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Educational Studies in Mathematics - An essential task for mathematics teachers is posing problems. Selecting mathematics problems that develop mathematical proficiency and engage students in... 相似文献
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Liam Murray Triona Hourigan Catherine Jeanneau Dominic Chappell 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(3):425-438
This article analyses data from over 1000 student questionnaires dealing with how students currently use the web to support their learning. It discusses student understanding, needs, and expectations of the web and the overwhelming perception that the web now forms an integral part of their study and research practices. However, these practices require greater definition and refinement for and by the student. Evidence from some teaching staff is compared with that from students for validation purposes and has also revealed striking differences in perception and attitudes between the two groups. We identify specific needs on the part of most students in our survey who require greater guidance and study skills when using the web. These “Netskills” are described and recommendations are made concerning their acquisition and future development by students who are demanding that such skills become part of their own learning strategies. 相似文献
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Classroom data modeling involves posing questions, identifying attributes of phenomena, measuring and structuring these attributes, and then composing, revising, and communicating the outcomes. Selecting attributes is a fundamental component of data modeling, and the considerations made when selecting attributes is the focus of this paper. A teaching experiment involving 2 teacher educators and 25 pre-service teachers (PSTs) was carried out with 24 young children (5–6-year-olds) as part of a 4-day data modeling investigation. Although perceptual features of the data influenced initial approaches to attribute selection, considerations of the problem situation influenced a shift from the perceptual and towards consideration of attributes such as taxonomy, habitat, behavior, and diet. Expertise in the data context (animal kingdom) and ability to collaborate and negotiate within groups supported children in their ability to switch attributes, attend to multiple situations presented by the problem, and modify and extend their categorizations of data. 相似文献
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Aisling Leavy Mairead Hourigan Claire Carroll 《International Journal of Science and Mathematics Education》2017,15(3):509-526
This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school mathematics curricula compared to the earlier cohort who experienced traditional curricula. Attitudes were determined by administering Aiken’s Revised Mathematics Attitude Scale (Aiken, 1974). Analyses indicate generally positive attitudes on entry to ITE. The earlier cohort demonstrated greater Enjoyment of Mathematics while the later cohort exhibited higher scores on the Value of Mathematics scale. 相似文献
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Increasingly universities have supported several innovative flexible learning projects over the past few years, and there exists a small but enthusiastic group of staff who have demonstrated that something is possible. Our task is to suggest additional strategies that can realize some of the strategic goals set for flexible learning over the next few years. This paper is based upon the assumption that a strategic direction has already been chosen and suggests some strategies to ensure practical and realistic outcomes. Création d'une communauté virtuelle de troisième cycle universitaire: apprentissage de conduites d'évaluation. Durant plusieurs années un nombre croissant d'universités ont soutenu de nombreux projets innovants d'apprentissage flexible et il existe des groupes restreints mais enthousiastes d'enseignants qui ont démontré que l'on peut faire quelque chose. Notre tâche est de suggérer des stratégies complémentaires qui permettent d'atteindre certains des objectifs fixés pour les apprentissages flexibles dans les prochaines années. Cet article est fondé sur l'hypothèse qu'une direction stratégique a déjà été choisie et suggéré certaines stratégies pour obtenir des résultats pratiques et réalistes. Erstellen einer virtuellen Gemeinschaft für Absolventen: Lernantrieb durch Einstufung In zunehmendem Maße haben Universitäten in den letzten Jahren verschiedene innovative Projekte für Flexibles Lernen unterstützt. Es gibt eine kleine aber begeisterte Gruppe von Mitarbeitern, die gezeigt hat, daß auf diesem Gebiet durchaus etwas möglich ist. Unsere Aufgabe ist, zusätzliche Strategien vorzuschlagen, die einige der strategischen Ziele, die für Flexibles Lernen gesetzt sind, in den nächsten Jahren erreichen helfen. Dieses Papier geht von der Annahme aus, daß es schon eine strategische Richtung gibt und schlägt einige Taktiken vor, um praktikable und realistische Resultate sicherzustellen. 相似文献
