tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study investigates the hands-joined learning framework as an approach to personalize and provide instructional scaffolding within project-based learning. The authors include a case description of hands-joined learning in a middle school social studies classroom and critically examine middle school student feedback in relation to two aims: (a) personalizing learning, and (b) providing adequate scaffolding. Student feedback indicated that the hands-joined learning project was largely successful in these two areas. Learners appreciated having choice and control in what they learned and created in the project but also pointed to the need for greater opportunities to make decisions in how they learned. Some learners also wanted more peer interaction. These findings are used to propose practical implications as well… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this study, it was investigated if student feedback promoted teachers’ insight into where they could improve their lessons and their reflection on their lessons. It was also studied in what ways teachers worked on improvement, based on the student feedback, and whether it affected the quality of their teaching. Student perceptions of teaching quality were measured by means of a smartphone application for providing teachers with feedback on their lesson. Teachers in this study (N = 60) were randomly assigned to the control or experimental group. The smartphone application was used several times by teachers to obtain student feedback. The teachers reported that they gained insight into where they could improve their lessons. They reported improvement-oriented actions… Continue Reading →
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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 A Bayesian IRT-model approach was used to investigate the validity and reliability of student perceptions of teaching quality. Furthermore, the student perceptions were compared with ratings of teaching quality by external observers. Grade 4 students (n = 675) filled out a questionnaire that was used to measure their opinions about the lessons of their teachers. Three lessons of 39 teachers were recorded and rated by 4 raters. The analyses showed that student perception and lesson observation scales fit best in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature, however, is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribution to this literature. Drawing on the data collected as part of a large study on student grouping and teaching in England, we analyse the attitudes of students of different attainment levels to mixed-attainment practice, focusing on their explanations for their preferences or aversion to mixed-attainment classes. The data-set is drawn from group discussions and individual interviews… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The purpose of this study is to explore the perceptions mathematics students have of the knowledge and skills they develop throughout their programme of study. It addresses current concerns about the employability of mathematics graduates by contributing much needed insight into how degree programmes are developing broader learning outcomes for students majoring in mathematics. Specifically, the study asked students who were close to completing a mathematics major (n = 144) to indicate the extent to which opportunities to develop mathematical knowledge along with more transferable skills (communication to experts and non-experts, writing, working in teams and thinking ethically) were included and assessed in their major. Their perceptions were compared to the importance they assign to each of these… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Flipping the classroom refers to moving lectures outside of the classroom to incorporate other activities into a class during its standard meeting time. This pedagogical modality has recently gained traction as a way to center the learning on students in mathematics classrooms. In an effort to better understand the efficacy of this approach, we implemented a controlled study at a small liberal arts college. We compared two sections of the entry-level course applied multivariable calculus I, with one section taught in a traditional lecture-based format and the other taught as a flipped classroom. During our study, we collected and analyzed data related to student performance, as well as perceptions of the approach and attitude toward mathematics in general.… Continue Reading →
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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 This article presents the results of a case study from one professor’s experience teaching an introductory statistics course. The goal of this study was to better understand student perceptions of engagement in a statistics course. Voluntary, self-reported data were collected daily for students to evaluate the engagement level of the class that day, and students also identified activities that they considered engaging. A final survey was administered at the end of the semester to provide a holistic, retrospective… Continue Reading →
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