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1.
Maroni Runesu Nyikahadzoyi 《International Journal of Science and Mathematics Education》2015,13(2):261-283
In order to teach mathematics effectively, mathematics teachers need to have a sound mathematical knowledge, but what constitutes sound mathematical knowledge for teaching is subject to debate. This paper is an attempt to unpack what constitutes teacher knowledge of the concept of a function which is a unifying idea in the mathematics curriculum. The central components of the framework, which will be elaborated on in this paper, are: teachers’ subject matter knowledge, teachers’ pedagogical content knowledge, teachers’ technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge in relation to the concept of a function. The framework is informed by Shulman’s (Educational Researcher 15:4–14, 1986) Types of Teachers Knowledge Framework, Ball, Bass & Hill 29:14–17, 20–22, 43–46 (2005) Mathematical Knowledge for Teaching Framework, and Mishra & Koehler’s (Teachers College Record 108:1017–1054, 2006) Technological Pedagogical Content Knowledge (TPACK) framework. 相似文献
2.
Teachers spend the first few days of school teaching routines to children that will help transitions in the classroom between different activities. When children have difficulty, they move more slowly and/or require teacher prompting. A picture activity schedule intervention (Breitfelder in Teach Except Child Plus 4(5):2–15, 2008; Bryan and Gast in J Autism Dev Disord 30(6):553–567, 2000) was used to assist a 5-year-old boy in completing three routines within the kindergarten classroom. Results indicated that the picture activity schedule increased the child’s independent completion of each of the three routines, while also decreasing the need for teacher prompting. 相似文献
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Current reform in science education calls for teachers to understand student thinking within a lesson to effectively address students’ needs (NRC in A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academy Press, Washington, DC, 2012; NRC in Guide to implementing the Next Generation Science Standards. The National Academies Press, Washington, DC, 2015). This study investigates how to scaffold preservice teachers with learning to attend to students’ thinking for the purpose of guiding curricular decisions. The study focuses on one team teaching a science unit during their early field experience. We sought to understand how participants’ thoughts and abilities changed through participation in a moderated community of practice using video of their own teaching as a reflective tool. We examined how these changes affected both their classroom practice and their decision-making for future lessons. Evidence shows growth in participants’ ability to identify opportunities to elicit, assess, and use students’ thinking to guide instructional decisions. Implications for use of the approach used in this study to begin developing novice teachers’ pedagogical content knowledge for teaching science are discussed. 相似文献
5.
Merrilyn Goos 《Educational Studies in Mathematics》2017,95(1):1-19
Secondary-tertiary transition issues are explored from the perspective of ways of doing mathematics that are constituted in the implicit aspects of teachers’ action. Theories of culture (Hall, 1959) and ethnomethodology (Garfinkel, 1967) provide us with a basis for describing and explicating the ways of doing mathematics specific to each teaching level, according to the “accounts” provided by the teachers involved in this research project. To borrow from Hall (1959), the “informal” mode of mathematical culture specific to each teaching level plays a key role in attempts to better grasp transition issues. 相似文献
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Claudia Corriveau 《Educational Studies in Mathematics》2017,94(2):139-160
This article addresses the issue of transition from secondary to post-secondary education through collaborative research with teachers from both levels. It takes into account implicit elements in this transition. Research on the transition in mathematics education tends to focus more on the tertiary level, studying difficulties encountered by students or comparing curricula, tasks, and textbooks highlighting disruptions or cultural shifts. However, according to Hall (1959), and Artigue (2004) in a mathematical context, it is the implicit “ways of doing” that lead to the greatest cultural differences. In this article, attention is paid to the particular ways in which teachers’ ways of doing mathematics impact the transition. Ethnomethodology (Garfinkel, 1967) and its central concept of ethnomethods are used as the theoretical framework to conceptualize these ways of doing mathematics. A breaching situation presented to a group of secondary- and tertiary-level teachers engaged in collaborative research (Desgagné et al., 2001) brings to light familiar ways of doing mathematics. Our analysis focuses specifically on a comparison of the ways of doing mathematics related to functions at each level. 相似文献
