eric.ed.gov har udgivet: Because of a serious teacher shortage nationwide, it has become common to find many teachers teaching “out of license”–teaching courses in which they have had few or no college courses. In an attempt to address this problem, New York City has embarked on an innovative program to relicense teachers in mathematics and science to fill the increasing shortages of staff in these areas. The concept has been to take experienced teachers and to give them the tools to change fields, to apply their skills and ideas to math and science, without risking the loss of a job or great financial expense. This paper describes the operations of the model, which has required the close cooperation of 11 universities and colleges, the New York City Board of Education,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Challenges with risk mitigation in academic drug discovery: finding the best solution Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Time-specific Errors in Growth Curve Modeling: Type-1 Error Inflation and a Possible Solution with Mixed-Effects Models Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Not Positive Definite Correlation Matrices in Exploratory Item Factor Analysis: Causes, Consequences and a Proposed Solution Link til kilde
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sciencedirect.com har udgivet: Highlights • Teachers’ written solutions to fraction multistep word problems were analyzed. • Teachers’ strategy and representations use moderately explained their solution correctness. • Teachers’ background characteristics accounted for little variance in solution correctness. • The use of informal strategies and representations were key to correct solutions. Abstract Examining teachers’ knowledge of fraction word problems is important in light of research demonstrating difficulties in both teaching and learning fractions and word problems involving fractions. This study examined fourth- and fifth-grade teachers’ (N = 350) written solutions to three fraction multistep word problems to unearth the salient factors contributive to performance on word problems. We found teachers’ strategies explain teachers’ success in solving word problems. In contrast, the characteristics of teachers’ backgrounds account for little variance in success in solving… Continue Reading →
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