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1.
《The Journal of educational research》2012,105(4):203-213
Abstract The authors investigated the assessment and grading practices of over 900 Grades 3-5 teachers representing urban, suburban, and rural schools. Teachers indicated the extent to which they used various factors to grade students, the types of assessments used, the cognitive level of assessments, and the grades awarded. Teachers appeared to conceptualize 6 major factors when they graded students; they placed the greatest weight on academic performance and academic-enabling behaviors, such as effort and improvement, and much less emphasis on homework, comparisons with other students, grade distributions of other teachers, and borderline cases. The teachers used 3 types of assessments—constructed-response, objective, and teacher-made major examinations; they differentiated between recall and higher level cognitive skills. However, there were few relationships between assessment and grade level, subject matter assessed, and grades awarded. Results are discussed in light of other research, indicating that teachers use a “hodgepodge” of factors when assessing and grading students. 相似文献
2.
Leigh A. van den Kieboom Marta T. Magiera John C. Moyer 《Journal of Mathematics Teacher Education》2014,17(5):429-461
In this study, we explored the relationship between prospective teachers’ algebraic thinking and the questions they posed during one-on-one diagnostic interviews that focused on investigating the algebraic thinking of middle school students. To do so, we evaluated prospective teachers’ algebraic thinking proficiency across 125 algebra-based tasks and we analyzed the characteristics of questions they posed during the interviews. We found that prospective teachers with lower algebraic thinking proficiency did not ask any probing questions. Instead, they either posed questions that simply accepted and affirmed student responses or posed questions that guided the students toward an answer without probing student thinking. In contrast, prospective teachers with higher algebraic thinking proficiency were able to pose probing questions to investigate student thinking or help students clarify their thinking. However, less than half of their questions were of this probing type. These results suggest that prospective teachers’ algebraic thinking proficiency is related to the types of questions they ask to explore the algebraic thinking of students. Implications for mathematics teacher education are discussed. 相似文献
3.
Candia Morgan 《Assessment in Education: Principles, Policy & Practice》1996,3(3):353-375
Recent developments in curriculum and assessment in the UK have led to increased involvement of teachers in high‐stakes summative assessment of their own students. Case studies of experienced secondary school mathematics teachers reading and assessing General Certificate of Secondary Education (GCSE) coursework texts show that they experience tensions between their various roles and responsibilities as teachers and as examiners. Moreover, different teachers appear to resolve these tensions in different ways, adopting various positions in relation both to the content of the written coursework texts and to the student‐authors of the texts. Variations in teachers’ approaches to reading and assessing mathematics coursework may lead to differences in the ranks or grades allocated and, even where they do not, the meanings of the grades given by different teachers may be substantially different. Through examining teachers’ assessment practices, questions are raised both about the validity of such assessments and about the compatibility of the coursework examination system with the aims of the curriculum development which gave rise to it. 相似文献
4.
Adina Mishal 《Teacher Development》2016,20(2):253-274
The present study aimed to explore the contribution of a mathematics in-service training course to elementary school teachers (1st–6th grades) in Israel. The study was conducted among 449 educators. They were required to respond to background questions. Moreover, they were asked to indicate their expectations from the in-service training course and, at its end, point out to what extent they benefitted from that course. The research findings illustrate that educators who teach mathematics at elementary school and attended the course are generally women in their 40s, holding a BEd degree and a teaching certificate not in mathematics, with an average 13-year seniority. The participating teachers indicated their wish to enrich their didactic knowledge in order to acquire varied tools for teaching mathematics to the entire pupil population as well as to gifted pupils and pupils with learning difficulties. Nevertheless, their demand to expand their mathematics knowledge was very limited. Based on the fact that most teachers have no mathematics education, this is a surprising finding as, in order to be a good teacher, one must be versed not only in Pedagogical Content Knowledge but also in Subject Matter Knowledge. 相似文献
5.
《Educational Philosophy and Theory》2012,44(3):284-299
AbstractValues, moral values and democratic values are attracting the attention of education researchers in general and mathematics education researchers in particular. Little research has studied pre-service teachers’ perceptions of values in the classroom, their perceptions of the relationship between the different variables of values in the classroom, as well as their relationship with the democratic society. The present research attempts to do so. Twenty-two graduate pre-service teachers who participated in ‘New trends in mathematics education’ course discussed how to cultivated values in the mathematics classroom. Moreover, they answered survey questions related to the cultivation of values in this classroom. We used a combination of deductive and inductive content analysis to characterize the pre-service teachers’ texts. The research results indicate that the pre-service teachers perceived values as encouraging students’ activity in the mathematics classroom. In addition, the pre-service teachers perceived values as encouraging specific categories of values needed as skills for the citizen in a democratic society, as creativity, critical thinking and metacognition. 相似文献
6.