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This qualitative study explored how in a 7-month-long journal club pre- and inservice science teachers engaged with education research literature relevant to their practice to reduce the theory–practice gap. In the journal club they had the opportunity to critique and analyze peer-reviewed science education articles in the context of their classroom practice. Data sources included audio recordings of the meetings; semi-structured pre- and post-interviews of the teachers; focus groups; and artifacts (e.g., journal articles, reflective paper, email exchanges, and researcher’s field notes). Data were analyzed using the techniques of grounded theory (Corbin & Strauss in Basics of qualitative research, 3rd ed. Sage, Thousand Oaks, 2008). In addition we used some preconceived categories that we created from existing literature on journal clubs and communities of practice (Newswander & Borrego in European Journal of Engineering Education 34(6): 561–571, 2009; Wenger in Communities of practice: learning, meaning, and identity. Cambridge University Press, Cambridge, 1998) and from our previous research (Tallman & Feldman, 2012). We found that the journal club incorporated the three characteristics of a community of practice (Wenger in Communities of practice: learning, meaning, and identity. Cambridge University Press, Cambridge, 1998) into its functioning (mutual engagement, joint enterprise, and shared repertoire). The teachers mutually engaged around the joint enterprise of reading, critiquing, and understanding the research studies with the goal of improving practice. The teachers also asked each other analytical questions, which became a shared repertoire of the journal club. They reflected on their practice by presenting, reading, and discussing the articles, which helped them to determine whether and how the findings from the articles could be incorporated into their teaching practice. In doing so, they learned the skills needed to critique the research literature in relation to their practice as classroom teachers. 相似文献
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The global educational landscape continues to change in response to three forces: a new paradigm of curriculum approaches that has shifted from teaching to learning; public demand for evidence of this learning; and decentralization of public schools (Sahlberg in Journal of Educational Change, 12(2):173–185, 2011). These changes have had what many researchers identify as a negative effect on the work of teachers (Cochran-Smith and Lytle in Harvard Educational Review, 76(4):668–697, 2006; Griffin and Scharmann in Journal of Elementary Science Education, 20(3):35–48, 2008; Hargreaves and Shirley in Phi Delta Kappan, 90(2):135–143, 2008; Hill in Educational Evaluation and Policy Analysis, 29(2):95–114, 2007; Jennings and Rentner in Phi Delta Kappan, 88(2):110–113, 2006; McNeil in Contradictions of school reform: Educational costs of standardized testing. Routledge, New York, 2000). One effect is alienation, which may take many forms including disengagement from work, isolation and neglect (Brooks et al. in Educ Policy 22(1):45–62, 2008; Macdonald and Shirley in The mindful teacher. Teachers College Press, New York, 2009; Zielinski and Hoy in Educ Adm Q 19(2):27–45, 1983). In this article, I use data gathered from interviews with teachers and school counselors in a suburban district outside a Rust Belt city to demonstrate that the reach of alienated teaching in the accountability context extends beyond teachers’ own work to impact the entire school community. In particular, I show that alienated teaching further isolates school counselors and teachers, whose work has long been organizationally separate, from collaborative professional relationships and ultimately prevents students from receiving the types of support services they need for postsecondary success. 相似文献
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Gerlinde Lenske Wolfgang Wagner Joachim Wirth Hubertina Thillmann Eva Cauet Sven Liepertz Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2016,19(1):211-233
In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N?=?993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement. 相似文献
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Christine R. Lotter Stephen Thompson Tammiee S. Dickenson Whitney F. Smiley Genine Blue Mary Rea 《International Journal of Science and Mathematics Education》2018,16(2):255-273
This study examined changes in middle school teachers’ beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura’s (1986) social cognitive theory of learning and literature on effective professional development. Using the Electronic Quality of Inquiry Protocol (EQUIP) before and after the program (Marshall, Smart & Horton, 2010), teachers’ quality of inquiry instruction significantly increased across all 4 EQUIP factors. To assess teachers’ inquiry teaching efficacy, the Teaching Science as Inquiry (TSI; Dira-Smolleck, 2004) instrument was administered 3 times to the teacher participants. Changes between time points of TSI administration were examined for personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. Findings for the personal self-efficacy scale showed statistically significant gains from pre-Institute to 1-year follow-up for all 5 inquiry features. Teachers’ outcome expectancy beliefs significantly increased across the program for 3 of the 5 essential features of inquiry. The results indicate the effectiveness of the professional development model at increasing the participants’ inquiry efficacy as well as the quality of their inquiry instruction. Our study provides evidence to support the need to include collaborative practice-teaching and reflection opportunities within professional development models that aim to increase teachers’ use of inquiry-based instructional strategies. 相似文献
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Elena Polotskaia Annie Savard Viktor Freiman 《European Journal of Psychology of Education - EJPE》2016,31(2):135-153
