eric.ed.gov har udgivet: The authors’ goal is twofold. First, they wished to produce a theoretically-based approach to this synthesis. Child-centered programs have a long history. However, concerns about children’s achievement, and the pressure of content-specific standards, have set up a perceived conflict, in which educators believe they are being asked to abandon child-centered approaches, or, at least, to compromise and squeeze in, as one teacher put it, “Literacy on Monday-Wednesday-Friday, math on Tuesday-Thursday, and socio-emotional during our shortened play periods.” They hope that their approach, if shown to be efficacious, will serve as a model that others can use to successfully and synergistically combine these strategies so the whole is more than the sum of its integrated, not conflicting, parts. Second, and more importantly, they are producing a rigorous evaluation… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: The effect of emotional scaffolding on language achievement and willingness to communicate by providing recast Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students’ learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present study suggests a framework for how to empirically identify and classify scaffolding. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. The findings indicate that CLIL teachers scaffold… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Can you ask students from three different bachelor programmes to help solve planning and routeing problems for hospitals? In the presented case an interdisciplinary approach was shown to be successful after some redesign. Students from Applied Mathematics, Civil Engineering and Industrial & Engineering Management jointly designed solutions for ‘traffic’ to and through the hospital using stochastic modelling. Importantly this project was scaffolded through coursework, supervision and problem-design. The particular scaffolding strategy employed by the teaching team offers other teacher teams ideas for making interdisciplinary project-based learning a more effective learning opportunity. At the same time we need to ensure that students feel at home in their own programme and will be empowered to work with other specialists. Link… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students’ problem-solving capabilities. In this paper, students’ approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers were initially assigned to the lowest level of the model; higher levels were reached without scaffolds only by few students and by most students with scaffolds. The results are discussed with regard to practical implications in terms of how teachers could make use of context-based tasks and aligned scaffolds to help students… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim of the present study is to advocate the use of a participatory action research programme, the Formative Scaffolding Programme (FSP), in mathematics. The FSP’s main structure is presented as well as an implementation of a class intervention, with the aim of exploring the FSP test cycle’s virtues in a social science class in a Swedish upper-secondary school. The motivations for the FSP’s development were to enhance students’ awareness of their mathematical proficiency, alter the level and strength of their self-efficacy, foster self-regulated learning (SRL), reduce and prevent mathematics-related anxiety, and visualise the learning process in mathematics. The primary findings of the study were there was a resemblance between the FSP setting and SRL phases, and that participation… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper I intend to illustrate Vygotsky’s Zone of Proximal Development (ZPD) and then extend the discussion to scaffolding and its relationship with the ZPD. This is then followed by some concerns raised in literature regarding scaffolding as a concept and as a metaphor which involves analysing the arguments for regarding the role of cultural tools and peers as scaffolds akin to instructors. In consideration of some of the criticisms directed at scaffolding, I introduce the concept of the Two Gradient Model (TGM) which is a descriptive model that attempts to clarify the interaction between the instructor and learner. Furthermore, the TGM also demonstrates the need to differentiate between instructors and cultural tools as scaffolds where the… Continue Reading →
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eric.ed.gov har udgivet: Teacher’s gaze communicates consciously and unconsciously her pedagogical priorities to the students. By creating and responding to eye contact initiatives, people can communicate both status and affection. This research explores the frequency of teacher-student eye contacts and their connection to teachers’ scaffolding intentions. The data consisted of mobile gaze tracking recordings of two teachers and stationary classroom videos during three collaborative mathematical problem-solving lessons. The quantitative analysis showed that most of the teacher gazes on student faces did not lead to dyadic eye contacts and those gazes that did, occurred often during affective and cognitive scaffolding. These results offer us novel and important insight in the nonverbal part of scaffolding interaction. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Although the use of tables, graphs, and figures to summarize information has long existed, the advent of the big data era and improved computing power has brought renewed attention to the field of data visualization. As such, it is crucial that introductory statistics courses train students to become critical authors and consumers of data visualizations. To that end, we have developed a semester-long, instructor-supported, group project that exposes students to this growing field. We have found this project to be an exciting and effective way to teach students the power of statistics and, more importantly, the critical role context plays when interpreting statistics. Among the many benefits of this project are hands-on learning, improved mathematical reasoning, and better… Continue Reading →
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