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 graph G admits a graceful labeling if there is a one-to-one map f from the set of vertices of G to {0,1,2,…,|E(G)|} such that when an edge xy is assigned the label |f(x)−f(y)|, the resulting set of edge labels is {1,2,…,|E(G)|}. When such a labeling exists, G is called graceful. Rosa showed that a cycle Cn (n≥3) is graceful if and only if n is congruent to 0 or 3 modulo 4. Truszczyński conjectured that unicyclic graphs,… Continue Reading →
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eric.ed.gov har udgivet: Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. In spring 2015, WestEd administered surveys to understand the perspectives on Common Core State Standards-Mathematics (CCSS-M) implementation of teachers and administrators in eight California school districts participating in the Math in Common (MiC) initiative. Over 1,000 respondents replied to the survey, about some of the initial successes and challenges facing California educators attempting to put in place and support new–and what some consider revolutionary–ideas in U.S. mathematics education. The following are appended: (1) Research Methodology and Survey Sample, and (2) Sample Survey Item and Sub-Items. Link til kilde
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sciencedirect.com har udgivet: Highlights • The majority of teachers noticed and analyzed content-specific teaching and learning issues. • Few teachers noticed the key teaching and learning issues that led to students’ confusion. • Teachers noticed teaching-related issues in a wide range of areas such as use of probing questions. • Teachers noticed student-related issues in three areas: engagement, ability, and understanding. Abstract Teachers’ noticing is an important skill for learning from and improving their teaching. We investigated what teachers noticed in short video clips of a real classroom teacher’s interaction with students around a mathematics problem by collecting data from 496 U.S. fourth- and fifth-grade teachers from 48 states. Our analyses indicated that 67.5% of teachers’ responses focused on content-specific teaching and learning events, whereas 14% of them attended to… Continue Reading →
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