tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The result of the Brexit referendum and subsequent uncertainty regarding its actual consequences, particularly for the EU citizens living in the UK, constitutes a major point of reference and a social risk for many Polish migrants. Drawing on two qualitative research projects with a data set of 71 semi-structured interviews, this paper aims at analysing post-Brexit strategies of Polish migrants in Britain, taking into account their anchoring and embedding, their attitudes towards mobility, and the specificity of perceived risks. The main objective is to offer a data-driven and temporally agile typology of the orientations migrants adopt in the face of uncertainty. With four ideal types of bumblebees, honeybees, butterflies and cocoons, we capture both the diversification of people’s… Continue Reading →
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eric.ed.gov har udgivet: This paper explored the authors’ concerns about students enrolled in their introductory accounting course. Anecdotal evidence suggested that students struggle with basic arithmetic concepts that underlie basic business transactions even though their math placement and ACT scores are high. A survey of 125 students in a first accounting course was conducted in the spring of 2010 to assess the basic arithmetical skills. The results indicated that the ACT scores and math placement tests do not reveal weakness in basic arithmetic. We find that faculty and students will experience frustration due to the impaired arithmetic ability. By taking for granted that students possess basic skills in arithmetic faculty will exclude exercises from the curriculum that will build the kind of arithmetic abilities students need to think on their… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Mathematically gifted and talented students have unique cognitive and emotional needs. Thus, their schooling should consider their social and emotional development. This study investigated student affect in a science high school in Korea to determine how the specialized school’s curriculum and instruction influence student affect. Data were collected through interviews and a survey. Our findings show that gifted and talented students generally demonstrate a positive affect toward mathematics, but high anxiety and low self-concept play a key role in shaping students’ negative attitudes toward mathematics. In this paper, we argue that two different goals – gifted education and college preparation – could cause such negative student affect. The dual educational goal manifests itself in fast-paced instruction and memorized… Continue Reading →
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