According to numerous studies (Barrouillet & Camos 2002; Brousseau 1988; Chevallard 1988; Riley et al. 1984; Schubauer-Leoni & Ntamakiliro, Revue Des Sciences de L’éducation, 20(1): 87–113, 1994; Vergnaud 1982; Xin, The Journal of Educational Research, 100(6):347–360, 2007), a combination of many factors, including curriculum, didactic contract and task design, can potentially lead to students experiencing difficulties in developing of a full understanding of addition and subtraction and their relationship in problem solving. Few studies (Conne, Recheche En Didactique Des Mathématiques, 5, 269–332, 1985; DeBlois, Éducation et Francophonie, 25(1), 102–120, 1997; Giroux & Ste-Marie, European Jornal of Psychology of Education, 16(2), 141–161, 2001) describe the misinterpretations of problems as a factor related to learning difficulties. We have studied how and why elementary school students misinterpret the mathematical structure of a simple additive word problem and what kind of possible (hidden) misinterpretation may occur. We analysed possible mechanisms of misinterpretations in word problem solving, discussing various examples of correct and incorrect solutions resulting from the misinterpretation of a problem. We gave the elementary school students a word problem, which could potentially be misinterpreted, and observed their solving strategies. Our results show how the particular form of mathematical misinterpretation—structure substitution—may help students obtain a correct answer and thereby hinder the development of their mathematical reasoning. We further discuss different ways of addressing this phenomenon in teaching practice. 相似文献
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In this paper, we explore how Jacques Rancière’s (The ignorant schoolmaster: five lessons in intellectual emancipation. Stanford University Press, Stanford, 1991) notions of radical equality and dissensus reveal horizons for activism and sociopolitical engagement in science education theory, research, and practice. Drawing on Rochelle Gutiérrez’ (J Res Math Educ 44(1):37–68, 2013a. doi: 10.5951/jresematheduc.44.1.0037; J Urban Math Educ 6(2):7–19, b) “sociopolitical turn” for mathematics education, we identify how the field of science education can/is turning from more traditional notions of equity, achievement and access toward issues of systemic oppression, identity and power. Building on the conversation initiated by Lorraine Otoide who draws from French philosopher Jacques Rancière to experiment with a pedagogy of radical equality, we posit that a sociopolitical turn in science education is not only imminent, but necessary to meet twenty-first century crises. 相似文献
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The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as an arena for children’s language learning. The theoretical framework of the study is based on ecological system theories (Bronfenbrenner in The ecology of human development, Harvard University Press, Cambridge, 1979; Bronfenbrenner in Dev Psychology 22(6):723–742, 1986) and socio-cultural theories concerning language learning (Vygotsky in Thought and language, MIT Press, Cambridge, 1986). The data are produced through interviews with 69 Swedish and 35 Norwegian preschool teachers. The analyses focused on what the preschool teachers stated to be the most important elements to work with concerning children’s language learning, how and why they worked like this, and what rationales may have led to their pedagogy. The two countries seem quite alike in terms of the values embedded in early childhood education and political ideas concerning a rich childhood based on play and democratic ideals. By comparing the two countries, the results reveal differences that can lead to a deeper knowledge of cultural concepts that are often taken for granted, such as pedagogical approaches, and how these create different conditions for children’s preschool language learning. 相似文献
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Ming-Tak Hue Chi-Hung Leung Kerry Johon Kennedy 《Educational Assessment, Evaluation and Accountability》2015,27(3):253-273
As part of a wide-scale education reform, Hong Kong schools have been focusing on the creation of ‘no loser’ classrooms that support learning for all students (Education Commission 2000). This article examined both groups of ethnic minority and Chinese students’ perception of assessment practices and the extent to which classroom practice is consistent with preferred assessment practices. The 11 items of assessment practices list, developed by Brown et al. (2009a), were used to investigate the perceptions of 1,518 student respondents from 15 primary and secondary schools, in which a large number of ethnic minority students were accommodated. A confirmatory factor analysis showed that the respondents in the group from secondary schools viewed teacher-dominated assessment as the most important assessment practice in the model examined (Brown et al. Learning and Instruction, 19(2), 97–111, 2009b) whereas those in the primary group considered teacher-student interactive assessment as the most important practice. Also, three perceptions of assessment practices of ethnic minority students were confirmed: teacher-dominated, student-centred and teacher-student interactive. Amongst them, the most preferred one was the teacher-student interaction assessment practice. Finally, the implications of the creation of a no loser classroom for all students are discussed. 相似文献
16.
