eric.ed.gov har udgivet: This study identified some factors associated with teachers’ knowledge and beliefs that are related to scoring mathematics constructed-response (CR) assessment tasks. Five groups of teachers (n = 274) who either had different teaching experiences or had different cultural beliefs about teaching and learning mathematics were selected to score 28 students’ responses to seven CR math tasks. Among the 274 teachers, the first four groups (n=222) were selected from China. Group 1 was composed of pre-service elementary school teachers; group 2, pre-service secondary teachers; group 3, elementary in-service teachers; and group 4, secondary in-service teachers. The fifth group (n = 52) was composed of in-service middle school teachers from the United States. A number of analyses of variance (ANOVA) on teachers’ scores of the 28 responses and subsets… Continue Reading →
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eric.ed.gov har udgivet: Problem statement: Parental involvement is used as an umbrella term to imply parents’ efforts to take an active role in their children’s education. In this sense it takes many forms ranging from parent-child communication to participating/volunteering in school activities. Although parental involvement is one condition for students’ success, the relation between parental involvement and academic achievement must be studied through a task- and grade (age)-specific approach. Purpose of the study: It was aimed to investigate the parental involvement tasks as predictors of primary students’ (1st to 5th) Turkish, math, and science & technology achievement in the form of end-of-the-year scores. Method: The study was designed as an associational model employing the correlation method. The participants were 1590 parents. They were parents of first to fifth grade students… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different positions on linking theory and practice. The tasks were therefore analysed with respect to the demarcation of conceptual objects as well as practice-based contexts. The findings indicate a difference with respect to the demarcation of conceptual objects, especially concepts relating to mathematics and mathematics education. This is seen as indicative of the reduced encouragement of linking theory and practice. Link til… Continue Reading →
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