ABSTRACT. This study investigates how mathematics secondary schools' teachers in \hbox{Jordan} perceive critical thinking and compares teachers' perceptions before and after educational reform. Data were collected from 12 schools twice: in 1988 and in 2004 by interviewing 47 Mathematics teachers. The interview included questions related to teachers' understanding of critical thinking, its role and importance in learning Mathematics, and instructional strategies that could help improve students' critical thinking skills. Results found no improvement in secondary Mathematics teachers' perceptions of critical thinking despite 15 years of educational reform. The majority of Mathematics teachers seemed not to have a clear and adequate understanding of critical thinking. Though most of the teachers claimed they have to teach critical thinking, more than half of them could not suggest any learning situation that could help in fostering critical thinking in Mathematics classes. Also most of the teachers claimed that critical thinking would help students in learning Mathematics; yet less than half were able to give a convincing justification for that. A small percentage of the secondary Mathematics teachers believed they can help all students to foster their critical thinking. It is thus recommended that the concept of critical thinking be transferred from the realm of rhetoric to the field of practice. The paper ends with some recommendations related to the Mathematics teachers training programs in view of the results of this study. 相似文献
7.
对于小学阶段的学生来说,需要具有良好的逻辑推断与理解能力,因此,教师要以学生兴趣为主,为学生提供更为创新有趣的教学模式。本文将以小学数学教学中学生学习兴趣培养的重要性和意义为切入点,对课堂教学提高学生学习兴趣的策略进行简要探讨和分析,为广大教师提供借鉴。 相似文献
8.
The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education. 相似文献
9.
Alexis Padilla 《International journal of qualitative studies in education》2019,32(3):299-322
This article documents efforts to advance inclusive mathematics education practices involving the introduction of equity-oriented resources in state-level mathematics standards guidance documents in a Midwestern United States jurisdiction. We adopt a critical stance by looking at ways to interrogate available metatheories for these kinds of change-making processes. The guiding resources documented in the present article center on issues of difference. These issues are related to dis/ability in mathematics education standards and curriculum to not only raise teachers' awareness of constructions of difference in order to foster inclusive education, but also to promote critical self-reflections around ableism. Guiding resources are a means to support recognition of dis/ability difference as a source of multiple mathematical knowledge bases from which to learn and advance mathematics thinking. Yet, we also recognize the need to be vigilant about the complex interpretative contours and the relational dynamics at work throughout their various layers of implementation, assessment, and anti-ableist realignment. Accordingly, we reflect metatheoretically about three questions: How might concepts of access, achievement, identity, and power support teachers of mathematics in advancing inclusive practices? How do word choices in mathematics standards, curriculum, and practices dis/able students in classroom practices? What may we learn from the mathematics education experiences of individuals with dis/abilities and their families in the broad configuration of change-making dynamics of educational policies and teaching practices? 相似文献
10.
One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to a survey on mathematics word problem-solving practices. Half the respondents were teachers from center schools and the other half from mainstream programs. The latter group represented both integrated and self-contained classes. The findings clearly show that regardless of instructional setting, deaf students are not being sufficiently engaged in cognitively challenging word problem situations. Overall, teachers were found to focus more on practice exercises than on true problem-solving situations. They also emphasize problem features, possibly related to concerns about language and reading skills of their students, rather than analytical and thinking strategies. Consistent with these emphases, teachers gave more instructional attention to concrete visualizing strategies than to analytical strategies. Based on the results of this study, it appears that in two of the three types of educational settings, the majority of instructors teaching mathematics and word problem solving to deaf students lack adequate preparation and certification in mathematics to teach these skills. The responses of the certified mathematics teachers support the notion that preparation and certification in mathematics makes a difference in the kinds of word problem-solving challenges provided to deaf students. 相似文献
11.
解题是中学数学教师的基本功之一,但目前职前中学数学教师在解题方面的能力比较弱。因此,需要有效地、全面地提高职前中学数学教师解题的能力。具体来说,需要系统地、有计划地培养职前中学数学教师解题能力。在第一学年研读中学数学课标和教材,强化中学数学的概念性知识;在第二学年熟练掌握中学数学解题中的解题思想和方法;在第三、四学年对解题中的有意识控制的知识进行训练。同时,将解题的书面表达、口头表达的训练融入每一个阶段当中。 相似文献
12.
This longitudinal study examined the extent to which teachers’ participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers’ beliefs and science instruction. Results showed significant increases in teachers’ overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers’ direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction. 相似文献
13.
Randall J. Souviney 《Educational Studies in Mathematics》1983,14(2):183-212
A case study was conducted of mathematics instruction at five sites in Papua New Guinea. Trial instructional materials were developed, teachers received inservice training and implementation was carefully monitored for a six-week period. English and mathematics achievement instruments and eight measures of cognitive development were administered to a sample of 201 students in grades two, four and six. Mathematics and language achievement varied significantly among the five sites. Students at all grade levels exhibited poor application of problem solving skills while showing computation, measurement and mathematical language abilities superior to results previously reported. English reading and measures of conservation and classification competence were highly correlated with mathematics achievement. Correlations between memory measures and mathematics achievement decreased from grade two to grade six while correlations between measures of language and cognitive development and mathematics achievement tended to increase. The results indicated that the non-consumable student textbooks ameliorated to some extent the problems associated with non-native language instruction for the students involved in the study. It was concluded that locally developed textbooks with an appropriate language load would enhance mathematics learning, particularly in remote-rural areas where current teaching conditions and lack of materials interact with poor English skills to create an imbalance in achievement. 相似文献
14.
