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Full-Text Articles in Education
Preparing Teachers To Apply Research To Mathematics Teaching: Using Design-Based Research To Define And Assess The Process Of Evidence-Based Practice, Sarah Van Ingen
Preparing Teachers To Apply Research To Mathematics Teaching: Using Design-Based Research To Define And Assess The Process Of Evidence-Based Practice, Sarah Van Ingen
Sarah van Ingen
Persistent lack of mathematics achievement and disparity in achievement has led to the publication of research findings related to equitable teaching practices. Although the publication of such research provides insights about approaches for potentially increasing equity in mathematics education, teachers must be able to apply what has been learned from these studies to their classroom teaching practices. Despite the widespread expectation that teachers use research-supported teaching strategies to meet the needs of their diverse classrooms, the research to practice gap persists. Little research is currently available to guide mathematics teacher educators in how to prepare future teachers to apply research …
Technology Professional Development: Long-Term Effects On Teacher Self-Efficacy, George Watson
Technology Professional Development: Long-Term Effects On Teacher Self-Efficacy, George Watson
George R Watson
The West Virginia K-12 RuralNet Project was an NSF funded program to train inservice teachers on integrating the Internet into science and mathematics curriculum. The program involved training inservice teachers through an intensive summer workshop and supplemental online courses. This study examines the effects of the project on the long-term self-efficacy of inservice teachers and their use of the Internet in the classroom. The specific research questions addressed are: Do professional development programs affect the long-term self-efficacy of inservice teachers? Did the addition of online courses and follow-up to the program affect self-efficacy levels? Finally, do certain external factors, specifically …
Does The "Negro" Still Need Separate Schools? Single-Sex Educational Spaces As Critical Race Counterspaces, La Mont Terry
Does The "Negro" Still Need Separate Schools? Single-Sex Educational Spaces As Critical Race Counterspaces, La Mont Terry
Clarence "La Mont" Terry, Sr.
This article explores whether contemporary educators should consider single-sex educational settings as viable interventions in educating African American males. Using qualitative data from a 2-year study of single-sex educational spaces in two Los Angeles County high schools, the authors argue that when all-male spaces effectively function as Critical Race Theory counterspaces, the educational experiences of high school–aged Black males are positively transformed. These co-curricular, single-sex counterspaces can effectively shield Black males from the marginalizing effects of urban schooling while serving as platforms for productive reengagement in positive school trajectories. Research-based principles for designing effective single-sex educational settings are discussed.
A Collection Of Lists Of Mathematical Habits Of Mind, Kien Lim
A Collection Of Lists Of Mathematical Habits Of Mind, Kien Lim
Kien H Lim
Mathematical habits of mind and general habits of mind have been identified in the field by various authors such as Al Cuoco and colleagues, Driscoll and colleagues, and Costa and colleagues. Different list of habits of mind that are relevant to teaching and learning of mathematics education are compiled.
Continuing Discussion Of Mathematical Habits Of Mind, Annie Selden, Kien H. Lim
Continuing Discussion Of Mathematical Habits Of Mind, Annie Selden, Kien H. Lim
Kien H Lim
The idea of “mathematical habits of mind” has been introduced to emphasize the need to help students think about mathematics “the way mathematicians do.” There seems to be considerable interest among mathematics educators and mathematicians in helping students develop mathematical habits of mind. The objectives of this working group are: (a) to continue the discussion of various views and aspects of mathematical habits of mind begun at PME-NA 31, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic.
The Role Of Prediction In The Teaching And Learning Of Mathematics, Kien Lim, Gabriela Buendía, Ok-Kyeong Kim, Francisco Cordero, Lisa Kasmer
The Role Of Prediction In The Teaching And Learning Of Mathematics, Kien Lim, Gabriela Buendía, Ok-Kyeong Kim, Francisco Cordero, Lisa Kasmer
Kien H Lim
The prevalence of prediction in grade-level expectations in mathematics curriculum standards signifies the importance of the role prediction plays in the teaching and learning of mathematics. In this article, we discuss benefits of using prediction in mathematics classrooms: (1) students’ prediction can reveal their conceptions, (2) prediction plays an important role in reasoning and (3) prediction fosters mathematical learning. To support research on prediction in the context of mathematics education, we present three perspectives on prediction: (1) prediction as a mental act highlights the cognitive aspect and the conceptual basis of one’s prediction, (2) prediction as a mathematical activity highlights …
Addressing Impulsive Disposition: Using Non-Proportional Problems To Overcome Overgeneralization Of Proportionality, Kien Lim, Osvaldo Morera
Addressing Impulsive Disposition: Using Non-Proportional Problems To Overcome Overgeneralization Of Proportionality, Kien Lim, Osvaldo Morera
Kien H Lim
Impulsive disposition is an undesirable way of thinking where one spontaneously applies the first idea that comes to mind without checking its relevance. In this research, we explore (a) the possibility of helping pre-service teachers improve their disposition, from being impulsive to being analytic, in one semester, and (b) the effect of using non-proportional situations. This study involves two sections of a mathematics course for pre-service teachers for Grades 4-8. The lessons were designed whenever possible to elicit students’ impulsive disposition so that they could become cognizant of it and make conscious attempts to overcome it. Some test items were …
Mathematical Habits Of Mind: A Working Group At The 2009 Pme-Na Conference, Kien Lim, Annie Selden
Mathematical Habits Of Mind: A Working Group At The 2009 Pme-Na Conference, Kien Lim, Annie Selden
Kien H Lim
The objectives of this working group are: (a) to discuss various views and aspects of mathematical habits of mind, (b) to explore avenues for research, (c) to encourage research collaborations, and (d) to interest doctoral students in this topic. To facilitate the discussion during the working group meetings, we provide an overview of mathematical habits of mind, including concepts that are closely related to habits of mind—ways of thinking, mathematical practices, knowing-to act in the moment, cognitive disposition, and behavioral schemas. We invite mathematics educators who are interested in habits of mind, and especially those who have conducted research related …
Provoking Intellectual Need
Kien H Lim
Burning The Candle At Just One End: Using Nonproportional Examples Helps Students Determine When Proportional Strategies Apply, Kien H. Lim
Kien H Lim
Developing Mathematical Habits Of Mind, Selden Annie, Kien Lim
Developing Mathematical Habits Of Mind, Selden Annie, Kien Lim
Kien H Lim
A Project NeXT panel on “Helping Students Develop Mathematical Habits of Mind without Compromising Key Concepts from the Syllabus” was held at the San Diego Joint Mathematics Meetings 2008. This article summarizes the main points presented by four panelists: Al Cuoco, Harel Guershon, Hyman Bass, and Annie Selden.