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Full-Text Articles in Education
Developing Better Instructors Using The Principles To Actions Professional Learning Toolkit, Abigail Pyle, Patrick Eggleton
Developing Better Instructors Using The Principles To Actions Professional Learning Toolkit, Abigail Pyle, Patrick Eggleton
Lux et Fides: A Journal for Undergraduate Christian Scholars
This research report documents how a group of mathematics teacher educators collaborated to use the Principles to Actions (NCTM, 2014) (PtA) Professional Learning Toolkit in their classes, the tools they used to measure development in the future teachers, and the findings from the study. In keeping with other studies, using “effective mathematics teaching practices” as defined by Principles to Actions brought about changes in the beliefs of preservice elementary mathematics teachers toward best practices for teaching mathematics. There is hope that the benefits of seeing those instructional practices used by elementary classroom teachers through the PtA Toolkit videos …
Creative Learning With Music And Mathematics: Reflections On Interdisciplinary Collaborations, Graham Johnson, Alesia M. Moldavan
Creative Learning With Music And Mathematics: Reflections On Interdisciplinary Collaborations, Graham Johnson, Alesia M. Moldavan
The STEAM Journal
Culturally responsive content, accessible and inclusive tools, and meaningful interdisciplinary tasks can aid in developing equitable and creative learning environments. Music and mathematics are ideal disciplines for interdisciplinary creative learning. In this article, we reflect on our experiences engaging in interdisciplinary music and mathematics tasks with preservice teachers. In particular, we highlight specific efforts taken to design and implement a creative music and mathematics workshop for use in a mathematics methods course. Guided by these experiences, we offer examples of tools and practices that have helped preservice teachers collaborate, engage in inquiry, improvise, develop empathy, and take intellectual and social …
Pre-Service High School Mathematics Teachers’ Perceptions About Mathematics And Mathematics Teachers: A Metaphorical Approach, Yasemin Katranci, Busra Kiral, Diler Kedikli
Pre-Service High School Mathematics Teachers’ Perceptions About Mathematics And Mathematics Teachers: A Metaphorical Approach, Yasemin Katranci, Busra Kiral, Diler Kedikli
University of South Florida (USF) M3 Publishing
This study aimed to examine the perceptions of pre-service high school mathematics teachers about the concepts of mathematics and mathematics teachers. Metaphors were used to reveal these perceptions. The study is descriptive. The study group was determined according to the convenient sampling method. In this scope, 46 pre-service high school mathematics teachers participated in the study. The data were obtained through the completion of the “Mathematics is like ..... because .....” and “Mathematics teacher is like ..... because .....” statements by the participants. In the analysis and interpretation of the data; i) naming, ii) elimination, iii) category, and iv) validity-reliability …
Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson
Departmentalization For Mathematics: Is It Beneficial For Teachers, Students, And Teacher Candidates?, Melinda S. Eichhorn, Courtney Lacson
Journal of Educational Research and Practice
Studies have shown that both the departmentalized and self-contained models of instruction can help students achieve strong mathematics scores on standardized tests, and school administrators must consider their teachers and students when deciding on an instructional model. However, little research has considered the effect of the instructional model on initial license teacher candidates and school–university partnerships. Drawing from a Massachusetts college’s experience with practicum placements for elementary candidates pursing a generalist license (Grades 1–6), implications for teacher preparation programs are explored as more upper elementary classrooms move to a departmentalized model for mathematics.
Effects Of Game-Based Learning On Attitude And Achievement In Elementary Mathematics, Kyli White, Leah P. Mccoy
Effects Of Game-Based Learning On Attitude And Achievement In Elementary Mathematics, Kyli White, Leah P. Mccoy
Networks: An Online Journal for Teacher Research
Games-based learning involves instruction with realistic game experiences (Cicchino, 2015). This action research study explored game-based learning as fifth grade mathematics students completed a brief unit on ordered pairs utilizing games-based lessons. Attitude and achievement data were collected mainly by surveys, content tests, student interviews, and field notes. Additional information included in the teacher-researcher analysis consisted of classroom photographs, videos, and student work samples. Results revealed that student attitudes improved both toward the lessons and toward math in general. Similarly, achievement improved for all students across the unit. Analysis of the narrative data produced three themes. First, the students acquired …
The Interview Project: A Way Of Bridging Theory And Practice In Early Childhood Mathematics Preservice Teacher Education, Doris Santarone
The Interview Project: A Way Of Bridging Theory And Practice In Early Childhood Mathematics Preservice Teacher Education, Doris Santarone
Georgia Educational Researcher
Twenty-nine early childhood preservice teachers (PSTs) participated in an Interview Project. The project’s goals were for the PSTs to apply their knowledge of research on children’s mathematics in their interactions with a child and to learn to listen to and learn from children. The purpose of the study was to evaluate the project and determine whether it met these goals. Pre and post data were collected, and I found that the PSTs showed a significant improvement in their ability to describe and analyze a child’s mathematics and to use their listening to make appropriate instructional decisions. In addition, I found …
The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas
The Importance Of Automaticity Development In Mathematics, Austin T. Baker, Josh Cuevas
Georgia Educational Researcher
This study examined whether students were reaching automaticity with single digit multiplication facts. A fourteen question interview was used to collect data. The first three questions asked the student basic information about themselves and their current math teacher. The next seven questions were math facts. The math facts chosen for the interview were a range of difficulty, starting with a simple problem like 1 x 9 and increasing in difficulty to 6 x 9. The last four questions were open-ended with the intent of gaining insight into whether the students were using strategies to complete the problems or if they …
An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth
An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth
Journal of Science Education for Students with Disabilities
This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …