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1.
Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics practices that were more likely to occur in kindergarten classrooms that did and did not have ELs. We found teachers reported greater frequency of manipulatives and count/calendar activities in mathematics instruction when there were EL students in the classroom. Teachers in classrooms with ELs also reported a greater frequency of mathematics content that involved teaching shapes and practical skills. The findings indicate that teachers tended towards a supportive multimodal approach to instruction when ELs were present. 相似文献
2.
Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture-oriented mathematics instruction to inquiry-based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision-making practices in dialogic classrooms is learning to notice (i.e. becoming aware of learners’ processes). While research has contributed frameworks for understanding how teachers notice individual learners’ mathematical thinking, there is little conceptualization regarding how teachers notice group processes in mathematics classrooms, which is integral to dialogic instruction. We offer a noticing framework termed professional noticing of coordinated mathematical thinking that describes how teachers notice group activity in mathematics classrooms. Professional noticing of coordinated mathematical thinking is conceptualized as a bi-dimensional process: noticing groups’ mathematical activity and noticing groups’ coordinated activity. Teachers must become aware of how groups approach the mathematical and collaborative nature of a task, since both of these aspects inform whether learners develop opportunities to learn in groups. The framework describes noticing practices integral to dialogic instruction and promotes inquiry for future research related to teaching moves in dialogic classrooms. 相似文献
3.
Piera Biccard 《Africa Education Review》2018,15(2):49-64
This article contributes to the discussion on mathematics teacher reflection. Reflection was included in a study of the didactisation practices of primary school mathematics teachers as one of nine didactisation practices. The study involved five volunteer primary school mathematics teachers. A qualitative design-research approach was designed which employed model-eliciting tasks to create new experiences for teachers. This article reports on the nature and development of mathematics teacher reflection. Teacher reflection was gauged at various times during the programme through written responses to open-ended reflective questionnaires. Teachers were involved in three types of sessions for a period of one year: 1) modelling sessions whereby they collaboratively solved a mathematical modelling task; 2) observing primary school students/learners solve the same problems; and 3) sessions discussing traditional and problem-centred teaching and learning. It was found that modelling tasks provided reflective platforms and a window to teacher resources, orientations and goals. It is recommended that further research into mathematics teacher reflection be conducted where teachers specifically implement modelling in their own classrooms. 相似文献
4.
Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement. The sample consisted of 1307 sixth through eighth grade students (51.6% female, 59.0% White, 30.8% African American, and 10.3% other race; 42.3% receive free/reduced price lunch) from 70 mathematics classrooms. Results indicated that teachers who used more dialogic mathematics instruction had students who reported more enjoyment and pride, and less anger and boredom. Males and low-achieving students reported more positive and fewer negative emotions with greater dialogic instruction compared to their female and high-achieving counterparts. 相似文献
5.
Lindy Crawford 《学校用计算机》2013,30(3):248-270
This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language Proficiency) curriculum and students who used other technology-based programs. Three hundred and ninety-six students participated. Both groups made statistically significant gains from pretest to posttest within their respective curricula, but no main effect was found between the two groups. Post hoc analyses revealed that students with higher levels of English proficiency, who participated in the comparison condition, performed significantly better than students in the HELP Math condition, while students with lower levels of English proficiency performed better in the HELP Math program (although these differences were not statistically significant). Findings are interpreted with caution due to the truncated length of the intervention. 相似文献
6.
Zhenzhen Miao David Reynolds Alma Harris Michelle Jones 《Asia Pacific Journal of Education》2015,35(3):392-403
This article presents initial findings from an empirical study of the effectiveness of mathematics teaching (EMT). The article explores the teaching of mathematics in two very different contexts: England and China. Within each country, the target cohort of pupils were those aged 9–10 and overall, 19 teachers, 10 from England and nine from China, participated in the study together with their pupils (n = 562). Two internationally validated instruments were used to collect the data and teacher behaviours were also measured systematically. In addition, structured observation was undertaken in classrooms in both countries. The results show that, on average, Chinese teachers scored higher on effective teaching measures and Chinese pupils outscored their English peers in the tests that were part of the study. This research project is currently collecting qualitative data but its findings, to date, reinforce the findings from previous research studies suggesting that certain teacher behaviours and classroom factors work effectively to improve student learning outcomes. 相似文献
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Holland W. Banse Natalia A. Palacios Eileen G. Merritt Sara E. Rimm-Kaufman 《The Journal of educational research》2017,110(2):199-208
Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs. 相似文献
9.
