Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Behavior (1)
- Counting strategies (1)
- Dot cards (1)
- EFL (1)
- Elementary school (1)
-
- Greece (1)
- Learning (1)
- Mathematical modeling (1)
- Motivation (1)
- Negotiation (1)
- Number talks (1)
- Pedagogic corpus (1)
- PreK-12 teaching strategies (1)
- Primary school (1)
- SMP4 (1)
- Self-determination theory (1)
- Standards for Mathematical Practice (1)
- Student-teacher interaction (1)
- Subitizing (1)
- Teacher candidates (1)
- Technology (1)
- Young learner corpus (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Teaching And Learning As Negotiation, Brian C. Rose, Sara Myers
Teaching And Learning As Negotiation, Brian C. Rose, Sara Myers
Journal of Educational Research and Innovation
This paper reports data from a study investigating the nature of student-teacher interactions in elementary classrooms. These data suggest that while teacher candidates approach their work with school-aged children as a form of negotiation, teachers engage in negotiation with children in a variety of ways to meet a wide range and professional needs. These findings provide direction for teacher educators who support teacher candidates’ in developing an increased repertoire of interactional strategies that support student learning and teacher efficacy.
Input And Output In An English Classroom: A Young Learner Corpus Of English (Yolecore), Thomas Zapounidis, Marina Mattheoudakis
Input And Output In An English Classroom: A Young Learner Corpus Of English (Yolecore), Thomas Zapounidis, Marina Mattheoudakis
Journal of Educational Research and Innovation
This article highlights the need for a new type of corpus that will combine both a learner and a pedagogic corpus. The need for such a type of corpus is underlined by the interaction between input and output and the expected impact of the former on the latter within all instructional settings. Such a corpus will allow us to collect data, including teacher language, learner language, coursebook content, etc. and relate it to students’ output at specific points in time. Our study aims to present and describe the Young Learner Corpus of English (henceforth,YoLeCorE), which is an …
Dot Card Number Talks: Illustrating Counting Strategies With Preservice Elementary Teachers, Robert Knurek
Dot Card Number Talks: Illustrating Counting Strategies With Preservice Elementary Teachers, Robert Knurek
Colorado Mathematics Teacher
A dot card number talk was implemented in a mathematics content course with preservice elementary teachers (PsETs) to highlight counting strategies that are commonly seen in elementary school mathematics. PsETs' sketches on the dot cards showcase many different strategies, such as counting-all, counting-on, matching, and subitizing. While their illustrations demonstrated these different strategies, their answers were ultimately the same. The dot card number talk sparked meaningful conversations and helped PsETs distinguish between the counting strategies.
Three Questions From Cctm Teachers About Mathematical Modeling, Robyn Stankiewicz-Van Der Zanden, Rachel Levy
Three Questions From Cctm Teachers About Mathematical Modeling, Robyn Stankiewicz-Van Der Zanden, Rachel Levy
Colorado Mathematics Teacher
This article shares three questions and answers about mathematical modeling in the classroom from an April 2020 online conversation with participants of a CCTM webinar. We hope that the answers to these questions will motivate teachers to embrace the value of implementing math modeling tasks, help students see the math all around them in the world, and empower future professionals to reach for the mathematical tools in their pockets to make data-driven decisions.
Teacher Perceptions Of Technology In The Elementary Classroom, Allison Schnell
Teacher Perceptions Of Technology In The Elementary Classroom, Allison Schnell
Journal of Educational Research and Innovation
This qualitative, collective case study examines teacher perceptions surrounding the use of technology within three elementary classrooms. With a focus on student behavior, learning and motivation, Ryan & Deci’s Self-Determination Theory (SDT) is used as a theoretical framework for this research, providing insight into motivation and behavior. Findings suggest that while technology offers an incentive for some students, concerns regarding the overdependence on technology were apparent among all participants. This research sheds light on teacher perceptions surrounding technology and how it impacts children in and out of the classroom.