eric.ed.gov har udgivet: The quality of mathematics assignments from teachers to students is one important element that determines whether learning is effective or not. To make quality math assignments requires knowledge from the teacher about content and students, who are subdomains of mathematical knowledge to teach. This knowledge needs to be developed in prospective mathematics teachers since programmed teacher education. By focusing on one of the basic concepts in mathematics, namely the concept of function, research was conducted on 25 mathematics teacher candidates. Through interactions that occur in modified focus group discussions, we want to find out how prospective teachers construct knowledge about the concept of functions and difficulties of students. The results showed that in constructing the concept of functions and difficulties of students, teacher candidates worked backward, there… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article reports on a post hoc study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students’ results in solving contextual mathematical problems with either a descriptive or a depictive representation of the problem situation. In this study the relation between this variability and two task characteristics is investigated: (1) complexity of the task representation; and (2) the content domain of the task. We found indications that differences in performance on descriptive and depictive representations of the problem situation are related to the content domain of the problems. One of the tentative conclusions is that for depicted problems… Continue Reading →
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eric.ed.gov har udgivet: The quality of teaching and teacher plays a significant role in enhancing students’ cognitive and motivational development. The purpose of this study was to identify longitudinal trajectories of student perceptions of mathematics teachers’ professional competence, and to examine how these trajectories were related to students’ engagement and achievement in mathematics and their choice of college major. The data used for analysis were obtained from the Seoul Education Longitudinal Study, a study of 2714 secondary students who were followed up for five successive years. Results showed four heterogeneous trajectories of students’ perceptions of teacher competence, and these trajectories were associated with students’ engagement and achievement in mathematics. In addition, those who consistently perceived their mathematics teachers to be highly competent and whose perceptions of their teachers’ competence became… Continue Reading →
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eric.ed.gov har udgivet: This study investigates how students and researchers shape their knowledge and perception of educational topics. The mindset or forma mentis of 159 Italian high school students and of 59 international researchers in science, technology, engineering and maths (STEM) are reconstructed through forma mentis networks, i.e., cognitive networks of concepts connected by free associations and enriched with sentiment labels. The layout of conceptual associations between positively/negatively/neutrally perceived concepts is informative on how people build their own mental constructs or beliefs about specific topics. Researchers displayed mixed positive/neutral mental representations of “teacher”, “student” and, “scientist”. Students’ conceptual associations of “scientist” were highly positive and largely non-stereotypical, although links about the “mad scientist” stereotype persisted. Students perceived “teacher” as a complex figure, associated with positive aspects like mentoring/knowledge transmission but… Continue Reading →
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eric.ed.gov har udgivet: Introduction: This study analyzed survey responses from 141 teachers of students with visual impairments who shared their experiences about the implementation of Unified English Braille (UEB). Methods: Teachers of students with visual impairments in the United States completed an online survey during spring 2016. Results: Although most respondents knew if their state had a UEB transition plan, few participated in its development. Half attended workshops to learn about word-based UEB, but few attended workshops about math-based UEB. They believed their students would be successful in transitioning to word-based UEB but were less sure about their transition to math-based UEB. Discussion: The teachers believed they were more confident in their own skills and their students’ future success with word-based UEB compared to math-based UEB. Additional clarification on the… Continue Reading →
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eric.ed.gov har udgivet: The present study examined lower secondary students’ images of mathematics, comprised of stated attitudes to and perceived needs for mathematics, and views about mathematicians and their work. A group of 1284 lower secondary students drew a picture of mathematician at work and described their drawings. The students’ drawings fell into two distinct groups: drawings that depicted their view of what a mathematician at work would look like, and drawings that depicted a mathematician who was clearly a mathematics teacher. This article presents the data regarding the latter group. Trends that emerged from the drawings in this sample included that mathematics teachers were: predominantly female; had a positive image; incorporated lectures, explanations, and demonstrations; and used whiteboards and books as tools of the profession. The article concludes with… Continue Reading →
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eric.ed.gov har udgivet: In the U.S., STEM subjects–science, technology, engineering, and math–face urgent needs for great STEM teachers and well-educated students. An Opportunity Culture can help by extending the reach of excellent STEM teachers already in our schools and creating a teaching profession that attracts and retains these teachers through higher pay, within regular budgets, and multiple advancement opportunities. The Education Leaders’ Brief summarizes the grim facts about STEM employment and learning in the U.S. today, emerging efforts to stem the shortage of skilled teachers, and how an Opportunity Culture can help. [Public Impact contributors to this publication include Sharon Kebschull Barrett, Lyria Boast, Elaine Hargrave, Gillian Locke, Christen Holly, Emily Ayscue Hassel, and many others who contributed to underlying materials. Beverley Tyndall was responsible for the production of this… Continue Reading →
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eric.ed.gov har udgivet: Shifts in the work force (both in education and more broadly) provide an opportunity to apply other creative approaches in the quest for more effective STEM (science, technology, engineering, and mathematics) teaching. Increasingly, professionals change careers and explore new and varied professional opportunities, rather than remain in a single track for their entire careers, balancing work and life to create a career “lattice” rather than a career ladder. For instance, the percentage of veteran teachers who identify themselves as both “teaching” and “retired” shows a marked increase in the most recent (2007-08) federal Schools and Staffing Survey results. Schools recognize the value of employing retired teachers but haven’t undertaken the policy changes that would make extended flexible career options an enticing alternative to retirement. In addition, there… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Mnemonics (memory aids) are often viewed as useful in helping students recall information, and thereby possibly reducing stress and freeing up more cognitive resources for higher-order thinking. However, there has been little research on statistics mnemonics, especially for large classes. This article reports on the results of a study conducted during two consecutive fall semesters at a large U.S. university. In 2014, a large sample (n = 1487) of college students were asked about the usefulness of a set of 19 published statistics mnemonics presented in class, and in 2015, the students (n = 1468) were presented 12 mnemonics related to inference and then asked whether or not they used mnemonics on that exam. This article discusses how… 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 repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years. Since 2011, experimental changes have been made regarding how the system allocates items to students, how grading is done, and the type of feedback provided. The experiment described here… Continue Reading →
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