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While there is abundant research reporting the impact of Lesson Study as a professional development framework for qualified teachers, its potential within initial teacher education remains relatively unexplored. We present a particular model of formal Lesson Study which has been experienced annually for a decade by Irish pre-service primary teachers. This study examines the perceived effects on learning of this Lesson Study model on a large sample of pre-service primary teachers (N?=?225) who worked in 45 different lesson study groups over a 10 year period (2008–2017). Data analysis reveals that participants’ perceptions of learning fell within two distinct themes namely ‘An awakening regarding teacher content knowledge’ and ‘Cornerstones of learner-centred practice’, each of which consisted of rich inter-connected sub-themes. As a result of engaging in Lesson Study, participants report an increased awareness of the importance of deep content knowledge in addition to adopting a learner-centred approach to their practice. Participants also believed that Lesson Study enhanced their professional knowledge and skills in the curricular area of focus (mathematics, in this case). While this study focuses on self-report data, these opinions are fundamental given research which proposes that interventions will fail if participants judge them to be ineffective. 相似文献
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Responding to mathematical problems is a core activity in classrooms. The problems that teachers select determine the mathematical content, processes and nature of mathematical inquiry occurring in classrooms and thereby contribute to the development of mathematical skills and dispositions. Selecting, designing or reformulating mathematical problems is a critical skill, then, for prospective and practising teachers. This study explores the influence of a mathematical letter writing initiative in developing the problem posing skills of 28 prospective primary teachers. We examine the characteristics of mathematical problems designed by prospective teachers, and their understandings of what constitutes a good mathematical problem, prior to and following completion of a 12-week letter writing initiative with 10–11-year-old children. Analysis of the data reveals the benefits of engaging in the initiative as evidenced in improvements in several problem characteristics. There was an increase in the number of multiple approach and multiple solution problems and in the level of cognitive demand of problems posed. The challenge of posing non-traditional problems, alongside the competing demands of building in opportunities for success, may have diminished participants’ ability to evaluate and attend to the cognitive demand of problems.
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Teacher knowledge is a critical focus of educational research in light of the potential impact of teacher knowledge on student learning. The dearth of research exploring entry-level preservice teachers' geometric knowledge poses an onerous challenge for mathematics educators in initial teacher education (ITE) when designing experiences that develop preservice teachers' geometric knowledge to support the task of teaching. This study examines the geometric thinking levels of entry-level Irish preservice primary teachers (N = 381). Participants' geometric thinking levels were determined through a multiple-choice geometry test (van Hiele Geometry Test) prior to commencing a Geometry course within their ITE program. The findings reveal limited geometric thinking among half of the cohort and question the extent to which pre-tertiary experiences develop appropriate foundations to facilitate a smooth transition into ITE mathematics programs. The study also examines the nature of misconceptions among those with limited geometric thinking and presents suggestions to enhance the geometric understandings of preservice teachers. 相似文献
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Growing awareness of the importance of education in the early years has led professional organizations and policy makers to consider the effectiveness of mathematics education for young children. Factors such as educational environments, early years curricula and teacher education are some of the many aspects that have been examined. This paper describes the types of mathematical content knowledge that 25 prospective primary teachers developed as they designed, taught and reflected upon early number lessons. This Lesson Study approach involved two mathematics educators and 25 prospective primary teachers designing, teaching and re-teaching five early number lessons in two elementary classrooms with 4–5 year old children. The results suggest that effective teaching of early number concepts draws on mathematical knowledge that is specialized and unique to teachers; in other words Specialized Content Knowledge (SCK). The study found that engaging in Lesson Study promoted mathematics SCK development in two primary ways, notable by: (1) raising awareness of the complex relationships between early number concepts that contribute to developing robust early number understandings and (2) developing expertise in identifying the nature and source of children’s mathematical errors. The development of participants’ early number SCK is described and recommendations are made for the design of experiences in Initial Teacher Education (ITE) to support teachers in the provision of high quality mathematics experiences to young learners. 相似文献
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We argue that the development of statistical literacy is greatly supported by engaging students in carrying out statistical investigations. We describe the use of driving questions and interesting contexts to motivate two statistical investigations. The PPDAC cycle is use as an organizing framework to support the process statistical investigation. 相似文献