Search results for: Mathematics
Page 5/10 93 items
Building on work in the area of third space theory, this study documents one teacher's efforts to create third spaces in an elementary mathematics classroom. In an attempt to link the worlds of theory and practice, the author examines how the work of other theorists and researchers can create new lenses for classroom practitioners.
Updated: Dec. 08, 2009
The author reviews research related to mathematics education and cooperative learning. Furthermore, she discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. The author concludes by considering unresolved questions in the field and proposing directions for future research.
Updated: Jul. 02, 2009
This paper reviews research on the achievement outcomes of mathematics programs for middle and high schools. There were 100 qualifying studies, 26 of which used random assignment to treatments. The findings revealed very small effect sizes for mathematics curricula and for computer-assisted instruction.
Updated: Jul. 02, 2009
This paper is derived from the qualitative portion of a larger study conducted on mathematics websites that provide expert volunteer help. The researcher has employed theories about expertise in the educational domain to elicit details of individual coping strategies with challenges posed by the online environment, including students' non-responsiveness and issues of academic honesty. The researcher suggests that best practices must include both pedagogical and tutor training/support considerations.
Updated: Jun. 24, 2009
Prospective Middle School Mathematics Teachers’ Reflective Thinking Skills: Descriptions of Their Students’ Thinking and Interpretations of Their Teaching
In this study, the authors examined prospective middle school mathematics teachers’ reflective thinking skills. The authors' goal was to identify variations among prospective teachers’ descriptions of students’ thinking and frequency of their interpretations about how teaching affected their students’ learning. 33 participants responded to open-ended questionnaires or interviews that elicited reflections on their own teaching practice.
Updated: Jun. 15, 2009
The Impact of an Ongoing Professional Development Program on Prekindergarten Teachers' Mathematics Practices
Mathematics is a natural part of daily life for young children as they explore the world around them. To begin establishing a mathematical foundation, early childhood educators must be knowledgeable about mathematical concepts. Furthermore, they must also be aware of the most developmentally appropriate ways in which to teach these concepts to young children. After participation in an ongoing professional development program, specifically targeting teachers of prekindergarten children in public school, teachers reported positive changes in math practices.
Updated: Jun. 11, 2009
Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. The study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers at a mid-sized college in central New York State.
Updated: Apr. 01, 2009
The goal of the study was to examine the nature of professionally oriented subject matter knowledge in mathematics. Therefore, the authors studied actual mathematics teaching and identified mathematical knowledge for teaching based on analyses of the mathematical problems that arise in teaching. In conjunction, measures of mathematical knowledge for teaching were developed.
Updated: Jan. 28, 2009
New Directions for the Design and Study of Professional Development Attending to the Coevolution of Teachers' Participation Across Contexts
Research on professional development (PD) focuses on what teachers learn as a result of their participation in PD. Therefore, the research frames unidirectional questions: To what extent does participation in PD influence teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning. They argue that researchers should investigate what teachers are learning during and after PD, looking at the coevolution of participation between classroom practice and PD.
Updated: Jan. 28, 2009
Analysis of the Reflections of Student-Teachers of Mathematics When Working with Learning Portfolios in Spanish University Classrooms
Research in teacher-training counsels that reflection should be fostered in order to prepare capable professionals for educational practice. For this reason, a teaching-learning process for training mathematics student-teachers in Spanish university classrooms incorporating an assessment system that included keeping a learning portfolio was analyzed.The results showed the difference between the assessment of student-teachers in reflection and the other aspects, and thus the need to use specific assessment instruments for the different capabilities being developed in the training process.
Updated: Jan. 19, 2009