tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students’ problem-solving capabilities. In this paper, students’ approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers were initially assigned to the lowest level of the model; higher levels were reached without scaffolds only by few students and by most students with scaffolds. The results are discussed with regard to practical implications in terms of how teachers could make use of context-based tasks and aligned scaffolds to help students… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Reflective journals are used in the literature to promote students’ learning, develop writing skills, assess students’ reflection level, promote teachers’ professional development, and gather research data. However, the current research bridges the gap in the literature by exploring the impact of students’ reflective journals on informing instructional practices in an EFL writing context at a university in Qatar. Informed by Gibb’s reflective cycle (1988) (i.e. description, feelings, evaluation, conclusion and action) and social constructionism, the researcher developed a reflective journal to help students reflect on the instructional practices. Using a case study methodology, the researcher collected seventy-eight reflective journals, written by bilingual female university students in Qatar. Data was analysed qualitatively using thematic content analysis. Findings revealed that… Continue Reading →
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eric.ed.gov har udgivet: This article reports on the effectiveness of an intervention using conceptual change approaches within challenging tasks, on the mathematics gains for low-performing year 3-6 students in in six primary schools. Quantitative data from PAT-Maths testing for each year showed a consistently large effect size of 0.7 compared to expected gain data from DECD [South Australia’s Department for Education and Child Development]. All six experimental groups caught up with DECD expectations within one year. Over the two years, students from years 3-5 gained an additional 27 months of mathematics learning over the expectations and students from years 4-6 gained 29 months, indicating the potential of the approach for closing educational gaps for low-performing students. Link til kilde
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eric.ed.gov har udgivet: The effect of a self-directed mathematics program on the math achievement of students who are gifted and talented (GT) was evaluated. An instructional management system, Accelerated Math (Advantage Learning Systems, 1998a), was used to assign instruction, monitor student progress, and provide teachers with the information they needed to differentiate math instruction for GT learners. Students whose teachers used the instructional management system significantly outperformed the GT students who participated only in the standard curriculum. Both quantitative and qualitative differences in the performance of GT and non-GT students were identified and within-group variability among GT students is considered. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper addresses a call for teachers to promote students’ knowledge of criteria and standards within curriculum domains for self-monitoring and improvement purposes. We present the case for students to develop, as part of their learning in content areas, the evaluative knowledge and expertise of the type that teachers bring to the classroom. The aim is to reduce trial-and-error learning by introducing approaches to systematically lessen student dependence on the teacher as the sole or primary source of feedback. In making the case, we draw on a range of salient, empirical projects conducted from 2005–2016 to illustrate key ideas for embedding criteria and standards into practice using what we refer to as ‘an inquiry mindset’ for teachers and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper we share a classroom implementation of a task about basis in linear algebra, which was originally developed for research about the topic. The task asks students to construct an everyday situation that captures the definition of basis, and then to critique it mathematically. Using this task, the original research study uncovered learning resources from a group of undergraduate women of color. A mathematician who was not involved in the original study was given the opportunity to work with a group of underrepresented minority students in a linear algebra course. She was inspired by the findings of the study and decided to implement the task independently in her course. She shares how she did it, how… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The present study investigates the effects of different kinds of praise on 108 students in vocational education, using a similar design as the original mindset studies. Students worked on a set of Raven’s Standard Progressive Matrices and either received praise for effort, received praise for intelligence, or were in the control group. Results were not in line with mindset theory. We expected differences in goal choice and performance after experiencing setbacks between students who were praised for effort or who were praised for intelligence, but both groups reacted in the same way. Our results are in line with previous studies that also did not succeed in finding a relation between mindset and academic performance. This study shows that… Continue Reading →
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eric.ed.gov har udgivet: This report draws on the findings of nearly four dozen others: national and international studies that speak with a strong, collective voice about what it takes to improve math and science education. But the authors’ intent with “World Class” is not simply to synthesize those reports. It is to establish a statewide, working agenda for Massachusetts–a blueprint for how to enact the cumulative recommendations of the researchers and educators mentioned in this paper. This report is also a K-12 public education companion to the report issued last year by Mass Insight Education’s sister organization, Mass Insight Corporation. “Choosing To Lead: The Race for National R&D Leadership” and “New Economy Jobs” presented an action plan to help Massachusetts maintain its position as a sci-tech leader and to secure… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Stress and stress-related complaints such as fatigue and depressed mood are common among teachers. Yet, knowledge about the links between the overall level of teacher stress within a school and individual student outcomes is scarce. This study investigates if the levels of teacher-reported stress, fatigue and depressed mood within a school are associated with students’ ratings of their school satisfaction and perceived teacher caring, respectively. Data derives from two separate data collections performed in upper secondary schools in 2016, the Stockholm School Survey (SSS) and the Stockholm Teacher Survey (STS), which were linked together (5367 students and 1045 teachers in 46 schools). Two-level linear regression analyses were performed. Results showed negative associations between school-level teacher stress, fatigue, and… Continue Reading →
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