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tandfonline.com – A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Inquiry-based lessons have been demonstrated to improve children’s scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children’s scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was… Continue Reading

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Eric.ed.gov – Algebraic Thinking in Adult Education

eric.ed.gov har udgivet: In adult education, algebraic thinking can be a sense-making tool that introduces coherence among mathematical concepts for those who previously have had trouble learning math. Further, a modeling approach to algebra connects mathematics and the real world, demonstrating the usefulness of math to those who have seen it as just an academic exercise. This paper recommends two significant and necessary changes in the concept of algebra and the ways the authors approach it in education: a shift from thinking of algebra as one course to thinking of it as a content strand integrated into arithmetic instruction and a shift from thinking of algebra as merely manipulation skills to thinking of it as a means of representing and analyzing real situations. This fresh look at algebra and mathematics… Continue Reading

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Eric.ed.gov – Planning Science Instruction for Critical Thinking: Two Urban Elementary Teachers’ Responses to a State Science Assessment

eric.ed.gov har udgivet: Science education reform standards have shifted focus from exploration and experimentation to evidence-based explanation and argumentation to prepare students with knowledge for a changing workforce and critical thinking skills to evaluate issues requiring increasing scientific literacy. However, in urban schools serving poor, diverse populations, where the priority is on students’ assessment results in reading and math, students may not receive reform-based science. The rationale for this qualitative study was to examine how two elementary teachers from high-poverty urban schools planned for reform-based science in response to a quality state science assessment in conjunction with their training and resources. Their state assessment included an inquiry task requiring students to construct responses to questions based on their investigation data. From evaluating evidence using Zembal-Saul’s continuum for teaching science as… Continue Reading

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tandfonline.com – Improving commissioning through design thinking

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Public policies and programs are intended to improve the lives of citizens. Considerable efforts are currently being made to utilize evidence, conduct experiments, and use program monitoring to increase the likelihood that policies and programs will generate intended effects. We explore the neglected connection between design thinking and commissioning of public services and make a general argument for how design thinking can contribute to more effective commissioning. We use the case of charter schooling to show how acquiring and sharing knowledge of local contexts can improve service design and delivery. We conclude that paying greater attention to local collaboration and service enhancement through the application of design thinking can improve commissioning and contribute significantly to the pursuit of… Continue Reading

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Eric.ed.gov – Provoking Mathematical Thinking: Experiences of Doing Realistic Mathematics Tasks with Adult Numeracy Teachers

eric.ed.gov har udgivet: This action research project looks at what happened when a small group of adult numeracy teachers with widely different experiences of learning and teaching mathematics explored their own informal numeracy practices and undertook a series of collaborative mathematical tasks. Evidence from qualitative data collected during the enquiry suggests that “realistic” tasks can provoke a range of mathematical thinking and learning responses which allow us to identify ways in which “procedural” and “conceptual” thinking is being used, and to track learning journeys through different stages of problem-solving. Although more experienced numeracy teachers could move between and within their “real worlds” and “maths worlds” with intent and ease, others had less integrated experiences, often valuing perceived mathematical powers over their own intuitive powers, with mixed success. Link til kilde

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Eric.ed.gov – Visual Thinking Routines: A Mixed Methods Approach Applied to Student Teachers at the American University in Dubai

eric.ed.gov har udgivet: Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The following study used mixed methods. It was guided by two research questions: 1) To what extent did visual thinking routines implemented in the Math/Science methodology course offered at the Graduate School of Education at the American University in Dubai inspire learning in the classroom and made time for students’ questions, contributions, and thinking? 2) How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Eight student teachers enrolled… Continue Reading

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Eric.ed.gov – The Impact of Overcoming Fixation and Gender on Divergent Thinking in Solving Maths Problems

eric.ed.gov har udgivet: The impact of fixation in solving math problems and that of gender on divergent thinking has been studied in this paper. The study was made in the academic year of 2006-2007, Fall Semester, at Necatibey Faculty of Education, Balikesir University. 229 first and second-year students at the Dept of Primary Math Teaching have been participated in the study. 70% of the prospective mathematics teachers have been found to be fixed in problem solving. There is no meaningful difference between the scores of those with fixation and those without fixation but the scores of those who have fixation in solving problems are slightly higher than the others. The impact of gender has been studied as a factor on divergent thinking but it has not been found to have… Continue Reading

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tandfonline.com – Gender-fair assessment of young gifted students’ scientific thinking skills

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students’ scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students’ responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between… Continue Reading

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Eric.ed.gov – Designing Spaces for Creativity and Divergent Thinking: Pre-Service Teachers Creating Stop Motion Animation on Tablets

eric.ed.gov har udgivet: In recent years, tablets have been shown to serve as incredible teaching tools in classrooms around the world. In mathematics education, divergent thinking, creativity, and play may play a key role in formation of adaptive thinking and math achievement. This qualitative, participatory action research investigated the use of an instructional model that provided minimal instruction in the use of tablets to create stop motion animation movies. This study focused on the themes and patterns that emerged as pre-service teachers integrate a design thinking philosophy as they explore creativity and divergent thinking through the creation of stop motion animation movies. This study employed a participatory action research design that examined the use of an instructional approach informed by design thinking that utilized tablets to enable preservice teachers to… Continue Reading