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Articles 181 - 210 of 3004
Full-Text Articles in Education
A Comparison Of Instructional Sequence In Intelligent Tutor-Assisted Math Problem-Solving Intervention Program, Joo Park, Yan Xin, Ron Tzur, Luo Si, Casey Hord
A Comparison Of Instructional Sequence In Intelligent Tutor-Assisted Math Problem-Solving Intervention Program, Joo Park, Yan Xin, Ron Tzur, Luo Si, Casey Hord
Ron Tzur
No abstract provided.
Curricular Change Agenda For Failure-Experienced Mathematics Students: Can Success-Promoting Assessment Make A Difference?, Ron Tzur, Nitsa Movshovitz-Hadar
Curricular Change Agenda For Failure-Experienced Mathematics Students: Can Success-Promoting Assessment Make A Difference?, Ron Tzur, Nitsa Movshovitz-Hadar
Ron Tzur
The study reported in this paper addressed the question: Can a success promoting assessment schema (SPAS) be designed so as to have a positive impact on mathematics learning of failure-experienced students? Addressing the problem of the study is important because assessment of students' mathematics learning greatly impacts the way mathematics is taught and learned in schools (National Council of Teachers of Mathematics, 1995). Learning mathematics is essential for one's functioning in today's society, and it is considered desirable that all students know and use mathematics (For Good Measure, 1992; National Council of Teachers of Mathematics, 1989). However, these goals are …
Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur
Explicating The Teacher's Perspective From The Researchers' Perspectives: Generating Accounts Of Mathematics Teachers' Practice, Marty Simon, Ron Tzur
Ron Tzur
In this article we articulate a methodology for studying mathematics teacher development in the context of reform. The generation of accounts of teachers'practice, an adaptation of the case study, provides an approach to understanding teachers' current practice and to viewing their current practice in the context of development toward envisioned reforms. The methodology is an alternative both to studies that focus on teachers' deficits and to teachers' own accounts of their practice. Conceptual frameworks developed within the mathematics education research community are applied to the task of investigating the nature of practice developed by teachers in transition. We characterize this …
Characterizing A Perspective Underlying The Practice Of Mathematics Teachers In Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, Margaret Smith
Characterizing A Perspective Underlying The Practice Of Mathematics Teachers In Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, Margaret Smith
Ron Tzur
We postulate a construct, perception-based perspective, that we consider to be fundamental to the practices of many teachers currently participating in mathematics education reform in the United States. The postulation of the construct resulted from analyses of data from teaching experiments in teacher education classes with a combined group of prospective and practicing teachers and from case studies with individuals from that group. A perception-based perspective is grounded in a view of mathematics as a connected, logical, and universally accessible part of an ontological reality. From this perspective, learning mathematics with understanding requires learners' direct (firsthand) perception of relevant mathematical …
Moving Students Through Steps Of Mathematical Knowing: An Account Of The Practice Of An Elementary Mathematics Teacher In Transition, Karen Heinz, Margaret Kinzel, Marty Simon, Ron Tzur
Moving Students Through Steps Of Mathematical Knowing: An Account Of The Practice Of An Elementary Mathematics Teacher In Transition, Karen Heinz, Margaret Kinzel, Marty Simon, Ron Tzur
Ron Tzur
We present an account of a sixth-grade teacher's practice as she responds to the challenges of current reform initiatives. We analyzed classroom observations and interviews to understand how the teacher, Ivy, teaches and thinks about teaching mathematics to her students. For Ivy, mathematical meaning is available in particular experiences. She creates these experiences for her students by leading them through a predetermined sequence of steps of mathematical knowing. This account contributed to our postulation of a perspective on mathematics learning that we refer to as perceptionbased, in which the goal of instruction is to create opportunities for students to perceive, …
An Integrated Research On Children's Construction Of Meaningful, Symbolic, Partitioning-Related Conceptions And The Teacher's Role In Fostering That Learning, Ron Tzur
Ron Tzur
