tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Student perspectives on assessment: connections between self and society Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Maths, German, and English teachers’ student specific self-efficacy – is it a matter of students’ characteristics? Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Student perceptions of a guided inquiry approach to a service-taught ordinary differential equations course Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Academic literacies and the tilts within: the push and pull of student writing Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: High school student perspectives on flipped classroom learning Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers’ content knowledge development? Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this article, we propose a new model of student workload. We conducted an extensive literature review of student workload, its impact on students’ lives, factors influencing student workload, objective and subjective measurements. The previous conceptualizations of student workload conflate student work and course workload, two related but distinct concepts. By synthesizing prior research and concepts from Newtonian physics such as work, force, and distance, we have discovered a model that better explains and differentiates the nature of and the various factors contributing to student work and load. We re-define student work as the product of student academic effort and their achievement in the course. In this model, student academic effort is generated to meet course demands in… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Using data collected from 4329 students in the 2015 iteration of the Trends in Mathematics and Science Study (TIMSS), we explore two mediators for the relationship between socioeconomic status (SES) and TIMSS-results in mathematics among Norwegian fifth graders. First, we explore how the students’ motivation and self-concept mediate the relationship between SES and test results. Second, by using parent reported SES resources and the parents’ attitudes to school and the tested subjects, we examine how these may constitute a path through which their children’s motivation and family SES are related to mathematics achievement. We found that students’ self-concept accounted for a small but statistically significant portion of SES effects on achievement. Intrinsic motivation did not mediate any of… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The COVID-19 pandemic affected all aspects of human life, with significant impacts on education, as higher education institutions across the world were forced to make rapid transition to a fully online education format with no time to prepare. This qualitative study applied the narrative approach to examine the stories of six university instructors regarding their experiences with promoting student engagement during the COVID-19 emergency remote teaching. The study findings present the instructors’ feelings during the transition to distance education, the challenges they faced, and their efforts to promote their students’ engagement by using various strategies and assessments and by providing the students with emotional support. The findings also present the effect of local culture and millennial generation student… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Active learning in mathematics can lead to deeper understanding than passively listening to a lecture, yet recent studies indicate that didactic teaching dominates online tutorials. This study investigated student participation in three types of activity: solving mathematical problems via polling, on-screen activities on a shared whiteboard and text-chat, during online undergraduate mathematics tutorials. Data were collected from tutorial observations, student and tutor surveys, semi-structured student interviews and a tutor focus group. Results showed high student participation in all types of activity. Students also perceived them as enjoyable and aiding their learning, though with some differences between the types of activity such as those done by text-chat being slightly less well received. Perceived benefits to students’ learning included the… Continue Reading
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