eric.ed.gov har udgivet: With a B.S. in math but no prior math education training, the author’s first job as a math teacher was at an alternative charter school with a holistic mission. The author struggled tremendously and no doubt left numerous opponents to math reform in his wake. Fortunately, he attributed his ineffectiveness to his lack of experience and skill as a facilitator and curriculum writer, not to a flaw in the vision. Though he has no way of knowing, he has since wondered what percentage of new educators in similar situations would draw a different conclusion, something like, “Math is different from other subjects. It can’t be learned collaboratively. You just have to memorize.” This experience motivated him to understand why and how math teachers can become effective in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Research indicates that school discipline practices are inequitable based on student race, class, and gender; yet, few studies highlight students’ voices regarding their experiences with these practices. Further, we know that positive teacher–student relationships are a significant factor in student academic achievement and success. This article presents qualitative data from 40 middle school youth who participated in five focus groups in one midwestern suburban school district. Findings indicate that students understand their experiences with teachers’ discipline practices as culturally biased and inequitable. The article explores the importance of middle grades educators taking a critically reflective approach to the ways their discipline practices are shaped by their conscious and unconscious understandings and enactments of race, class, and culture in… Continue Reading →
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eric.ed.gov har udgivet: Research has proven that teachers have a fundamental influence on student results. Moreover, effective teacher professional development is one of the key mechanisms for improving student achievement. By the most recent OECD (Organisation for Economic Cooperation and Development) definition, “Professional development is defined as activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher.” The M@t.abel program suits this definition both in terms of increasing teacher subject knowledge and in terms of providing math teachers with alternative solutions and methods for presenting usual contents. Given that the effects of any professional development program on student achievement are mediated by teacher actual practices in the classroom, it is necessary to verify whether teachers enrolled in the M@t.abel program do follow the training, whether they… Continue Reading →
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