tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract This study aims to uncover some key elements of successful home-learning of mathematics, based on students’ perceptions, during the COVID-19 pandemic and offer recommendations for mathematics learning beyond the crisis. Throughout our work, we aimed to examine students’ reflections on mathematics learning and learning environments that assisted their ease of transition from in-school face-to-face learning to home-schooling during the COVID-19 isolation. In this paper, we will present how mathematics learning has changed for upper secondary school students in Austria and outline students’ perspectives in relation to their new learning experiences during the period of school closures. Through the use of case study principles enhanced by some design-based research approaches, we were able to illustrate that (a) familiarity with the… Continue Reading →
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eric.ed.gov har udgivet: The “Principles and Standards for School Mathematics” published in 2000 by the National Council of Teachers of Mathematics (NCTM) created a vision of mathematical concepts and processes to establish core educational guidelines for instruction from grades K to 12. The overall plan does emphasize higher level thinking, problem solving, and communication skills that were traditionally advocated for gifted learners but the implementation of this vision continues to fall short when serving mathematical talent. With the advent of No Child Left Behind (NCLB, 2001), less able math students are provided with support and alternative instruction to meet the proposed standards. Little has been done to identify and serve highly capable students until the high school level. The purpose of this paper is to introduce an understanding of talented… Continue Reading →
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eric.ed.gov har udgivet: In this article, the author shares his experiences on a journey with 10-12-year-old students from Chicago’s Cabrini Green neighborhood. The quintessential point he wants to make is that curriculum is not all about what state boards of education decide is important for teachers to do with children, or what a teacher decides to construct alone. It also is certainly not fixed or finite. Rather, it is a journey of co-creation and looking to the students for what is worthwhile–what is worth knowing, doing, being, becoming, thinking about, pondering, and wondering. The author became fascinated by the idea of an integrated curriculum–not one that merely connected math and science and threw in a little bit of music, but one that takes into consideration the subjects and ideas that… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The purpose of this qualitative case study was to explore how young adolescents participated in various activities in a science summer camp. A total of 26 Taiwanese students and 16 U.S. students participated in a one-week “Argue like a Scientist” summer camp. Based on the design features of project-based learning, this science summer camp aimed at engaging the students in collaborative scientific argumentation about alternative energies and involved them in various activities related to alternative energies such as a field trip to an ethanol plant and a hands-on project building a solar car. All activities, including the students’ collaborative argumentation, were recorded. Their post-camp surveys were also collected. Three themes emerged from the data analysis. First, regardless of cultural… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract This study examines gender differences in students’ attitudes to mathematics in Irish post-primary schools. Large-scale international assessments have shown the achievement gap between boys and girls to be narrowing in recent years, particularly in lower post-primary education. However, women and girls remain significantly under-represented in advanced level mathematics courses and STEM careers. The current research aims to contextualise this state of inequity, providing a deeper understanding of gendered attitudes to mathematics in Ireland today. To this end, Irish data from the 2015 Trends in International Mathematics and Science Study is further analysed, focusing specifically on the student background questionnaire. Various aspects of students’ attitudes to mathematics are investigated, including their interest in mathematics, views on mathematics class, confidence and… Continue Reading →
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eric.ed.gov har udgivet: Oregon’s postsecondary attainment goal for 2025, adopted in 2011, calls for 40 percent of Oregon adults to have a bachelor’s degree or higher, 40 percent to have an associate’s degree or postsecondary certificate, and the remaining 20 percent to have a high school diploma or equivalent (S. 253, Or. 2011). As in other states a central strategy for increasing postsecondary attainment in Oregon is to promote accelerated college credit options–such as Advanced Placement, International Baccalaureate, dual credit, and dual enrollment courses–that enable high school students to earn college credit. Oregon has invested heavily in the accelerated college credit strategy, with particular attention to student groups that have historically not had access to these courses. The study focuses on options offered between 2005/06 and 2012/13 through Oregon community… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students’ perceptions of Physical Education (PE). Purpose: The aim of this study was to investigate refugee-background students’ perceptions of PE in Swedish high schools, using a salutogenic approach. Participants and settings: This qualitative study was conducted in two Swedish high schools and involved eleven students from refugee backgrounds aged 16–18 years (seven boys and four girls) who originated from a variety of countries including Afghanistan, Syria, Somalia, Ethiopia and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract With early student‐centered transition planning and interagency collaboration efforts, schools can be better equipped to prepare students with specific learning disabilities for effective transition to post‐school environments. Link til kilde
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eric.ed.gov har udgivet: This paper advocates using teaching methods in math and social studies instruction that take into consideration the students’ learning styles to increase achievement for at-risk students. Rural at-risk students need mathematics and social studies instruction that will prepare them for the 21st century. Traditional methods of instruction have not been successful for at-risk students. Teachers need to consider how environmental, emotional, sociological, physical, and psychological stimuli can be accommodated through instructional strategies. Learning styles are defined in terms of how individuals react to 21 elements of the instructional environment. Semantic mapping strategies can be used to provide structure for students who need it. Students who lack persistence can be given short tasks with breaks between them. Sociological needs of students can be accommodated through grouping students in… Continue Reading →
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eric.ed.gov har udgivet: In 1999, the National Reading Panel investigated arguments regarding how best to teach reading. The members of the panel examined thousands of articles on literacy development and identified six key factors in teaching reading. Further, the passage of No Child Left Behind in 2001 obligated teachers to use scientifically proven practices, or evidence-based practices, supported by research that is both valid and compelling. In 1999, the Association of College Educators-Deaf & Hard of Hearing initiated a review of the literature surrounding practices in the areas of literacy, mathematics, and science. The associations’ researchers identified 20 strategies regarded by the profession to be best practices in literacy, in mathematics, and in science instruction for deaf and hard of hearing students prior to and surrounding the beginning of the… Continue Reading →
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