Education Commons^™

From Theory To Practice: Explaining Successful And Unsuccessful Teaching Activities (Case Of Fractions), Ron Tzur

Ron Tzur

In a teaching experiment, I examined a theoretical model of mathematics teaching and learning in practice. In this paper I focus on how the model can guide the teacher's thinking about students' understandings and the generation of activities that foster intended transformations in those understandings. As a research-teacher I taught, twice a week for four months, basic ideas of fractions to 28 third graders, in a public school in Israel. The analysis of both classroom data and researcher's documented reflections indicates how the model can empower the generation and explanation of successful teaching activities, as well as thinking about and …

Interaction And Fraction Knowledge: Children's Construction Of The Iterative Partitioning Scheme, Ron Tzur

Ron Tzur

No abstract provided.

How And What Might Teachers Learn Through Teaching Mathematics: Contributions To Closing An Unspoken Gap [Book Chapter], Ron Tzur

Ron Tzur

No abstract provided.

A Perspective On The Use Of Manipulatives: Making Sense Of A Teacher’S Use Of Base-Ten Blocks To Promote Understanding Of The Long-Division Algorithm, Karen Heinz, Marty Simon, Margaret Kinzel, Ron Tzur

Ron Tzur

No abstract provided.

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.

Articulating Theoretical Constructs For Mathematics Teaching, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel

Ron Tzur

No abstract provided.

Characterizing A Perspective On Mathematics Learning Of Teachers In Transition, Marty Simon, Ron Tzur, Karen Heinz, Margaret Kinzel, Margaret Smith

Ron Tzur

No abstract provided.

A Joint Probabilistic Classification Model Of Relevant And Irrelevant Sentences In Mathematical Word Problems, Suleyman Centintas, Lou Si, Yan Xin, Dake Zhang, Joo Park, Ron Tzur

Ron Tzur

Estimating the difficulty level of math word problems is an important task for many educational applications. Identification of relevant and irrelevant sentences in math word problems is an important step for calculating the difficulty levels of such problems. This paper addresses a novel application of text categorization to identify two types of sentences in mathematical word problems, namely relevant and irrelevant sentences. A novel joint probabilistic classification model is proposed to estimate the joint probability of classification decisions for all sentences of a math word problem by utilizing the correlation among all sentences along with the correlation between the question …

Review Of Stem The Tide: Reforming Science, Technology, Engineering, And Math Education In America, Geeta Verma

Geeta Verma

No abstract provided.

Creating A Pipeline To Stem Careers Through Service-Learning: The Aft Program, Anton Puvirajah, Lisa Martin-Hansen, Geeta Verma

Geeta Verma

The Academy for Future Teachers (AFT) is a STEM education and career recruitment program for Metro Atlanta high school students, hosted by Georgia State University in Atlanta, Georgia. This program was developed in response to the changing demographics of our students: shifting much more quickly than the demographics of our teacher populations in the United States. In this chapter, the authors provide information about the AFT Program

Recruiting Minority Students Into Stem Through Experiences In Being A Teacher, Geeta Verma, Anton Puvirajah, Lisa Martin-Hansen

Geeta Verma

The Academy for Future Teachers (AFT) model has shown promise in preparing and inspiring underrepresented high school students to future science careers. Students were recruited into a 3-week summer program collaboratively taught by K-12 teachers and college professors. Our survey study looked into the nature of their participation in the program and how this participation influenced their a) outlook on teachers, teaching, and learning, b) attitudes in science and mathematics, and c) understanding of science and mathematics content. The AFT experience allowed students to develop greater understanding about science and mathematics teachers, teaching, and learning and the nature of science …

Examining Discourse In A High School Robotic Club, Geeta Verma, Anton Puvirajah, Price Webb

Geeta Verma

Research has shown the importance of discourse in developing deep understandings of science concepts. Science students need to participate in science discourse in which they use social language to facilitate the cultural traditions that constitute a scientific community. When social languages are joined with activities, tools, and values of a group, they become what Gee (2001) calls Discourse (with a capital “D”). We examine high school students’ participation in the cultural tradition, practices of science community, and students’ Discourse enactment of Discourse in an afterschool robotics club. Using Critical Discourse Analysis (CDA), we analyzed video recordings of discourse, semi-structured interviews, …

Effectively Communicating With English Language Learners Using Sheltered Instruction, Geeta Verma, Lisa Martin-Hansen, Jerald Pepper

Geeta Verma

Sheltered instruction is not a commercial program but is a set of instructional practices used specifically with English Language Learners (ELL). It embeds existing instructional strategies such as wait time, visual organizers, group work, and allowing students to actively respond for immediate feedback. Sheltered instruction "integrates lesson knowledge and concepts with opportunities to practice using English by reading, writing, listening and speaking" (Colburn and Echevaria 2001). This article describes the four elements of sheltered instruction (Group work, Wait time, Group-response technique, Supplemental materials).

Lessons From Pisa 2012 About Mathematical Literacy : An Illustrated Essay, Ross Turner

Ross Turner

Tracie Salinas.Jpg, Tracie Mclemore Salinas

Dr. Tracie McLemore Salinas

No abstract provided.

Putting Physics First: Three Case Studies Of High School Science Department And Course Sequence Reorganization, Douglas B. Larkin

Douglas B. Larkin

Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder

Douglas B. Larkin