tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Tracking pupils based on their abilities or other aptitudes is a common practice in many countries. In Finland, selective classes with a special emphasis have become popular. The societal and individual effects of tracking are a topic of ongoing educational discussion. Tracking has been seen to increase educational inequality, but still it has been defended as an important practice enabling individualised and adjusted teaching. This study examined whether studying in a selective class with a special emphasis has an effect on the development of pupils’ action-control beliefs from grade seven to nine. Results showed that pupils who studied in classes with a special emphasis showed greater achievement and were more likely to have highly-educated mothers than pupils in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: Students who have more effective teachers are more likely to attend college, earn a higher salary, and live in higher socioeconomic neighborhoods (Chetty, Friedman, & Rockoff, 2012). As such, teacher effectiveness is critically important, and identifying teachers who demonstrate high potential for growth in their first year of teaching could be a real asset to the districts in which they teach. The purpose of this project is to determine which teachers seem to measurably improve their instructional practice over the course of their first-year, measured via a series of observations conducted by normed observers using a common rubric. Data came from 965 first-year teachers recruited and trained by alternative certification programs in 15 geographic regions: Delaware; Baltimore; Washington, DC; Chicago; Charlotte; Nashville; Memphis; Texas (Fort Worth, Dallas,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study aims, firstly, to examine the nature of the surface approach to learning in today’s university context, and secondly, to explore the factors that explain variations in the use of this approach. The 61 participants were studying in six Bachelor programmes representing various disciplines. These students scored above average on a surface approach scale and volunteered to be interviewed. One compulsory course was selected from each programme. Five surface approach profiles emerged showing variation from a full surface approach to a deep approach with memorisation. Despite very similar high scores on the surface approach scale, students varied in their use of surface-level processes. Thus, the inventory data did not capture the full variation in the students’ use… Continue Reading →
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eric.ed.gov har udgivet: This study investigated common features of students’ attitudes towards studying science and mathematics in comprehensive and secondary schools in three countries. Data were obtained by conducting a survey (N = 581) in Norway, Finland and Russia. A Confirmatory factor analysis (CFA) provided a model with a three-factor solution consisting of factors: the perception of the teacher, anxiety towards science and mathematics, and motivation. The results suggest that most students are motivated to study sciences and mathematics. Data analysis indicate gender differences in attitudes to students’ future studies and career plans. Most girls recognized the importance of these subjects for their future studies and careers, while boys showed more interest than girls in local career opportunities in industry. Teachers have a significant role in directing students’ attitudes toward… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Mathematical discourse is often described as abstract and devoid of human presence, yet many school curricula espouse an aim to develop active, creative mathematical problem posers and solvers. The project The Evolution of the Discourse of School Mathematics(EDSM) developed an analytic scheme to investigate the nature of school mathematics discourse through the lens of high-stakes examinations in England. Following an overview of the scheme, this article ‘zooms in’ on the development of the sub-component addressing the question of how the origin of mathematical knowledge is construed, allowing investigation of the potential for students to see a role for themselves as active, creative agents in mathematical practices. Analytical tools operationalising this component are presented and their application illustrated. Results of… Continue Reading →
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