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1.
《The Journal of educational research》2012,105(5):382-391
ABSTRACTAdvanced mathematics and science coursetaking is critical in building the foundation for students to advance through the STEM pathway—from high school to college to career. To invigorate students’ persistence in STEM fields, high schools have been introducing applied STEM courses into the curriculum as a way to reinforce concepts learned in traditional mathematics and science classes and to motivate students’ interests in a long-term pursuit of these areas. The author examines the role of taking applied STEM courses early in high school on taking advanced mathematics and science courses later in high school. The results suggest a positive link between early applied STEM coursetaking and later advanced mathematics and science coursetaking—one that is delineated by specific type of applied STEM course and by individual-level demographic characteristics. The findings of this study thus support policymakers and practitioners’ efforts to expand the STEM curriculum beyond traditional subjects. Continuing to do so may be one way to expand the number of students persisting in STEM. 相似文献
2.
This paper is concerned with a curriculum development project, framed around the cross‐curricular themes as suggested by the NCC guidelines (1991‐a‐f). It is structured as a teacher partnership experience involving close collaboration between university tutors, student teachers and practising teachers in a local school. From the university's perspective, the curriculum development project grew out of the review and evaluation of the education courses which forms 50% of the four year BA/BSc Hons (Education) degree offered for students preparing to be secondary school teachers. From the school's perspective it offered an opportunity to develop a more formal incorporation of cross‐ curriculum themes into the subject curriculum. The paper discusses the project from three perspectives: the university tutors’, the school teachers’ and the students’, describing professional tutoring partnership in practice. 相似文献
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4.
Thurston Domina 《Child development》2014,85(5):1948-1964
The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students’ mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth‐grade algebra and geometry course placements are academically selective, but considerable between‐school variation exists in students’ odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. 相似文献
5.
Nicholas H. Wasserman Timothy Fukawa-Connelly Matthew Villanueva Juan Pablo Mejia-Ramos Keith Weber 《PRIMUS》2017,27(6):559-578
Future teachers often claim that advanced undergraduate courses, even those that attempt to connect to school mathematics, are not useful for their teaching. This paper proposes a new way of designing advanced undergraduate content courses for secondary teachers. The model involves beginning with an analysis of the curriculum and practices of school mathematics and its teaching, and then using those to build up to the advanced mathematics – in this case, real analysis. After developing definitions, examples, theorems, and proofs, the model then reconnects to practice, asking the teachers to translate ideas from real analysis in ways that are appropriate for teaching high school content to students. To illustrate the model, we provide and discuss two example tasks. 相似文献
6.
高师数学专业教育课程的设置对师范生的培养是至关重要的环节,不仅关系着师范生的理论知识储备,而且关系着师范生实践能力的培养。伴随着新课程改革的进行,小学数学教师素养有了新的要求,然而高师数学专业"教育课程"中,传统的课程设置并没有发生变化,以致于形成了师范生不了解新课程的理念、模仿老教师"穿新鞋,走老路"、实践能力差、动手操作能力差等社会现象。本文以江西教育学院为例,在课程设置上提出了一些建议,希望能有效地改善这一社会现象。 相似文献
7.
Dorian Stoilescu Douglas McDougall Gunawardena Egodawatte 《Educational Research for Policy and Practice》2016,15(2):83-97
Mathematics teachers, mathematics department heads, curriculum leaders, and administrators from 11 schools in four school boards from Toronto, Ontario, Canada, participated in a project to improve the teaching and learning in grade 9 mathematics classrooms. In each of these schools, an implementation team was created, so that at least three teachers from every school could collaborate, in order to improve learning outcomes of their students. This article reports on the challenges identified by teachers when they taught grade 9 applied mathematics. Teachers’ views of challenges fell into five main layers: (a) teacher professional development and pedagogical skills, (b) student learning needs, (c) settlement issues and families’ social and economic background, (d) administrative difficulties and resources, and (e) curricular issues. These challenges were complex and interconnected, demanding special remedial efforts by the administration and teachers. By reflecting on the challenges and practices, these teachers made a long-term strategy to engage in professional development activities to better understand their students’ learning needs and to improve their achievement in provincial tests. 相似文献
8.
