Search results for: Elementary mathematics
Page 2/2 16 items
The purpose of this study was to better understand prospective elementary school teachers’ motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. 85 education students were given a motivation questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught.
Updated: Jun. 11, 2009
This article reviews the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. 87 studies met these criteria. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
Updated: Dec. 14, 2008
The article focuses on mathematical metaphors, as they can be used to express already-held perceptions about the nature of mathematics. The authors consider the use of metaphors as a strategy for explicating elementary teachers’ views of mathematics, and the investigation of metaphors of mathematics creates a shared communicative space and enhanced the quality of the discussion with the teachers.
Updated: Nov. 12, 2008
Using Supported Video Exemplars for the Professional Development of Preservice Elementary School Teachers
The study describes the use of video episodes in elementary mathematics classrooms. The focus of this study was to investigate the benefits of supporting software to enhance preservice teachers' understanding of teaching mathematics.
Updated: Mar. 24, 2008
A web-based teacher resource was used to explore how elementary teachers apply mathematical definition, correct procedure error in arithmetic and make sense of a story requiring the multiplication of fractions. Eleven preservice teachers were examined in order to compare the participants and the norms of the mathematical community. Results revealed that the teachers were unsophisticated and did not possess the fundamental mathematical understandings.
Updated: Jan. 28, 2008
Action Research and Collaborative Research: Their Specific Contributions to Professional Development
This article claims that participative types of research contribute differently to professional development. Its intent is to explore the different contributions action research and collaborative research bring. One action research and one collaborative research have been conducted involving school personnel. The results show that participants' individual competencies are strengthened, as well as collective competencies emerging such as the development of a common vocabulary and a shared vision about the school's mission and mathematics curriculum.
Updated: Dec. 30, 2007