W. Steven Barnett Donald J. YaroszJessica Thomas Kwanghee JungDulce Blanco 《Early childhood research quarterly》2007
An experimental study was conducted comparing the effects of dual language, or two-way immersion (TWI) and monolingual English immersion (EI) preschool education programs on children's learning. Three-and four-year old children were randomly assigned by lottery to either a newly established TWI Spanish/English program or a monolingual English program in the same district. Children in the study were from both Spanish and English home language backgrounds. All classrooms in the study used the High/Scope curriculum, and all met high standards for teacher qualifications, ratio, and class size. The TWI program alternated between English and Spanish weekly by rotating children between two classrooms (and teachers) each week. Programs were compared on measures of children's growth in language, emergent literacy, and mathematics. Children in both types of classrooms experienced substantial gains in language, literacy, and mathematics. No significant differences between treatment groups were found on English language measures. Among the native Spanish speakers, the TWI program produced large gains in Spanish vocabulary compared to the EI program. Both TWI and EI approaches boosted the learning and development of children including ELL students, as judged by standard score gains. TWI also improved the Spanish language development of English language learners (ELL) and native English speaking children without losses in English language learning. 相似文献
10.
传统观念下,小学数学课堂上都是教师在上面讲,学生在下面听,学生的主动性不强。伴随着新课程改革的实施以及学生课堂主体地位的日益突出,小学数学教师开始尝试改变教学策略,促使学生学习方式发生改变。学生一旦养成主动学习数学知识的良好习惯,他们学习数学的兴趣和效率也会随之升高。本文将详细阐述在小学数学教学过程中转变学生学习方式的策略。 相似文献
11.
《Teaching and Teacher Education》2001,17(2):213-226
Beliefs and practices related to mathematics were assessed for 21 fourth- through sixth-grade teachers. At the beginning and the end of the school year teachers’ beliefs about (1) the nature of mathematics (i.e., procedures to solve problems versus a tool for thought), (2) mathematics learning (i.e., focusing on getting correct solutions versus understanding mathematical concepts), (3) who should control students’ mathematical activity, (4) the nature of mathematical ability (i.e., fixed versus malleable), and (5) the value of extrinsic rewards for getting students to engage in mathematics activities were assessed. (6) Teachers self-confidence and enjoyment of mathematics and mathematics teaching were also assessed. Analyses were conducted to assess the coherence among these beliefs and associations between teachers’ beliefs and their observed classroom practices and self-reported evaluation criteria. Findings showed substantial coherence among teachers’ beliefs and consistent associations between their beliefs and their practices. Teachers’ self-confidence as mathematics teachers was also significantly associated with their students’ self-confidence as mathematical learners. 相似文献
12.
Marja-Kristiina Lerkkanen Noona Kiuru Eija Pakarinen Jaana Viljaranta Anna-Maija Poikkeus Helena Rasku-Puttonen Martti Siekkinen Jari-Erik Nurmi 《Contemporary educational psychology》2012
This study examined the extent to which teaching practices observed in kindergarten classrooms predict children’s interest in reading and mathematics. The pre-skills in reading and mathematics of 515 children were measured at the beginning of their kindergarten year, and their interest in reading and mathematics were assessed in the following spring. A pair of trained observers used the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004) to observe the teaching practices used by 49 kindergarten teachers. The results revealed that in classrooms in which the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practices, the children showed more interest in reading and mathematics. 相似文献
13.
高效率数学教学方法能够促进数学学习者始终保持浓厚的数学学习兴趣、数学认知成绩好并维持在稳定状态.认为:其教学模式是以多元化、多层面为指导思想,全面实施人性化的民主讨论方法.具体表现为:数学课堂教学的师生积极互动与共同发展,它既能保持学生创造性思维的独立性和自主性,又能平等协商与合作交流,从而感悟数学是做出来的.只有这样,才能让数学学习者感受和体验数学问题的产生、发现、应用过程,并从亲身经历中,再次体悟到数学学习是一个艰辛的再创造再发现的过程. 相似文献
14.