Drew Polly 《课程研究杂志》2017,49(2):132-148
With the adoption of new content standards, teachers are often left without adequate curriculum resources. This study examined how educators used their curricular resources to teach new mathematics standards in the USA. Analyses of open-ended survey responses from 257 teachers and teacher–leaders in Grades 3 through Grade 5 indicated that every educator reported supplementing their districts’ or schools’ primary curricular resources with other materials. These supplements primarily included resources found for free on websites and resources that claimed to be aligned to the new standards, but varied in terms of alignment to national standards for effective mathematics curriculum. Implications for this study include further research on how teachers make decisions regarding curriculum resources as well as increasing teachers’ access to quality curriculum materials that can support students’ mathematical learning. 相似文献
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Specialized science, technology, engineering, and mathematics (STEM) schools create niche areas in an attempt to attract the best students, establish the school status, and justify their privilege to valuable resources. One Singapore STEM school does this in applied science learning to differentiate its curriculum from the national prescribed curriculum. Reflecting on the issues of curriculum innovation from the perspective of a teacher and head of department in this school, the second author discusses the constraints in curriculum innovation in a specialized school context embedded within a larger system of the national curriculum. We reflect on her experiences in designing, planning, writing, and implementing applied science courses and the challenges in having to simultaneously address the standardized assessment guidelines. 相似文献
10.
Over the past decade, curricular reform in mathematics education has emphasized the use of problem solving at all levels of instruction for all students, but adaptations for students with unique needs have not been specified. This study investigated the nature of problem solving in deaf education, focusing in particular on the use of story problems in the primary-level curriculum. Approximately 90% of the K-3 teachers from five schools for the deaf were asked with what frequency and in which communication mode they presented story problems to their students. Most teachers reported presenting story problems 1-3 times per week, and presentation method tended to reflect school communication philosophy. We found trends in story problem presentation in accordance with the mathematics grade level taught. We discuss implications for curricular reform and teacher education. 相似文献
11.
随着新课程改革的不断深入,小学数学教师也应转变传统的教学观念,创新数学教学方法,以达到新课程改革对小学阶段数学教学目标的新要求。小学阶段的数学教学能为学生未来更好地学习数学知识打好理论基础,在这一段时间内培养学生的良好学习习惯能使学生的学习达到事半功倍的效果。因此抓住这一关键期对学生进行教育,对帮助学生形成数学思维、提高学生运用数学知识解决实际问题的能力有重要作用。基于此,本文将研究在新课改背景下小学数学教学方法的几种创新形式。 相似文献
12.
Mary Zimmerer Kim Chuppa-Cornell Tricia Sindel-Arrington 《Community College Journal of Research & Practice》2013,37(12):865-879
ABSTRACTSkill and drill remediation in developmental reading courses do not prepare students for reading tasks in future college-level courses. When a skill and drill model is replaced with a model that utilizes contextualization, students engage in relevant activities with authentic texts to prepare students for college-level activities. The reading department at Chandler-Gilbert Community College (CGCC) eliminated the skill and drill textbook from its courses and teamed with library faculty to create a curriculum integrated with information literacy. Reading and library faculty provided students contextualized project-based activities that integrated reading and information literacy strategies. The development, redesign, and implementation of CGCC’s reading program that eliminated textbooks and contextualized information literacy and reading strategies through project-based activities are described in the present study. This study further addresses gaps in the literature regarding a fully contextualized reading course that can be implemented for no more cost than the cost of a traditional curriculum. 相似文献
13.
Discourse and the new didactics of scientific literacy 总被引：1，自引：1，他引：0
This study examines ways in which students’ experiences of a culturally‐sensitive curriculum may contribute to their developing sense of ethnic identity. It uses a narrative‐inquiry approach to explore students’ experiences of the interaction of culture and curriculum in a Canadian inner‐city, middle‐school context. It considers ways in which the curriculum may be interpreted as the intersection of the students’ home and school cultures. Teachers, administrators, and other members of the school community made efforts to be accepting of the diverse ethnic, linguistic, and religious backgrounds that students brought to the school. However, examination of students’ experiences of school curriculum events and activities revealed ways in which balancing affiliation to their home cultures while at the same time abiding by expectations of their teachers and peers in their school context could be difficult. The stories highlight ways in which curriculum activities and events may contribute to shaping the ethnic identity of students in ways not anticipated by teachers, administrators, and policy‐makers. 相似文献
14.
Usha Kotelawala 《International Journal of Science and Mathematics Education》2016,14(6):1113-1131
This report examines teachers’ self-espoused attitudes and beliefs on proving in the secondary mathematics classroom. Conclusions were based on a questionnaire of 78 US mathematics teachers who had completed at least 2 years of teaching mathematics at the secondary level. While these teachers placed importance on proving as a general mathematical skill, when they discuss their own classrooms, procedural skill consistently surpasses proof-related activities in importance for a majority of high school teachers. Furthermore, teachers labeling their own past experiences in proving as causing anxiety are predictably more likely to put less value on proving. Interestingly, the quantity of past college mathematics courses is a reverse predictor indicating that further study should consider how students perceptions of proving change as they pass through a mathematics major. 相似文献
15.
