tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract To inform current debate around climate change education (CCE) in the school curriculum in England, we surveyed the views of primary and secondary teachers (N = 626). In England, direct reference to climate change in the National Curriculum is confined to secondary Science and Geography but, unrelated to their subject area, teachers favoured a cross-curricular approach with most already communicating to their students about it. Feeling comfortable delivering CCE was correlated with reported resource availability, with most teachers considering only basic literacy was a greater funding priority. Teachers supported an action-based CCE curriculum including issues of global social justice, beginning in primary school with mitigation projects such as conservation, local tree-planting and family advocacy. Local campaigning (e.g. legal demonstration) was… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: There is a growing view that ‘Big Ideas of science education’ are useful for teaching science but there is not much knowledge of how teachers work with them. Purpose: This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile. Sample: A total of 63 science teachers (a purposive sample) from pre-school, primary and secondary education in Valparaíso Region in Chile participated in the study, with 38 of them answering all the questions in the research instrument and 25 answering some of them. Design and methods: The research instrument was a questionnaire with open-ended questions. Results: The use of Big Ideas was seen as the… Continue Reading
eric.ed.gov har udgivet: This Issue Brief is based on telephone interviews of 21 state policymakers to discuss the salient education issues in their states and their views on arts education. Six state senators, eight state representatives, one state board of education member, two deputy commissioners of education, three current state superintendents and one former state superintendent were interviewed between November 21, 2005 and February 27, 2006. All of the legislators serve on their respective education committees, and most chair these committees. Political affiliation among these policymakers was approximately equal, with nine Republicans, 10 Democrats and two unidentified. When asked to describe the most salient education issues in their states, quite a few policymakers mention issues that arts can help address, such as dropout prevention and the achievement gap between poor… Continue Reading
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 This study investigates Finnish, Norwegian, and Swedish first-year engineering students’ task performance in mathematics and examines how it relates to their motivational values and beliefs about the nature of mathematics. In a set of seven mathematical tasks, female students outperformed male students, for example, in the simplification of symbolic expressions. Our findings also show that female students set more demanding learning goals for themselves. Further, they expressed higher intrinsic motivational values, whereas male students emphasised utility values, which… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Across Europe, assumptions are often made within the academic literature and by some social commentators that students have come to understand the purpose of higher education (HE) in increasingly instrumental terms. This is often linked to processes of marketisation and neo-liberalisation across the Global North, in which the value of HE has come to be associated with economic reward and labour market participation and measured through a relatively narrow range of metrics. It is also associated with the establishment, in 2010, of the European Higher Education Area, which is argued to have brought about the refiguration of European universities around an Anglo-American model. Scholars have contended that students have become consumer-like in their behaviour and preoccupied by labour… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The theoretical framework of complexity is beginning to attract wider attention in research on the armed forces, and consequently the views of those who face complexity on the ground should be explored in more detail. Failure to do so risks complexity remaining only a top-level theory lacking adequate connection to practice. This article seeks to address this issue through analyzing the views of Finnish military officers. Data for the research were gathered using a deliberation and data collection method called a security café. A total of 74 people, most of them holding the rank of captain in the army or air force or lieutenant senior grade in the navy, attended the security café. The data used in this… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background and Context Although context-based teaching and learning has been investigated extensively in science education, little is known regarding the use of contexts for teaching CS in secondary education. Objective The aim of this study was to examine the characteristics of contexts suitable for teaching algorithms and to investigate teachers’ considerations regarding those contexts. Method This study examines teachers’ practices and reasoning concerning the use of contexts and is based on explorative, empirical research. Data were collected through semi-structured interviews with seven CS teachers and analyzed qualitatively. Findings The results of this study reveal several characteristics of effective contexts for teaching algorithms and show teachers’ ambitions to address the variation within the student population when selecting contexts that… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Aiming to bring teachers’ perspectives to research, teachers’ (N = 12) discussions are explored in the context of a professional development program on teaching highly able pupils (HAPs) mathematics. The findings show that the teachers perceive they have the competence to recognize HAPs, for example through continuous assessment. However, they express that collaboration with colleagues is necessary and that they would like their principals’ acknowledgement for their competence. They connect and verbalize their practical expertise with theories of teaching HAPs and demonstrate several criteria for teaching that successfully meet pupils’ learning needs in heterogeneous classrooms. Thus, they feel confident in how to orchestrate teaching that is inclusive of HAPs in heterogeneous mathematics classrooms. Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Epistemological and philosophical issues have always been relevant for the foundations of physics, but usually do not find their way into secondary physics classrooms. As an exception to this, the strangeness of quantum physics (QP) naturally evokes philosophical questions, and learners might have to change their ideas about the nature of science (NOS). In this exploratory mixed-method study, we examined possible connections between upper secondary school students’ QP content knowledge and their ideas about relevant aspects of NOS in the context of QP. We administered a QP concept test to 240 Dutch secondary students (age 17–19) after they attended classes on QP without a focus on NOS. Next, we selected 24 students with a range of test scores… Continue Reading
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