Juhaina Awawdeh Shahbari Fadia Nasser Abu-Alhija 《International Journal of Science and Mathematics Education》2018,16(7):1315-1335
This study explored the training of prospective and practicing mathematics teachers in alternative assessment and its impact on their attitudes toward alternative assessment methods and their beliefs about the nature of mathematics. Data were collected from 51 prospective teachers and 50 practicing teachers who took a course on alternative assessment in mathematics. Findings indicated a significant change in the correlation between the positivist and constructivist dimensions of their beliefs about the nature of mathematics following the course. No significant differences were found between the prospective and practicing teachers’ beliefs either before or after the course nor in their attitudes toward alternative assessment after the course. Before the course, however, the two groups differed significantly in their attitudes toward alternative assessment. Findings also revealed significant changes in attitudes toward alternative assessment and beliefs about the nature of mathematics following participation in the course. These changes in attitudes and beliefs were accompanied by a shift in the nature of the assessment tasks written by the participants. Participants who demonstrated more positive attitudes and constructivist beliefs tended to write more conceptual problems and less procedural exercises. Implications for mathematics teacher training and professional development in alternative assessment are discussed. 相似文献
15.
Aaron D. Isabelle 《The Educational forum》2017,81(1):83-91
For students to achieve the goals of the Next Generation Science Standards (NGSS) by Grade 12, thinking and acting like scientists and engineers must begin in the elementary grades. However, elementary teachers may find this challenging -because language arts and mathematics still dominate many classrooms—often at the expense of science. This essay examines the science skills elementary students are expected to learn and how teachers and administrators can approach the increased demands of NGSS. 相似文献
16.
This study documents that teacher turnover is strongly related to the pattern of grades that a teacher is asked to teach. Elementary teachers in North Carolina that teach the same grade in their first two years are approximately 20% more likely to stay than teachers who teach two different grades in their first two years of teaching. More generally, within total experience categories, teachers with the fewest years of grade-specific experience have the highest probability of turnover. We argue that this pattern is driven both by the disruption caused by grade reassignment and by the fact that teachers with stable grade assignments have effectively smaller workloads since they can reuse lesson plans and, more generally, apply grade-specific skills. 相似文献
17.
Tanya L. Eckert Erin K. Dunn Robin S. Codding John C. Begeny Ava E. Kleinmann 《Psychology in the schools》2006,43(3):247-265
Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm‐referenced measures to obtain estimates of students' achievement in reading and mathematics. Recent developments in the assessment of students' academic skills, such as Curriculum‐Based Measurement (CBM), provide a direct estimate of students' skill levels in basic areas such as reading and mathematics. The purpose of the present study was to examine the extent to which teachers' perceptions of students' reading and mathematics skills corresponded to direct estimates of students' reading and mathematics skills. Two second‐grade teachers estimated the reading and mathematics skills of 33 second‐grade students. Results of this study indicated that teachers were not accurate in assessing their students' mathematics functioning. Teachers were more accurate in assessing the occurrence of Mastery mathematics levels in basic addition, but were very inaccurate in assessing the occurrence of Mastery, Instructional, or Frustrational mathematics levels in all other skills assessed. In reading, teachers' judgment accuracy varied as a function of grade‐level material and instructional level. Specifically, teachers experienced considerable difficulty accurately identifying students who were reading at a Mastery level in grade‐level or above‐grade‐level material. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 247–265, 2006. 相似文献
18.
The purpose of this paper is to describe the school-based contextual constraints perceived by beginning elementary teachers as they attempted to enact their visions of effective mathematics teaching and the components of a mathematics-specific, university-based induction program designed to support elementary teachers in their teaching of mathematics. A significant number of beginning teachers in the program indicated that curriculum pacing guides and grade level teachers often discouraged their enactment of effective mathematics teaching. We describe the components of the induction program in general and then discuss the specific ways that program mentors, who were elementary teachers with expertise in mathematics teaching, supported beginning teachers in navigating the constraints identified. Data suggest that supporting teachers’ pedagogical agency to navigate local school contexts should be an additional consideration in teacher preparation and induction programs. 相似文献
19.
Shirly Avargil Orit Herscovitz Yehudit Judy Dori 《Journal of Science Education and Technology》2012,21(2):207-225
For an educational reform to succeed, teachers need to adjust their perceptions to the reform’s new curricula and strategies
and cope with new content, as well as new teaching and assessment strategies. Developing students’ scientific literacy through
context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for
Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research
objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found,
while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from
graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels.
Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations,
teachers-designed students’ assignments, and developers-designed students’ assignments. We documented different challenges
teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges.
Developing teachers’ assessment knowledge (AK) was found to be the highest stage in teachers’ professional growth, building
on teachers’ content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use
of assignments designed by teachers as an instrument for determining their professional growth. 相似文献
20.
Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed
a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face
classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate
students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study
examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated
that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b)
present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking. 相似文献