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 How accurately can final-year students majoring in statistics, physics, and finance label the vertical axis of a normal distribution, explain their label, identify units, and answer a question about the impact of horizontal-axis rescaling? Our survey finds that only 27 out of 148 students surveyed (i.e., 18.2%) could label the vertical axis of the normal distribution correctly, and of these, only five students (i.e., 3.4%) could explain their label. Performance on individual survey questions differed by degree program, as might… Continue Reading →
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eric.ed.gov har udgivet: Educators today are faced with learning to implement the Common Core Standards in Language Arts and Math. Administrators are requiring grade level general education teachers/special education teachers to meet in Private Learning Communities in order to discuss the best ways to implement the CCS as well as to discuss best practices for writing instruction through close analysis of student writing. Research suggests that students use both cognitive and social processes when composing a writing piece (MacArthur, Graham, & Fitzgerald, 2006). Therefore, this study evaluates the importance of first using the social cultural writing process in order to enhance the cognitive writing process of students before they responded to a writing prompt. The study involved administering a journal entry pre-test, post-test, and final test over a four-week time… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Feedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their competences. Learning to provide feedback thus is an important aspect of teacher education. The present exploratory study investigates pre-service chemistry teachers’ practices regarding the judgement of students’ level of achievement and the provision of feedback in the context of the control-of-variables strategy. A sample of N = 40 bachelor and master students at Kiel University judged students’ written artefacts and provided feedback with the aim to support students in their progression towards the learning goals.… Continue Reading →
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eric.ed.gov har udgivet: State laws and regulations can either help or hinder the ability of school districts to hire effective teachers for STEM (science, technology, engineering and mathematics) subjects. State officials wanting to tackle this critical problem need to begin with a thorough review of relevant policies, asking themselves: “Are we part of the problem, and how do we become part of the solution?” This report presents five steps that states can take to improve the quality and quantity of its K12 math and science teachers: (1) raise standards for what it takes to get into an education school; (2) improve the quality of undergraduate preparation; (3) recognize the need for creative and diverse solutions; (4) send qualified teachers to the schools that most need them; and (5) remember it… Continue Reading →
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eric.ed.gov har udgivet: There is a global issue concerning the disparity in educational achievement associated with the socioeconomic status of students, known in the U.S. as the Achievement Gap. This Achievement Gap highly correlates with what has been called the Opportunity Gap for professional careers. This paper discusses this Opportunity Gap and how the University of Nebraska Omaha (UNO) is addressing the gap at a local level through summer STEM camps. Specifically, this paper looks at the increase of social capital of the participants of the UNO and Girls Inc. Eureka-STEM! summer camp through the development of instructional relationships between underserved girls ages 12-14 and UNO’s Institutional Agents, namely the Mathematics student camp leaders who were also pursuing teacher certification. A new assessment approach through the use of Social Network… Continue Reading →
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