The curricular importance of mathematics: a comparison of English and Hungarian teachers’ espoused beliefs 总被引：1，自引：0，他引：1
Paul Andrews 《课程研究杂志》2013,45(3):317-338
This paper reports an interview study of 45 English and 10 Hungarian teachers of mathematics. The semi‐structured interviews focused on the teachers’ professional life‐histories and invited them to discuss their beliefs about the necessary subject content for the teaching and learning of mathematics. Substantial differences emerged between the two cohorts, which accord with well‐defined national perspectives on education in general and mathematics education in particular. They reflect, at national rather than individual levels, the expectations of the curricular frameworks within which teachers operate. English teachers tended to view mathematics as applicable number and the means by which learners are prepared for a world beyond school. Hungarian teachers privileged mathematics as problem‐solving and logical thinking. 相似文献
15.
The article deals with the way in which authority was established and interpreted by teachers and students in two Flemish sixth-grade mathematics classrooms. Problem-solving lessons during a seven-month observation period were analysed regarding three aspects of teacher–student interactions that explicitly or implicitly reflect who bears mathematical authority: (1) to whom were students allowed to ask for help; (2) who was allowed to answer students’ mathematics-related questions; and (3) who was allowed to evaluate students’ responses. For each of these aspects, we were interested whether authority was ascribed only to the teacher or whether authority was distributed more broadly, with students being considered accountable for their own and other’s learning process. Interviews with teachers and students were conducted to investigate the meaning that participants gave to the practices in which they were involved. 相似文献
16.
Young Children's Exposure to Mathematics: The Child Care Context 总被引：2，自引：0，他引：2
Four preschool teachers from two preschool settings were observed to explore the contribution of child care experiences on the development of young children's understanding of mathematics. Teachers were also interviewed regarding their attitudes and beliefs about the importance of early education, children's understanding of mathematics prior to formal schooling, and their role in facilitating mathematical knowledge. Although the programs and teachers differed in terms of program orientation, teaching style, student participation, and interactions with students, the programs did not differ in terms of the amount or content of mathematics presented to children. During the classroom observations that were conducted, very little mathematics was presented in any of the classrooms either directly or indirectly to students. In contrast, teachers said that they believed that mathematics was important and that they engaged in mathematical discussions in their classroom interactions. Discussion of the lack of math presented in the classroom and the discrepancy of teachers' beliefs and teaching behaviors are discussed. 相似文献
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Reelika Suviste Anu Palu Eve Kikas Noona Kiuru 《European Journal of Psychology of Education - EJPE》2017,32(3):501-520
This study examined the extent to which teaching practices and teaching experience predict mathematics skills of children’s in the third through fifth grade by focusing on three cognitive components: (1) knowing facts and procedures, (2) applying this knowledge and (3) using reasoning. This study was longitudinal. The data was collected from 1810 students and 90 teachers attending Estonian- and Russian-speaking schools. The students’ were tested twice, at the beginning of the third and at the beginning of the fifth grade. The teachers were asked to complete a questionnaire assessing their teaching practices. The results revealed that teachers from Estonian-speaking and Russian-speaking schools’ classrooms differed in their use of teaching practices and teaching experience. Teachers in Russian-speaking schools were slightly more experienced, and they reported using more teacher-centred practices compared to teachers in Estonian-speaking schools. The study showed different effects on the outcomes of the children attending classrooms where the study language was Estonian and Russian in solving arithmetic word problems when accounting for the teachers’ use of different learner-centred teaching practices in the classroom. 相似文献
19.
提高数学课堂教学效率一直以来都是小学数学教师追求的目标,作为义务教育阶段的基础学科,数学肩负着培养小学生逻辑思维和运用能力的重任。传统的数学教学弊端凸显,忽视小学生的主体地位,没有与小学生进行良好互动,小学生对数学的兴趣不足。因此,数学教师要从小学生的兴趣出发,创设趣味性的数学课堂,打造具有特色的数学课堂,以此推动小学生持续投入数学学习中。 相似文献
20.
如今处于启蒙阶段的小学教育越来越得到家长的重视,社会各界也愈来愈意识到小学教育的重要性,小学数学在其中发挥着举足轻重的作用。但由于小学数学当中,包含许多抽象性的概念,小学生难以快速理解,因而在数学学习过程中逐渐产生厌倦感。对此,小学数学教师应当重视将激趣教学融入课堂中,带给学生不一样的体验和多彩的课堂,以此提升学生数学的学习效率。本篇文章主要研究的即是激趣教学的必要性及有效策略,希望能提供一定的参考价值。 相似文献