A teaching experiment was conducted with two fourth graders to study the co-emergence of teaching and children's construction of fraction knowledge. The children's learning, i.e., modifications in their fraction schemes, was fostered through working on tasks in a computer microworld. The children advanced from thinking about a unit fraction as one of several equal parts in a whole (the equipartitioning scheme) to operating with a unit fraction as a symbolized, iterable part the magnitude of which is based on the numerosity of the partitioned whole (the partitive fraction scheme). The paper interweaves an analysis of children's construction of partitioning-related symbolic …
An Integrated Study Of Children's Construction Of Improper Fractions And The Teacher's Role In Promoting That Learning, Ron Tzur
Ron Tzur
In this constructivist teaching experiment with 2 fourth graders I studied the coemergence of teaching and children's construction of a specific conception that supports the generation of improper fractions. The children's posing and solving tasks in a computer microworld promoted a modification in their fraction schemes. They advanced from thinking about a unit fraction as a part of a whole to thinking about it as standing in a multiplicative relationship with a reference whole (the iterative fraction scheme). In this article I report an intertwined analysis of the children's construction of this multiplicative relationship and an examination of the teacher's …
Developing New Understandings Of Pds Work: Better Problems, Better Questions, Nancy Dana, Diane Silva, Belinda Gimbert, Jim Nolan, Carla Zembal-Saul, Ron Tzur, Lucy Mule, Lynne Sanders
Developing New Understandings Of Pds Work: Better Problems, Better Questions, Nancy Dana, Diane Silva, Belinda Gimbert, Jim Nolan, Carla Zembal-Saul, Ron Tzur, Lucy Mule, Lynne Sanders
Ron Tzur
Through sharing examples, the authors demonstrate how the analysis of long-term Professional Development School (PDS) problems and their evolution can serve as one indicator of growth in the PDS. Three persistent problem areas are identified: (a) building trust and relationships between university and school personnel, (b) reconceptualizing existing coursework to fit in the PDS context, and (3) making inquiry a central feature of the PDS. The historical evolution of these problem areas is traced through three phases of PDS development over a six-year period, including PDS Planning, PDS Pilot Year, and PDS Institutionalization. The authors conclude that, through careful analysis, …
Riding The Mathematical Merry-Go-Round To Foster Conceptual Understanding Of Angle, Ron Tzur, Matthew Clark
Riding The Mathematical Merry-Go-Round To Foster Conceptual Understanding Of Angle, Ron Tzur, Matthew Clark
Ron Tzur
This article presents playful activities for fostering students' conceptual understanding of angle--a root concept in mathematics--that revolve around the Mathematical Merry-Go-Round game. The authors focus on activities for two reasons. On one hand, NCTM's Principles and Standards for School Mathematics (2000) stresses the central role of student activity in coming to understand mathematics. This emphasis is consistent with a constructivist stance (Piaget 1971) about learning as an active process. On the other hand, typical activities used for teaching angle, in which an introduction of the definition is followed by operations on angles, such as measuring, adding, comparing, and classifying, seem …
Is Teaching Parallel Algorithmic Thinking To High School Students Possible? One Teacher’S Experience, Shane Torbert, Uzi Vishkin, Ron Tzur, David Ellison
Is Teaching Parallel Algorithmic Thinking To High School Students Possible? One Teacher’S Experience, Shane Torbert, Uzi Vishkin, Ron Tzur, David Ellison
Ron Tzur
All students at our high school are required to take at least one course in Computer Science prior to their junior year. They are also required to complete a year-long senior project associated with a specific in-house laboratory, one of which is the Computer Systems Lab. To prepare students for this experience the lab offers elective courses at the post-AP Computer Science level. Since the early 1990s one of these electives has focused on parallel computing. The course enrolls approximately 40 students each year for two semesters of instruction. The lead programming language is C and topics include a wide …
Teacher And Students' Joint Production Of A Reversible Fraction Conception, Ron Tzur
Teacher And Students' Joint Production Of A Reversible Fraction Conception, Ron Tzur
Ron Tzur
Within a constructivist perspective, I conducted a teaching experiment with two fourth graders to study how a teacher and students can jointly produce the reversible fraction conception. Ongoing and retrospective analysis of the data revealed the non-trivial process by which students can abstract multiplicative reasoning about fractions. The study articulates a conception in a developmental sequence of iteration-based fraction conceptions and the teacher’s role in fostering such a conception in students.
