eric.ed.gov har udgivet: In this study we analyze and contrast approaches that future high school math teachers show when solving word problems with the use of pencil and paper and later, with the use of a Dynamic Geometry System (DGS). The resources, representations, strategies and forms of mathematical reasoning that the participants exhibit when they use GeoGebra in the process of problem solving are analyzed. The results show that the use of the tool favors the dynamic exploration of the concepts involved, the formulation of conjectures and the search for different arguments to validate the solution. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.] Link til kilde

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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT Recent years have witnessed the emergence of a growing literature bemoaning the level of quantitative methods provision within the U.K. Higher Education sector, noting its negative impact upon the subsequent skills of graduates and their preparedness for the workplace. The present paper documents and evaluates an attempt to counter these issues via the introduction of an increasing element of flexible learning on a business and financial forecasting module. Using a mixture of empirical methods, it is shown that… Continue Reading →

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eric.ed.gov har udgivet: The concept of mathematical problem solving is an important mathematical process in mathematics curricula of education systems worldwide. These math curricula demand that learners are exposed to authentic problems that foster successful problem solving. To attain this very important goal, there must be mathematics teachers well versed in content and the pedagogy of problem solving. This study investigated problem solving process of in-service secondary school teachers in a non-routine problem context. Teachers? written responses were examined based on Polya?s problem solving theory to elucidate their disposition in relation to the problem context. Findings suggest that the in-service teachers exhibit (1) greater lack of understanding of the non-routine problem, (2) insufficient capacity to select appropriate heuristic strategies, and (3) total failure to reach the final “look back” stage.… Continue Reading →

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eric.ed.gov har udgivet: The impact of fixation in solving math problems and that of gender on divergent thinking has been studied in this paper. The study was made in the academic year of 2006-2007, Fall Semester, at Necatibey Faculty of Education, Balikesir University. 229 first and second-year students at the Dept of Primary Math Teaching have been participated in the study. 70% of the prospective mathematics teachers have been found to be fixed in problem solving. There is no meaningful difference between the scores of those with fixation and those without fixation but the scores of those who have fixation in solving problems are slightly higher than the others. The impact of gender has been studied as a factor on divergent thinking but it has not been found to have… Continue Reading →

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eric.ed.gov har udgivet: The purpose of this study was to investigate the frequency with which students use math word problem strategies during and after schema-based instruction. It examines the extent to which students increase their ability to correctly solve word problems. It compares students’ attitudes toward mathematics problem solving before and after schema-based instruction. The study was conducted in a resource class with seven second-grade students on individualized education programs (IEPs). A single-subject research design was used. The schema-based instruction was implemented by the special education teacher in a small group setting. Students showed an increase in attempted and correct strategy use during instruction. Three students increased their attempts of strategy use from pretest to posttest, but only one student used the strategy correctly on all attempts. The mean problem-solving… Continue Reading →

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eric.ed.gov har udgivet: The ability to integrate technology into instruction is among the characteristics of a competent mathematics teacher. Research indicates that the vast majority of teachers in Turkey believe the use of computers in education is important, but have limited knowledge and experience on how to use technology in their instruction. This paper describes the T-Math project (http://www.t-math.org), which adapted the InterMath (http://intermath.coe.uga.edu) knowledge base for mathematics teachers in the United States and developed relevant resources for professional development of Turkish mathematics teachers to guide them in constructing useful strategies for their students while developing as expert mathematics teachers. Examples of mathematical investigations adopted and developed in the T-Math project are presented as well as the anticipated challenges and subsequent strategies for integration. (Contains 7 figures.) Link til kilde

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eric.ed.gov har udgivet: The aim of this study is to find out whether there is a connection between teacher’s request and guidance for written explanation and third-graders’ achievements in solving a non-standard problem. Pupils’ task was to solve a simplified arithmagon and to explain their solution. The lessons of seven teachers were recorded and their actions were examined and categorized during a problem-solving lesson. Also pupils’ solutions were checked and classified. The teacher’s behavior seems to have a crucial role in the quality of pupils’ written explanations. The third-graders had difficulties in writing their reasoning for solving the problem. Link til kilde

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eric.ed.gov har udgivet: “Solving the Unknown with Algebra” is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards and designed to help students practice pre-algebra skills including using formulas, solving for unknowns, and manipulating equations. Developed by The Actuarial Foundation with Scholastic, this program provides skill-building activities that use mathematics for real purposes, while motivating students to achieve success in the classroom and in real-world situations outside of school. [A poster that accompanies this teaching guide can be viewed and/or retrieved at: http://www.actuarialfoundation.org/pdf/Solving_Poster.pdf.] Link til kilde

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eric.ed.gov har udgivet: This case study focuses on teachers’ actions during problem-solving lessons. The aim of this study was to find out how teachers guide students during mathematics problem-solving lessons: What kinds of questions do teachers ask? How do students arrive at solutions to problems? The dataset contained videotaped fourthgrade math lessons in which students solved a mathematical problem. The research reveals that teachers can guide students in numerous ways and possibly in ways that prevent students from searching for their own solution strategies. For this reason, problem-solving exercises alone are not sufficient for teaching problem solving for students, teachers must also be instructed in how to properly guide students. In the conclusion section, we discuss the types of questions that enable teachers to promote active learning in students, which… Continue Reading →

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eric.ed.gov har udgivet: This article presents a new paradigm for the study of Math and Sciences curriculum during primary and secondary education. A workshop for Education undergraduates at four different campuses (n = 242) was designed to introduce participants to the new paradigm. In order to make a qualitative analysis of the current school methodologies in mathematics, participants were introduced to a taxonomic tool for the description of K-12 Math problems. The tool allows the identification, decomposition and description of Type-A problems, the characteristic ones in the traditional curriculum, and of Type-B problems in the new paradigm. The workshops culminated with a set of surveys where participants were asked to assess both the current and the new proposed paradigms. The surveys in this study revealed that according to the majority… Continue Reading →

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