Nicole A. Bannister 《学习科学杂志》2015,24(3):347-372
Using a case study design and ethnographic methods, this research investigated the interactions of a group of high school mathematics teachers who collaborated daily on issues related to curricular and pedagogical reforms. The members of the collaboration team implemented these reforms with the goal of supporting all students’ learning of 1st-year college preparatory mathematics. This study used conceptual tools from frame analysis (E. Goffman, 1974) alongside an analysis of teacher participation patterns to understand teacher learning within a community of practice (E. Wenger, 1998). This analysis documented development within the teacher community through teachers increasing orientation to classroom-based interventions for struggling students alongside more collegial participation patterns, contributing an empirical example of teacher learning within a community of practice. 相似文献
16.
Yariv Feniger 《Critical Studies in Education》2020,61(3):363-379
ABSTRACT This study examines the influence of the Trends in International Mathematics and Science Study (TIMSS) 1999 results on mathematics education policy in Israel. Analyzing various documents, the study shows how these results transformed policymakers’ discourse regarding mathematics education. In order to achieve improvement in Israel’s ranking, the middle school mathematics curriculum was aligned with the TIMSS test. Following this change, the scores of Israeli students rose considerably in TIMSS 2011. Parallel results from Programme for International Student Assessment (PISA) and Israeli internal standardized tests, however, do not show comparable improvement in mathematics achievement. High school matriculation data for the same period of time show a decline in the percentage of students who took the most advanced mathematics courses. Furthermore, none of these data sources show any noticeable reduction in social inequality in mathematics achievement. On the basis of theoretical insights from political science, it is argued that international tests influence the way educational problems are framed and defined. Thus, instead of enriching educational decision-making processes, these tests can create a tunnel vision effect that restricts policymakers’ attention to ‘problems’ and ‘solutions’ defined by the tests themselves. 相似文献
17.
Practices,beliefs and cultures of high school mathematics departments: understanding their influence on student advancement 总被引：2，自引：2，他引：0
Rochelle Gutiérrez 《课程研究杂志》2013,45(5):495-529
This study analyses student advancement through us mathematics curricula as an outcome of departmental organization and patterns of collective teacher beliefs and practices. Evidence from a study of eight high school mathematics departments supports the argument that four key components facilitate students taking additional mathematics courses ‐‐ especially those at advanced levels ‐‐ and scoring higher on mathematics achievement tests. These components are: (1) a rigorous and common curriculum, (2) active commitment to students, (3) commitment to a collective enterprise, and (4) innovative instructional practices. The interaction between these components is discussed. 相似文献
18.
为了深入了解目前高中数学的教改现状,使得高等师范院校数学专业的课程设置与中学教改相适应,采用走访一线教师和问卷调查的方式收集有关资料,通过定量分析与定性分析相结合的方法,找出高师院校数学专业课程设置与中学教改数学教学内容间不相适应的方面,在此基础上提出了高师院校数学专业应该联系中学实际充实数学主干课,适应中学需要开好数学选修课,创造条件举办好数学专题讲座,采取多种形式开展好数学实践活动等教学改革的基本对策。 相似文献
19.
Knowing the subject matter of a secondary‐school science subject 总被引：1，自引：1，他引：0
Zongyi Deng 《课程研究杂志》2013,45(5):503-535
This paper examines the fundamental yet largely neglected distinction between school subjects and academic disciplines in the discourse on teachers’ specialized subject‐matter knowledge. It analyses and critiques the curricular positions embedded in that discourse in the light of five possible relationships between school subjects and academic disciplines. Invoking Dewey’s logical‐psychological distinction and research findings, the paper argues that the subject matter of a secondary‐school science subject instead of the subject matter of its parent academic discipline lies at the heart of secondary‐school science teachers’ specialized subject‐matter knowledge. Knowing such subject matter entails knowing five intersecting dimensions: the logical, the psychological, the pedagogical, the epistemological, and the sociocultural. Implications are drawn concerning theorizing about what secondary‐school science teachers need to know about the subject matter they are expected to teach, subject‐matter preparation for teaching, and the development of secondary‐school science curriculum materials. 相似文献
20.
Elena C. Papanastasiou Michalinos Zembylas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(6):599-618
AN EMPIRICAL INVESTIGATION OF DIFFERENCES BETWEEN MATHEMATICS SPECIALISTS AND NON-SPECIALISTS AT THE HIGH-SCHOOL LEVEL in Cyprus – The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics courses in high school managed to perform exceptionally well. In seeking to account for this apparent disparity, the present study examines the differences between mathematics specialists and non-specialists at the high-school level and discusses the implications that these have for teaching practice. It shows how students educated in an environment that might not be optimal for producing high-achieving students in mathematics and science in elementary and middle school (according to the TIMSS) might nonetheless manage to excel in these fields at the end of their schooling. In conclusion, the authors address the implications of their study for similar educational systems in other developing countries. 相似文献