Explicating The Role Of Mathematical Tasks In Conceptual Learning: An Elaboration Of The Hypothetical Learning Trajectory, Marty Simon, Ron Tzur
Explicating The Role Of Mathematical Tasks In Conceptual Learning: An Elaboration Of The Hypothetical Learning Trajectory, Marty Simon, Ron Tzur
Ron Tzur
Simon's (1995) development of the construct of hypothetical learning trajectory (HLT) offered a description of key aspects of planning mathematics lessons. An HLT consists of the goal for the students' learning, the mathematical tasks that will be used to promote student learning, and hypotheses about the process of the students' learning. However, the construct of HLT provided no framework for thinking about the learning process, the selection of mathematical task, or the role of the mathematical tasks in the learning process. Such a framework could contribute significantly to the generation of useful HLTs. In this article we demonstrate how an …
Fine Grain Assessment Of Students' Mathematical Understanding: Participatory And Anticipatory Stages In Learning A New Mathematical Conception, Ron Tzur
Ron Tzur
This study addressed a twofold problem--the soundness of a theoretical stage-distinction regarding the process of constructing a new (to the learner) mathematical conception and how such distinction contributes to fine grain assessment of students' mathematical understandings. As a context for the study served the difficult-to-grasp concept of "inverse" order relationship among unit fractions, that is, the larger the number of parts the smaller the size of each part (e.g., 1/7 greater than 1/10 although 10 greater than 7). I conducted this study as a whole-class teaching experiment in a third grade classroom at a public school in Israel. The qualitative …
Becoming A Mathematics Teacher-Educator: Conceptualizing The Terrain Through Self-Reflective Analysis, Ron Tzur
Ron Tzur
My purpose in this article is to contribute tothe conceptualization of the complex terrainthat often is indiscriminately termedmathematics teacher educator development.Because this terrain is largely unresearched, Iinterweave experience fragments of my owndevelopment as a mathematics teacher educator,and reflective analysis of those fragments, asa tool to abstract notions of generalimplication. In particular, I postulate aframework consisting of four stages ofdevelopment that are distinguished by thedomain of activities one's reflections mayfocus on and the nature of those reflections.Drawing on this framework, I presentimplications for mathematics teacher educatordevelopment and for further research.
Distinguishing Two Stages Of Mathematics Conceptual Learning, Ron Tzur, Marty Simon
Distinguishing Two Stages Of Mathematics Conceptual Learning, Ron Tzur, Marty Simon
Ron Tzur
In this theoretical article, we distinguish two stages of learning a new mathematical concept – participatory and anticipatory. We use a recently developed mechanism for explaining mathematical conceptual learning – reflection on activity-effect relationship – as well as von Glasersfeld’s tripartite model of a scheme, to explain qualitative distinctions between the two stages. We use this distinction to explain why instructional interventions (including inquiry-based approaches) may not bring about the intended instructional goals.
Iteration: Unit Fraction Knowledge And The French Fry Tasks, Ron Tzur, Jessica Hunt
Iteration: Unit Fraction Knowledge And The French Fry Tasks, Ron Tzur, Jessica Hunt
Ron Tzur
Using these tasks can help nurture children’s multiplicative notions of unit fractions beyond part-whole understanding. Often, students who solve fraction tasks respond in ways that indicate inadequate conceptual grounding of unit fractions. Consider, for example, a student, Lia (all names are pseudonyms), who examined a long, rectangular piece of paper she had folded in the middle into two equal parts (halves).
Intermediate Participatory Stages As Zone Of Proximal Development Correlate In Constructing Counting-On: A Plausible Conceptual Source For Children's Transitory "Regress" To Counting-All, Ron Tzur, Matthew Lambert
Intermediate Participatory Stages As Zone Of Proximal Development Correlate In Constructing Counting-On: A Plausible Conceptual Source For Children's Transitory "Regress" To Counting-All, Ron Tzur, Matthew Lambert
Ron Tzur
Quantitative and qualitative analyses of 37 first-graders' solutions to addition problems were conducted to re-examine inconsistencies in children's progress from counting-all to counting-on. The study advances a novel, theoretical coordination among 3 frameworks: constructivist scheme theory with a focus on the notion of prompt, Vygotsky's sociocultural approach, and Siegler's Overlapping Waves Model, and provides a corresponding, threefold stance on mathematical tasks.
