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71.
The effect of using a video clip presenting a contextual story on low-achieving students’ mathematical discourse 总被引：1，自引：0，他引：1
The question of how to enhance the learning of low-achieving students in mathematics presents an important challenge to researchers
and teachers alike. We investigated whether and how the use of a contextual story presented in a video clip facilitated low-achieving
students’ understanding of the meaning of fraction expansion. To this end, we (a) videotaped one group of three such students
during a guided interaction session, (b) interviewed students and teachers about their first impressions of the use of the
video clip, and (c) conducted pre–post-tests to examine the discourse students choose to employ to discuss expansion. Despite
the interviewees’ impression that the use of the video clips makes it easier to remember the story, the analysis of the guided
interaction session revealed that the students did not use it spontaneously when asked to explain why a fraction and its expanded
form are equivalent. Rather, their explanations revolved around the expansion procedure. It was the tutor’s careful interventions
in the discourse, building on the students’ recall of the story, which led to a synergy effect that facilitated the students’
understanding and articulation of the meaning of fraction expansion. This combination proved to be a potentially successful
strategy in effectively promoting low-achieving students’ understanding in mathematics, as demonstrated in the students’ discourse
and post-test performance. At the same time, our results highlight the delicate scaffolding required to achieve a beneficial
effect. 相似文献
72.
Teachers play a critical role in facilitating the academic achievements of students with learning disabilities (LD). The personal resources of teachers, such as sense of coherence (SOC) and hopeful thinking, may predict self-perception of the competency and efficacy they possess to help students with LD acquire needed learning skills. Several studies have shown the importance of SOC and hope to the success of students with LD, but research has not focused on how the hope of their teachers may help these students succeed in inclusive classrooms. The goal of the current study was to identify profiles of teachers, based on their personal resources of SOC and hope, and to examine their self-efficacy (SE) in helping students with LD acquire learning skills. The sample consisted of 624 teachers (567 females and 57 males) from inclusive classes; 143 teachers in this sample had special education training. Using cluster analysis four distinct clusters were identified suggesting that both SOC, as a global personality measure, and hope, as a measure of future expectations, contributed to the SE of teachers: their belief in their ability to help the students with LD acquire learning skills. In each cluster, teachers with special education training had higher levels of hope and SE. The results highlight the important role of teachers’ personal resources in predicting their belief in their professional ability to help students with LD. 相似文献
73.
Timothy Lackaye Malka Margalit Orit Ziv Tahel Ziman 《Learning disabilities research & practice》2006,21(2):111-121
The goals of this study were to compare self‐perceptions of self‐efficacy, mood, effort, and hope between 123 adolescents with learning disabilities (LD) and a group of 123 Non‐LD peers, who were matched for their level of academic performance and gender, and to explore the relations between measures of self‐perception and achievement. The results showed that students with LD reported lower academic self‐efficacy and lower social self‐efficacy. They also rated their mood as more negative and reported lower levels of hope and less investment of effort in their academic work. At the same time, no significant differences were found for emotional self‐efficacy in comparison to the Non‐LD peer group. In addition, among students with LD who were successful in their studies, a subgroup continued to report low levels of hope. The results demonstrated that even when the academic performance of students with LD is similar to their Non‐LD peers, their specific and global self‐perceptions continue to reflect their distress. It is not clear if these results represent past difficulties, day‐to‐day struggles, and/or future worries. Resilience models are proposed and research limitations are specified. 相似文献
74.
There is a growing interest in the mathematics education community in the notion of abstraction and its significance in the learning of mathematics. Reducing abstraction is a theoretical framework that examines learners behavior in terms of coping with abstraction level. It refers to situations in which learners are unable to manipulate concepts presented in a given problem; therefore, they unconsciously reduce the level of abstraction of the concepts involved to make these concepts mentally accessible. This framework has been used for explaining students conception in different areas of undergraduate mathematics and computer science. This article extends the applicability scope of this framework from undergraduate mathematics to school mathematics. We draw on recently published research articles and exemplify how students behavior can be described in terms of various interpretations of reducing abstraction level. 相似文献
75.
Orit Avidov-Ungar 《Teachers and Teaching》2016,22(6):653-669
This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers’ perceptions about their professional development. The qualitative analysis identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical). Using these dimensions, four ‘professional development patterns’ emerged. Participants’ professional trajectories are described in terms of these patterns: Hierarchically Ambitious, Hierarchically Compelled, the Laterally Ambitious and the Laterally Compelled. This categorisation could serve as an essential tool to help principals and decision-makers analyse teachers’ personal course of professional development. Hence, the categorisation of the teaching staff according to individuals’ professional aspirations could be utilised to design professional development programmes and incentives that would correspond to teachers’ particular needs. 相似文献
76.
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
77.
Orit Hazzan 《Educational Studies in Mathematics》1999,40(1):71-90
How do undergraduate students cope with abstract algebra concepts? How should we go about researching this question? Based on interviews with undergraduate students and on written questionnaires, a theoretical framework evolved which could coherently account for most of the data. According to this theoretical framework, students' responses can be interpreted as a result of reducing the level of abstraction. In this paper, the theme of reducing abstraction is examined, based on three interpretations for levels of abstraction discussed in mathematics education research literature. From these three perspectives on abstraction, ways in which students reduce abstraction level are analyzed and exemplified. 相似文献