eric.ed.gov har udgivet: The purpose of this study is to analyse the content knowledge on graphs of pre-service elementary mathematics teachers from an anthropological perspective. 112 pre-service elementary mathematics teachers participated in the study. Concentric mixed pattern research method has been used in the study. The data was collected through Graphic Content Knowledge Scale and interview method in order to examine the content knowledge of primary school math teacher candidates related to graphics anthropologically. This scale which was developed within the frame of determined institutional recognitions includes graphic concept and its usage conditions, graphic types and different display forms, making proper transformations between graphics related to a given context, graphic reading, graphic interpreting and graphic drawing skills. In addition, for the purpose of having a more detailed review of the… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT During the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The… Continue Reading →
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eric.ed.gov har udgivet: This study examined preservice teachers’ perceptions about teaching elementary level mathematics lessons integrated with music. It also sought to determine how preservice teachers would strategize the integration of music activities when introducing elementary level mathematics lessons. The participants, 53 undergraduate preservice teachers at a large public university in a southern metropolitan area, were provided a series of six 40-minute interactive music-math integrated activities. Results of qualitative data analyses revealed that the majority of preservice teachers provided positive feedback about music-integrated pedagogy for teaching mathematics because it allowed them opportunities to escape from the limitations of traditional mathematics instruction. Link til kilde
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eric.ed.gov har udgivet: TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business partners to allow teachers to design Problem-Based Learning (PBL) modules. Teachers reported that their participation enhanced their understanding of business applications for mathematics and science instruction. Results from surveys, questionnaires, and focus group sessions prompted recommendations for researchers, administrators, and practitioners interested in preparing students for STEM careers. Link til kilde
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eric.ed.gov har udgivet: This study examines cases of teacher leaders in a professional development program that employed teacher inquiry to promote student inquiry. Program documents, observations, and interviews were examined to create three cases of high school science and math teachers learning to inquire in tandem. Guided by Cochran-Smith and Lytle’s (2009) “inquiry stance,” the study shows how commitment to student inquiry comes through learning gained through teacher inquiry. While conceptual understandings of teacher and student inquiry reinforced the learning of both, the parallel development of practical skills for both inquiry processes was not observed. Such conceptual growth was neither steady nor linear and characterized by some backward movement followed by significant shifts in thinking. Growth was grounded in increased experience with the process over time that deepened the teachers’… Continue Reading →
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eric.ed.gov har udgivet: The need exists for methods courses to address the pedagogy issues of using graphing calculators. There needs to be a teacher candidate forum to examine their pedagogical perspectives on using graphing calculators in teaching, to explore when and how to use graphing calculators in the classroom, and to provide opportunities to practice teaching with graphing calculators. A recent study by Lyublinskaya, Donoghue and Zhou (2006) tracked the effects of such training on elementary and secondary pre-service teachers in methods classes for math and science. All students were divided into two groups. The first group consisted of undergraduate and graduate students preparing to teach secondary science and math, and who were enrolled in math and science methods courses. The second group consisted of undergraduate students preparing to teach… Continue Reading →
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eric.ed.gov har udgivet: State laws and regulations can either help or hinder the ability of school districts to hire effective teachers for STEM (science, technology, engineering and mathematics) subjects. State officials wanting to tackle this critical problem need to begin with a thorough review of relevant policies, asking themselves: “Are we part of the problem, and how do we become part of the solution?” This report presents five steps that states can take to improve the quality and quantity of its K12 math and science teachers: (1) raise standards for what it takes to get into an education school; (2) improve the quality of undergraduate preparation; (3) recognize the need for creative and diverse solutions; (4) send qualified teachers to the schools that most need them; and (5) remember it… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams went through the Lesson Study cycle twice. What and from what the beginning and experienced teachers learned, differences in teacher leaning and what Lesson Study elements contributed to this learning were studied in a qualitative multiple case study using interviews, reflective journals, and recordings . The Extended Interconnected Model for Professional Growth was used to interpret teacher learning. Our results show that two Lesson Study teams materialized in which participants shared experiences, thoughts, and ideas related… Continue Reading →
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eric.ed.gov har udgivet: The aim of this study is to find out whether intelligence distributions differ or not according to gender and departmental variables by determining the dominant intelligence (Multiple Intelligence) distributions of prospective teachers studying at Yildiz Technical University Education Faculty. The population of the research constitutes the prospective teachers majoring at Yildiz Technical University Education Faculty in 2014-2015 academic year. The study group contains a total of 254 prospective teachers selected by random cluster sampling method who have been educated in preschool teaching of primary education department (64 people), mathematics teaching (64 people), science teaching (92 people) and CITE (34 people). In this research conducted based on the screening model, Multiple Intelligence Scale developed by Çeliköz et al. (2008) and composed of 11 different situations and 88 questions… Continue Reading →
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eric.ed.gov har udgivet: Massive Open Online Courses (MOOCs) are a relatively new, low-cost resource that hold potential for improving learning in developing nations where resources are constrained and teacher expertise can be limited. However, little information currently exists about the effectiveness of leveraging MOOCs as a vehicle for teacher training. The aim of this study is to learn more about the awareness, interest and ability to access MOOCs among junior high and high school teachers in rural Ghana. Specifically, the author addresses the following questions: (1) What is the take-up following a light informational intervention nudging math teachers to enroll in a MOOC related to math education?; (2) What is the demand among school leaders, specifically headmasters, for MOOCs as a vehicle for teacher training?; (3) Can headmasters influence the… Continue Reading →
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