Second-Order Models: A Theoretical Bridge To Practice, A Practical Bridge To Theory, Ron Tzur
Second-Order Models: A Theoretical Bridge To Practice, A Practical Bridge To Theory, Ron Tzur
Ron Tzur
Open peer commentary on the article “Constructivist Model Building: Empirical Examples From Mathematics Education” by Catherine Ulrich, Erik S. Tillema, Amy J. Hackenberg & Anderson Norton. Upshot: I address the value of Ulrich et al.’s distinction between three types of second-order models. I conclude that their work contributes to the theorizing of adaptive teaching on the basis of a constructivist stance on knowing and learning.
Can Dual Processing Theories Of Thinking Inform Conceptual Learning In Mathematics?, Ron Tzur
Can Dual Processing Theories Of Thinking Inform Conceptual Learning In Mathematics?, Ron Tzur
Ron Tzur
Concurring with Uri Leron's (2010) cross-disciplinary approach to two distinct modes of mathematical thinking, intuitive and analytic, I discuss his elaboration and adaptation to mathematics education of the cognitive psychology dual-processing theory (DPT) in terms of (a) the problem significance and (b) features of the theory he adapts. Then, I discuss DPT in light of a constructivist stance on the inseparability between thinking and learning. In particular, I propose a brain-based account of conceptual learning -- the Reflection on Activity-Effect Relationship (Ref*AER) framework--as a plausible alternative to DPT. I discuss advantages of the Ref*AER framework over DPT for mathematics education.
Next Steps: Measuring Reading Progress, Ross Turner
Next Steps: Measuring Reading Progress, Ross Turner
Ross Turner
Monitoring progress in literacy requires the international cooperation of the education community, as Ross Turner explains.
Film Literacy In The Primary Classroom, Marc Barrett
Film Literacy In The Primary Classroom, Marc Barrett
Marc Barrett
The recent move in Britain towards a nation-wide film literacy program to support young learners of English prompted ACER research into the use of film within Australian primary schools.
Integrating Graduate Coursework To Prepare Alternatively Certified Teachers, Amy Heineke, Deborah Preach
Integrating Graduate Coursework To Prepare Alternatively Certified Teachers, Amy Heineke, Deborah Preach
Amy J. Heineke
In this article, we describe our innovative work as teacher educators to integrate coursework for alternatively certified teachers. Rather than maintain boundaries among individual courses for new elementary teachers, explicit connections support first-year teachers' professional learning and aid in the immediate application to classroom practice. Ccurse integration included backward planning with shared goals, the combination of key topics and content, and the inccrporation of common assignments and related classroom tasks. The innovation reflects the function of collaboration in higher education, where teacher educators work together to improve the professional learning and performance cf classroom teachers.
Dialoging About English Learners: Preparing Teachers Through Culturally Relevant Literature Circles., Amy Heineke
Dialoging About English Learners: Preparing Teachers Through Culturally Relevant Literature Circles., Amy Heineke
Amy J. Heineke
In this paper, I describe how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. Through my qualitative investigation of 23 literature discussions of undergraduate and graduate students across five academic semesters, I found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners. I discovered specific factors that opened or closed opportunities for dialog and learning in literature circles, including implementation of reader response strategies and various participant groupings. Results hold implications for preparing and supporting teachers to recognize and …
Negotiating Language Policy And Practice: Teachers Of English Learners In An Arizona Study Group, Amy Heineke
Negotiating Language Policy And Practice: Teachers Of English Learners In An Arizona Study Group, Amy Heineke
Amy J. Heineke
Arizona language policy now requires English learners to enroll in English language development classrooms for four hours of skill-based, English-only instruction. In this article, I describe Arizona teachers’ interpretation and negotiation of language policy and practice during this time of change to more restrictive mandates. I conducted this qualitative case study with a teacher study group comprised of six English language development teachers and one instructional coach from an urban elementary school during the first semester of language policy implementation. Using discourse analysis of individual interviews, study group dialog, and institutional documentation, I investigated teachers’ talk as they grappled with …
Teacher Preparation And Language Policy Appropriation: A Qualitative Investigation Of Teach For America Teacher In Arizona, Amy Heineke, Quanna Cameron
Teacher Preparation And Language Policy Appropriation: A Qualitative Investigation Of Teach For America Teacher In Arizona, Amy Heineke, Quanna Cameron
Amy J. Heineke
