tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Formal understanding of the nature of science (NOS) has been considered to be a major contributor to nurturing students’ scientific literacy. In China, this view has been endorsed in the new standard for high school physics curriculum, which has guided the development of the new generation physics textbooks. Following the analytical framework established in the recent literature, this study evaluates the NOS representations in five textbooks approved by the Chinese Ministry of Education regarding the extent, the manner (explicit vs. implicit), the accuracy and completeness (from naïve to informed), and the overall consistency of different aspects of NOS. The results show that the representations of NOS in all five physics textbooks are far from satisfactory. The aspects of… Continue Reading →
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eric.ed.gov har udgivet: Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001-02 through 2008-09. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (0.004 to 0.005 standard deviations) and for black, white and Asian/Pacific Island students in math (0.007 to 0.041 standard deviations). We also examine the effects of race matching by… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT It is well known that students benefit from opportunities to interpret and create different representations (e.g., diagrams, graphs, tables, symbols) of mathematical ideas. Employing Marton’s Variation theory as a lens, I argue for an expansion of the use of multiple representations in task design for graphs: Incorporate two different forms of the same type of graph to represent a relationship between variables in a situation. With this approach, designers, teachers, and researchers can engineer opportunities for students to discern, or separate, features of representation systems, such as the Cartesian coordinate system, and in turn, promote students’ mathematical reasoning. Link til kilde
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