eric.ed.gov har udgivet: The ReflectED programme was developed by Rosendale Primary School to improve pupils’ metacognition–their ability to think about and manage their own learning. This includes the skills of setting and monitoring goals, assessing progress, and identifying personal strengths and challenges. ReflectED consists of 28, weekly, half-hour lessons, which teach pupils strategies they can use to monitor and manage their own learning. Pupils are supported to apply and practise these strategies throughout the rest of the curriculum; reflect on their learning; and record audio, photographed and written notes of their reflections on Evernote, a note-taking app. Pupils are then encouraged to review and reflect on these records over time, so that they can observe their progress and consider which strategies seemed to work well. Teachers can also look across… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article features the Swedish geographer Sten De Geer’s contribution to the concept and delimitation of the American manufacturing belt, as published in Geografiska Annaler in 1927, and the reception of his article among US geographers. The marked attention paid to this article contributed to the positioning of Geografiska Annaler as one of the leading European journals of geography in the North American academic debate. Later articles published in Geografiska Annaler during the ensuing nine decades illustrate how the field of industrial geography developed in Sweden and internationally. It is demonstrated that today’s economic geographers have made deliberate attempts to more closely cooperate across disciplinary boundaries, particularly towards the field of international business, in order to better understand… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We report here on an intervention implementing a structural approach to arithmetic problem-solving in relation to learning outcomes among preschoolers. Using the fundamental principles of the variation theory of learning for developing the intervention and as an analytical framework, we discuss teaching and learning in commensurable terms. The research question is how teaching grounded on a structural approach and designed based on principles of variation theory is reflected in children’s learning of numbers. To answer this, three analyses were conducted, addressing: i) how the children’s ways of experiencing numbers changed after participating in the intervention, ii) how the theoretical ideas were afforded in the intervention program, and iii) synthesizing how the affordance was associated with the children’s arithmetic… Continue Reading →
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