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 We study faculty recruitment issues in a university. We develop a cost minimization model that considers the decision-making process for the university administration by proposing a new approach of selecting tenure and non-tenure track faculty who are expected to achieve the institutional research and teaching goals. We explain the existence of tenure from an economic perspective. We propose a faculty tenure-granting process for a variety of institutions ranging from pure-teaching, teaching emphasis, research emphasis and pure-research institutions. We… Continue Reading →
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eric.ed.gov har udgivet: This collection of six essays shares insights and strategies from the Education Development Center’s (EDC) work to close opportunity gaps in mathematics education and support teachers in improving instruction. This report includes the following essays: (1) Adam’s World: Reflections on the Achievement Gap; (2) Five Key Characteristics of Effective Diversity Training for Teachers; (3) Ella in Kindergarten: Building on Strengths; (4) Math for All: High-Quality Mathematics Instruction for Students with Disabilities; (5) Supporting English Learners in the Mathematics Classroom; and (6) Helping Children from Low-Income Communities Become Young Mathematicians. Link til kilde
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eric.ed.gov har udgivet: This study was conducted to analyse the influence of learning styles and teaching strategies on academic performance in mathematics. Surveys were conducted to 277 randomly selected grade 9 students and five purposively sample mathematics teachers. Findings reveal that most of the student-respondents have a combination of dependent, collaborative and independent learning styles. Multiple regression analysis indicates that among the learning styles, only the independent style has a significant influence on the academic performance of grade 9 students. Four teaching strategies including cooperative learning, deductive approach, inductive approach, and integrative approach, were found to have a significant influence on academic performance. By understanding the learning styles of students, teachers will be guided in designing different strategies to help students enhance learning for their improved performance in mathematics. Link… Continue Reading →
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eric.ed.gov har udgivet: Three Arizona school districts surveyed teachers and students in grades 3-12 in spring 2019 to better understand the association between teachers’ use of formative assessment practices and students’ use of self-regulated learning strategies and to help shape related teacher development efforts moving forward. Formative assessment is a set of practices that enable teachers and students to examine how learning is progressing throughout a lesson or related series of lessons, so that teaching and learning activities can be adjusted as needed. Self-regulated learning is a proactive process in which students select an appropriate learning strategy to advance their learning goals. The survey results indicated that responding teachers frequently gave students feedback but less frequently provided occasions for students to provide feedback to one another, while responding students frequently… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: One of the strongly theorized areas of research associated with learning outcomes has been the approaches to learning. Few studies have been focused on examining the relationship between the approaches to learning medicine (ALM) and learning outcomes. Objectives: The objectives were: (1) to conduct psychometric testing of the ALM questionnaire; and (2) to examine the association between medical learners’ ALM and learning outcomes. Design: We developed the ALM questionnaire which was a modification of the Revised Learning Process questionnaire. We defined the learning outcome of each house officer as the class rank in his/her graduating class. Exploratory factor analysis was used to examine the factor structure of the ALM questionnaire. We conducted Pearson’s and Spearman’s Rank correlation… Continue Reading →
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eric.ed.gov har udgivet: Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students’ mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary mathematics methods course. The data were collected from several semester groups. The instruments used were the Mathematics Teaching Efficacy Beliefs Instrument, interview data, and observation data collected during the clinical experience. The focus of this study was to compare the changes in teacher self-efficacy following a methods course that emphasized hands-on mathematics instruction with manipulatives by means of the 5E instructional format. The results of the paired-samples t-test indicated that there was a significant difference in the preservice elementary teachers’ self-efficacy… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract James Madison University faculty team-teach an interdisciplinary mathematical modeling course for mathematics and biology students. We have used two different project-based approaches to emphasize the mathematical concepts taught in class, while also exposing students to new areas of mathematics not formally covered in class. The first method allows students to select projects based on their individual interests, which provided the class with an exposure to the breadth of applications of mathematical modeling to biology. The second method allows students to select projects that are focused around one common biological theme, which encouraged a remarkable cohesion among the whole class. These strategies could be extended to various applications-based mathematics courses. We present our observations and make recommendations for project-based… Continue Reading →
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eric.ed.gov har udgivet: General education teachers are seeing an increase of students with disabilities being included. A major contributing factor to this is that students with disabilities are required to be in least restrictive environments and given access to the general curriculum in the major subjects like math and science as mandated by federal legislation (Individuals with Disabilities Education Act, 2004; No Child Left Behind, 2001). This parallel mixed methods design study (Newman, Newman, & Newman, 2011) investigated inclusion strategies with classroom observations, teacher interviews, and archival document reviews. The focus was on nine middle school teachers, six of whom were math and science teachers, in inclusive classrooms and the curriculum modifications/instructional accommodations they were using for their students with autism. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT With the ease and automation of data collection and plummeting storage costs, organizations are faced with massive amounts of data that present two pressing challenges: technical analysis of the data themselves and communication of the analytics process and its products. Although a plethora of academic and practitioner literature have focused on the former call, the latter challenge has received less attention. Here, we present strategies that we have found effective for bolstering communication skills of both undergraduate students and masters candidates at a business school. These approaches are based on the case studies that provide ample opportunity for oral communication among students with strong backgrounds in mathematics and introductory statistics, and solid training in written communication among student… Continue Reading →
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eric.ed.gov har udgivet: Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however, their anxiety interferes with their ability to solve mathematical problems. Researchers believe that implementation of strategies to prevent or reduce math anxiety will improve the math achievement of many students. This Information Capsule summarizes strategies that teachers, parents, and students can use to prevent or reduce math anxiety. Link til kilde
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