews with pupils at three schools. By using a narrative analysis, a perspective is adopted that considers the multiple meanings involved when pupils position themselves in their stories about grades and parents. The analysis illustrates how a situated understanding of pupils’ senses of resilience makes family expectations, and the importance of pleasing yourself and… Continue Reading →
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eric.ed.gov har udgivet: The aim of this study is to find out whether there is a connection between teacher’s request and guidance for written explanation and third-graders’ achievements in solving a non-standard problem. Pupils’ task was to solve a simplified arithmagon and to explain their solution. The lessons of seven teachers were recorded and their actions were examined and categorized during a problem-solving lesson. Also pupils’ solutions were checked and classified. The teacher’s behavior seems to have a crucial role in the quality of pupils’ written explanations. The third-graders had difficulties in writing their reasoning for solving the problem. Link til kilde
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