In this qualitative study, we examined teachers’ language policy appropriation in the English-only state of Arizona. Specifically, we investigated teachers who received their professional placement and preparation through the Teach For America organization. We conducted the research in 2010 and 2011, a period when Arizona state language policy required that English learners be placed in English language development classrooms, separated from mainstream classrooms, to receive four hours of daily skill-based language instruction in language-specific content only, including grammar, vocabulary, reading, writing, and conversation. Through analysis of interview data from seven current corps members and eight alumni teachers, we investigated whether …
Are Teach For America Corps Members Highly Qualified To Teach English Learners?: An Analysis Of Teacher Preparation For Culturally And Linguistically Diverse Populations, Amy Heineke, Megan Hopkins
Are Teach For America Corps Members Highly Qualified To Teach English Learners?: An Analysis Of Teacher Preparation For Culturally And Linguistically Diverse Populations, Amy Heineke, Megan Hopkins
Amy J. Heineke
Teach For America (TFA) places novice teachers, referred to as corps members, in several regions across the United States that have among the highest English learner populations in the nation. In light of this fact, we offer an examination of federal policy and recommend programmatic strategies to better prepare TFA corps members to serve English learners. First, we describe the current Elementary and Secondary Education Act amendment that allows TFA corps members to be considered highly qualified without adequate training to work with culturally and linguistically diverse students. Next, we analyze the organizational curriculum and teacher preparation approach specific to …
Teach For America And English Language Learners: Shortcomings Of The Organization’S Training Model, Megan Hopkins, Amy Heineke
Teach For America And English Language Learners: Shortcomings Of The Organization’S Training Model, Megan Hopkins, Amy Heineke
Amy J. Heineke
Teach For America (TFA) places novice teachers, referred to as corps members, in several regions across the United States that have among the highest English language learner (ELL) populations in the nation. In this paper, we present a policy and program analysis of TFA’s training related to ELLs, arguing that the organization inadequately prepares teachers to work with this student population even though it places corps members in regions with high ELL populations. First, we describe the current Elementary and Secondary Education Act amendment that allows TFA corps members to be considered highly qualified without ELL-related training. Next, we analyze …
Preparing Early Childhood Professionals For The Culturally And Linguistically Diverse Classrooms And Communities Of Illinois, Amy Heineke, Adam Kennedy, Anna Lees
Preparing Early Childhood Professionals For The Culturally And Linguistically Diverse Classrooms And Communities Of Illinois, Amy Heineke, Adam Kennedy, Anna Lees
Amy J. Heineke
Recent Illinois state policies call for mandatory preparation of early childhood educators to address the needs of the large and growing population of young English language learners. University-based early childhood teacher preparation programs across Illinois have responded by integrating content related to cultural and linguistic diversity into existing programs. The authors discuss research and professional literature in support of teacher preparation programs that emphasize field-based experience, particularly clinical experience in culturally and linguistically diverse schools and community organizations. They describe the comprehensive field-based teacher education program at Loyola University of Chicago that was redesigned to address current Illinois policies related …
Teacher Candidates And Latina/O English Learners At Fenton Elementary School: The Role Of Early Clinical Experiences In Urban Teacher Education, Ambareen Nasir, Amy Heineke
Teacher Candidates And Latina/O English Learners At Fenton Elementary School: The Role Of Early Clinical Experiences In Urban Teacher Education, Ambareen Nasir, Amy Heineke
Amy J. Heineke
This study investigates how early clinical experiences impact teacher candidates’ learning and experiences with Latina/o English learners in a field-based program housed in a multilingual, urban elementary school. We draw on multiple-case study design and use discourse analysis to explore cases of three candidates. Findings reveal exploration of additive language policies, use of cultural tools in academic contexts, and linguistic validity in assessments.
Re-Envisioning The Role Of Universities In Early Childhood Teacher Education: Community Partnerships For 21st-Century Learning, Amy Heineke, Adam Kennedy
Re-Envisioning The Role Of Universities In Early Childhood Teacher Education: Community Partnerships For 21st-Century Learning, Amy Heineke, Adam Kennedy
Amy J. Heineke
Despite contrasting views on the overlap of early childhood education and teacher education, opportunities abound for expanding the role of early childhood educators in broader teacher education discourse. University-based early childhood and Kindergarten-through-grade-12 teacher education share purposes, philosophies, and resources that should be explored to more effectively address the needs of diverse young children and their families. Community partnerships and a shift toward community-based teacher preparation present a context and opportunity for exploring the overlap of these two historically separate fields. In this paper, we present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in …