tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract While a consensus within the field exists that pre-service teachers need adequate knowledge and skills to become effective teachers in mathematics, less is known about how they understand the mathematical knowledge needed for teaching in elementary education. This paper explores how Malawian pre-service teachers understand the mathematical knowledge needed for teaching in primary schools. Written answers to a questionnaire survey, and data from six individual interviews collected at the beginning of the teacher-training programme will be presented. The analytical framework is based on the practice-based theory of mathematical knowledge for teaching, with a specific focus on the domains of the common, horizon and specialised content knowledge. The data revealed that, while taking theoretical courses, pre-service teaches develop only intuitive… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim is to describe special education teacher students’ learning in the field of tension between informal learning during day-to-day work and formal university education. From the theoretical framework of Wenger-Trayner and Wenger-Trayner, we perceive the students as moving on a learning trajectory through a landscape of practice. The students visit some of the landscapes of practice and others they ignore. The students are rejected in some landscapes and in others they are welcomed. The students are experiences of identification as well as dis-identification. Quantitative data were generated from surveys with students at the beginning of their training, at the end of their studies, or after graduation. The results of the questionnaire indicate that the length of time… 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 To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson’s conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made professional development program. Second an implementing period followed in which the participants worked collaboratively in teacher teams and were coached while implementing differentiated instruction. Field notes and interview transcripts (n = 20) with participants were collected. These were analysed thematically. Results show that teachers succeeded in implementing a range of strategies associated with differentiated instruction.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Epistemology has been investigated in different domains. In education, the epistemological beliefs have also been explored in terms of age, gender, fields of teaching, effect on learners’ reading comprehension, and learners’ learning strategies. Despite the plethora of studies on teachers’ epistemological beliefs, to the best of the researchers’ knowledge English as Foreign Language (EFL) teachers’ personal epistemological beliefs and conceptions of teaching and learning need further investigation. The present was an attempt to explore the correlation between EFL teachers’ epistemological beliefs and their conceptions of teaching and learning. Therefore, a correlational research method was used. Two validated scales were used for to collect the data. The data were analyzed through running one-sample-t-test and Pearson correlation. Results showed that… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This exploratory mixed-methods study set out to explore Maltese primary school teachers’ perceived barriers to, and enablers for, the integration of children’s literature in mathematics teaching. Data were collected by means of an online questionnaire and semi-structured interviews, and analysed thematically using Ajzen’s Theory of Planned Behaviour. The responses given by the participants showed that integration of mathematics and stories was not a common practice. The perceived barriers were categorised as Resource Constraint, Time Constraint, Lack of Pedagogical Knowledge and Confidence, Doubts about Outcome Expectancy, and Inhibiting Social Norms while the three perceived enablers identified were Pedagogical Benefits, Love of Stories, and Enabling Social Norms. Given that the majority of the participating teachers acknowledged the potential benefits of… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract A single group pre-test, post-test quasi-experimental design was utilized to triangulate quantitative and qualitative data obtained from a questionnaire, field notes, classroom observation, and practicum test scores, to determine changes in the questioning behaviours and practices of 31 prospective teachers involved in a three-week practicum exercise. Paired-samples t-tests were conducted to compare pre-test and post-test scores on participants’ level of confidence in asking focussing, prompting, probing, and redirecting questioning. Findings of the study revealed significant differences in participants’ pre-test and post-test scores for prompting questions. Based on Cohen’s convention for a large effect (d =.80), the effect size for this analysis (d = 0.82) was found to be large. Analysis of classroom observation and field notes obtained from practicum supervisors also… Continue Reading →
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eric.ed.gov har udgivet: The authors’ hypothesis is that if teachers (as experts) understand and teach concepts from the position of expertise teacher quality will improve. They believe that focusing on the key ideas will deepen both teacher and student understanding and allow learners to build the concepts necessary to form solid foundations for the application of mathematics both in and out of school. But such methods of instruction often require that teachers learn to reorganize and teach fundamental concepts in more expert-like ways. Because many teachers were taught in a system that stressed procedure rather than conceptual understanding, and the dearth of guidance on how teachers might change their teaching in this manner, such change may be difficult. Building on the expert-novice literature, and the findings by Carpenter, Fenamya, Levi,… Continue Reading →
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eric.ed.gov har udgivet: This program, which provides an introduction to study skills in mathematics for pre-algebra students through a series of 10 activity-oriented units, is structured on the assumption that activity-oriented lessons are the most effective way to teach study skills. By completing activities in the units, students learn about study skills needed for mathematics and practice those skills in a mathematics environment. The program addresses a wide range of student needs, providing an introduction to specific skills for students who have little sense of a particular study skill, providing a learning experience of initial mastery for students who are ready to acquire a skill, and offering review and reinforcement for students who have mastered a given skill. Topic areas of the units include: listening as a mathematical skill, problem… Continue Reading →
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eric.ed.gov har udgivet: MATHCO is a motivating series of audiovisual and print materials designed to overcome the negative effects of sex bias and stereotyping on the attitudes, interests, and aspirations of girls toward mathematics and mathematics-related careers. The materials teach mathematics skills, demonstrate relationships between mathematics and other subjects, and provide exposure to mathematics-related careers. They are useful for boys as well as girls at the pre- and early-adolescent stage; they are both multiethnic and nonsexist in text and illustrations. Module 5 considers the relationship between science and mathematics. The ability to make careful observations is stressed. Following the audiovisual script, 14 activities involving classification, levers, noise, archaeological digs, air pollution, and litter, among other topics, are considered, with activity worksheets for each. (MNS) Link til kilde
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