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Full-Text Articles in Education
A Phenomenographic Study Of K-8 Mathematics Teachers’ Conceptualizations And Their Accounts Of Enacting Integrated Stem Education, Elizabeth Forde
A Phenomenographic Study Of K-8 Mathematics Teachers’ Conceptualizations And Their Accounts Of Enacting Integrated Stem Education, Elizabeth Forde
FIU Electronic Theses and Dissertations
Students’ mathematics performance in the United States and internationally continues to cause concern among educators, researchers, and policymakers. This concern coupled with a re-energized interest in science, technology, engineering, and mathematics (STEM) has resulted in calls to revisit the approaches used in teaching mathematics. A promising pathway for improving students’ problem-solving skills and mathematical understanding is through integrated approaches (Burghardt et al., 2010; Chiappetta, 2009) as is currently being practiced in STEM education. One of the major stakeholders and catalysts in implementing this transformative possibility is mathematics teachers. Teachers’ conceptualizations and approaches to instruction affect student learning outcomes (Srikoom et …
Teaching Classroom Mathematics: Linking Two Pedagogical Models For Promoting Student Engagement And Conceptual Connections, Christine A. Ormond
Teaching Classroom Mathematics: Linking Two Pedagogical Models For Promoting Student Engagement And Conceptual Connections, Christine A. Ormond
Australian Journal of Teacher Education
This paper explains how an original conceptual framework model for mathematics pedagogy, the Australian Curriculum Conceptual Rubric (ACCR), has continued to be used successfully by the author in pre-service and in-service teacher education programs over the past ten years or more. Now further enhanced by a deeper reflection upon Peter Sullivan’s Six Principles (2011) for the effective teaching of classroom mathematics, the ACCR is based on four preparatory “big questions” that the teachers may ask of themselves and their students. The model is also a sequenced system of conceptual “rubrics” whose aim is to encourage, in new teachers especially, …
Development And Validation Of Indicators Of Secondary Mathematics Teachers' Positive Dispositions Toward Problem Solving., Alison L. Mall
Development And Validation Of Indicators Of Secondary Mathematics Teachers' Positive Dispositions Toward Problem Solving., Alison L. Mall
Electronic Theses and Dissertations
This dissertation examines disposition from a historical, theoretical and practical viewpoint. Chapter I introduces the purpose of the study: to apply Wilkerson and Lang’s (2007) Disposition Assessment Aligned with Teacher Standards (DAATS) model to develop an assessment framework for measuring secondary mathematics teachers’ dispositions toward mathematical problem solving. The study assumes secondary mathematics teachers’ positive dispositions toward problem solving and students’ productive dispositions toward problem solving are significant, beneficial factors in the mathematics classroom. Chapter II examines the historical, theoretical and professional literature on teachers’ dispositions and builds a case for: (1) the inherent value of teachers’ dispositions toward problem …
Enhancing The Teaching And Learning Of Computational Estimation In Year 6, Paula Mildenhall
Enhancing The Teaching And Learning Of Computational Estimation In Year 6, Paula Mildenhall
Theses: Doctorates and Masters
There have been repeated calls for computational estimation to have a more prominent position in mathematics teaching and learning but there is still little evidence that quality time is being spent on this topic. Estimating numerical quantities is a useful skill for people to be able to use in their everyday lives in order to meet their personal needs. It is also accepted that number sense is an important component of mathematics learning (McIntosh, Reys, Reys, Bana, & Farrell, 1997; Paterson, 2004) and that computational estimation is an important part of number sense (Edwards, 1984; Markovits & Sowder, 1988; Schoen, …
Teaching Mathematical Problem Solving In The Context Of Oregon's Educational Reform, Nicole R. Rigelman
Teaching Mathematical Problem Solving In The Context Of Oregon's Educational Reform, Nicole R. Rigelman
Dissertations and Theses
Implementation of Oregon’s Educational Reform Act (HB 3565 and HB 2991) provides the context for this inquiry as its emphasis on problem solving has impacted mathematics teaching and learning throughout the state. Even though all Oregon teachers are responding to the same policy, their goals in teaching problem solving vary. These goals and these practices are influenced by the way teachers view the role of problem solving in the curriculum. Further, their practice is influenced by their knowledge and beliefs about mathematics content, teaching, learning, and the reform policy. The questions addressed in this study are: (1) What do exemplary …
When Mathematicians And Mathematics Teachers Come Together, Ronald B. Narode
When Mathematicians And Mathematics Teachers Come Together, Ronald B. Narode
Curriculum and Instruction Faculty Publications and Presentations
In accordance with recommendations from educators and educational researchers [Wilcox, et a!, 1991; Schwab, 1976], recent attempts to integrate the communities of professional mathematicians and high school mathematics teachers in the U.S A. have resulted in several summer institutes which bring these groups together for up to four weeks. Through living, working, and studying together, the two normally disparate groups are expected to develop a dialogue for the mutual benefit of the participants and for their students. The present study of one such institute was conducted with the use of interviews of the participants, examination of some of the teachers' …