tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Theories and Models: What They Are, What They Are for, and What They Are About Link til kilde
eric.ed.gov har udgivet: This paper articulates a stance on the study of students’ meaningful mathematics understanding with multiple representations. We integrate Thompson’s theory of quantitative reasoning and Dreyfus’ theory of multiple representations in our approach to frame and conduct empirical investigations of the study of meaningful understanding of function. We provide empirical data to support our approach to examining representational fluency and functional thinking from this networked stance. Our research articulates how the coordination of theories can be productive in informing the design, conduct, and analysis of contexts aimed to understand students’ meaningful math learning with a focus on functional thinking. [For the complete proceedings, see ED606556.] Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers’ (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The study aimed at identifying specific giftedness patterns that teachers discriminate against, and for, when nominating gifted students and focused on the identification of implicit theories adopted by teachers on the topics of intelligence, giftedness, and creativity in light of their specialization and experience. The study examined the differences between the effect of summer enrichment programs and school enrichment programs on students’ performance. Profiles for types of gifted students were created, and implicit theory scales and performance assessment scales were implemented. The results showed that regardless of teachers’ specialization and experience, they tended to increasingly nominate students who are intellectually, creatively, and academically gifted. On the other hand, they are strongly biased against students who were gifted in… Continue Reading
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