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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eric.ed.gov har udgivet: In this study, teachers’ perceptions of prospective Turkish teachers (that is, those who have completed their undergraduate studies) in the fields of Science, Mathematics and Social Sciences are investigated through teacher metaphors. These perceptions were classified in accordance with their answers to two open-ended questions within a metaphoric structure used as the data collection tool. This classification employs the tripartite metaphorical classification developed by Martínez et al. and includes the following perspectives: Transmissive, constructivist, and situative. In the study, 58 different teacher metaphors were identified. As a result of the research, metaphors within the Transmissive class were observed predominantly in prospective teachers of both groups, followed by Constructivist in prospective Science and Math teachers, and Situative in prospective Social Science teachers. Findings from the study are also… Continue Reading →
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eric.ed.gov har udgivet: MathForward™, developed in 2004-2005 in cooperation with the Richardson (TX) Independent School District, was implemented nationwide in 2007. The program integrates TI technology and professional development while focusing on student achievement and teacher efficacy. This study investigated the effect of the MathForward™ program on student achievement scores of Algebra I students from a southeast Texas high school. The specific purpose of this study was to understand whether there was an effect on students’ STARR mathematics scores, accounting for teacher professional development and years of experience. To do this, structural equation modeling (SEM) in M-plus was employed. The result of the present study showed that our model fits well to the data and the explained variance of students’ mathematics achievement (R(superscript 2) = 0.14). Link til kilde
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eric.ed.gov har udgivet: Students’ beliefs that mathematical abilities are fixed can cause long-standing problems with motivation and learning. Hence, teachers should notice such problematic beliefs about identity among their students and handle them adequately. We used written descriptions of classroom situations to determine whether preservice mathematics teachers (n = 80) noticed fixed beliefs about mathematical abilities and whether they had strategies for dealing with them. The qualitative data were coded and transformed into a score for noticing. We found that most of the preservice teachers did not notice problematic beliefs. Thereby, preservice teachers who believed that mathematical abilities are malleable were more likely to notice fixed beliefs among students. When describing beliefs, few participants referred to theoretical concepts. Hardly any preservice teachers suggested strategies for handling students’ beliefs. However, the… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT With science and digitalisation emphasised further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. With research pointing out the importance of a conscious language use in STEM teaching, we here focus on words used by teachers and children during inquiry-based STEM activities in five different preschools. Bers’ powerful ideas about early childhood computational thinking (Bers 2018. Coding as a Playground. New York: Routledge.) were used for analysis and results highlight how digital programming and use of robots can promote a more versatile use of robotic words, compared to analogue, ‘unplugged’, programming without robots. Furthermore, it is also found that use of precise decontextualised language… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article provides a conceptual discussion of ‘ownership’ in various forms of participatory research. The discussion is grounded in our experiences from three research projects in science education. We seek to understand how and why ownership may be distributed between teachers and researchers at different stages in the research process. Looking at our projects in retrospect, we see that ownership was differently distributed at the initial stages. Then ownership distribution followed a similar pathway, as teachers gained ownership of implementation, whereas researchers reclaimed ownership of analyzing and disseminating the work. Our discussion departs from the idea that ownership relates to both ‘risks’ and ‘benefits’ as well as to both ‘rights’ and ‘obligations’. Thereby, we can make visible some… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this research is to determine pre-service mathematics teachers’ skills in the development of activities. The research was carried out using the case study which is descriptive method. For the collection of data, 57 pre-service mathematics teachers’ in their final year secondary math teachers’ education department attended the research. Pre-service teachers were asked to develop 5 activities for the concept of function a high school mathematics curricula. After obtaining the data, it was analyzed using the descriptive analysis method. The developed activities were first examined to see if they qualified as activities, which would be used in the learning process stage, and then examined to see which skills were reflected in the activities. The findings indicated that more than half of the pre-service teachers could… Continue Reading →
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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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sciencedirect.com har udgivet: Highlights • Five archetypes of callings are found in in-depth interviews with 76+ teachers. • Spiritual and religious comprehension of callings is exposed through narratives. • The meaning of work expressed as a calling is prevalent in high school teachers. Abstract In examining how teachers discover, live, and define their calling to teach, this qualitative study on veteran teachers in different countries in the Americas introduces five archetypes of callings: the listeners, the martyrs, the embedders, the builders, and the chosen ones. Each of them portrays a particular aspect of the experience of having a calling to teach. The narratives of these five teachers, augmented by the 76 teachers interviewed who group themselves within these focal narratives, illuminate the power of calling and suggest a rethinking of… Continue Reading →
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eric.ed.gov har udgivet: This study aimed to investigate the factors that influence student engagement in mathematics classes. It explored the relationship among emotional, organizational, and instructional support and the impacts of characteristics of teacher, such as years of experience, and sexual orientation, on student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student–teacher surveys. In this study, ANOVA, t-test, and partial correlation were employed to evaluate the relationships among the study variables based on participants’ responses. The relationship between student engagement and instructional support weakened after controlling for emotional and organizational support. However, instructional support continued to significantly influence student engagement. In… Continue Reading →
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