Aisling Leavy Mairead Hourigan Claire Carroll 《International Journal of Science and Mathematics Education》2017,15(3):509-526
This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school mathematics curricula compared to the earlier cohort who experienced traditional curricula. Attitudes were determined by administering Aiken’s Revised Mathematics Attitude Scale (Aiken, 1974). Analyses indicate generally positive attitudes on entry to ITE. The earlier cohort demonstrated greater Enjoyment of Mathematics while the later cohort exhibited higher scores on the Value of Mathematics scale. 相似文献
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Rational and operationalized views of science and what it means for teachers and students to know and enact legitimate science practices have dominated science education research for many decades (Fusco and Barton in J Res Sci Teach 38(3):337–354, 2001. doi: 10.1002/1098-2736(200103)38:3<337::AID-TEA1009>3.0.CO;2-0). Michalinos Zembylas challenges historically prevalent dichotomies of mind/body, reason/emotion, and emotion/affect, calling researchers and educators to move beyond the Cartesian dualisms, which have perpetuated a myth of scientific objectivity devoid of bias, subjectivity and emotions. Zembylas (Crit Stud Teach Learn 1(1):1–21, 2013. doi: 10.14426/cristal.v1i1.2) contends that the role of emotions and affect are best understood as relational and entangled in epistemological, cultural, and historical contexts of education, which represent contested sites of control and resistance. We argue that Zembylas’ work is pivotal since “theoretical frames of reference for doing research in science education…[and] what constitutes knowledge and being within a particular frame” carry material bearings over the enactments of science teaching and learning (Kyle in J Res Sci Teach 31:695–696, 1994, p. 321. doi: 10.1002/tea.3660310703). In this paper, we hold cogen dialogue about how re-thinking notions of emotion and affect affords us, both science educators and researchers, to re-envision science education beyond cognitive and social frames. The framing of our dialogue as cogen builds on Wolff-Michael Roth and Kenneth Tobin’s (At the elbows of another: learning to teach through coteaching. Peter Lang Publishing, New York, 2002) notion of cogenerative dialogue. Holding cogen is an invitation to an openly dialogic and safe area, which serves as a space for a dialogic inquiry that includes radical listening of situated knowledges and learning from similarities as well as differences of experiences (Tobin in Cult Stud Sci Educ, in review, 2015). From our situated experiences reforms, colleges of education, schools, and curriculum place not enough emphasis on affective and bodily dimensions of teaching and learning. Instead, the privilege seems to be given to reason, evidence, and rationalities, which continue to reinforce dominant ways of knowing and experiencing. The separation of mind and body, reason and emotion, effect and affect in teaching and research might bear unintended and negative consequences for many children and teachers who are engaged in bodily and affective forms of learning science. In this forum we wish to expand on the discussion to consider the interdependent nature of learning, experience, and affect by drawing on our work with science teachers and culturally and linguistically diverse students, juxtaposed alongside Zembylas’ reflections, to further theorize the affective turn in science education. 相似文献
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Joanne E. Marciano 《The Urban Review》2017,49(1):169-187
This paper analyzes how and why ten Black and Latina/o youth attending an urban public high school engage culturally relevant peer interactions (Knight and Marciano in College ready: preparing Black and Latina/o youth for higher education—a culturally relevant approach. Teachers College Press, New York, 2013) in preparing for, applying to, and/or enrolling in college. The study reconsiders culturally relevant pedagogy (Ladson-Billings in The dreamkeepers: successful teachers of African American children. Jossey-Bass, San Francisco, 1994) as an analytic tool for exploring youth’s culturally relevant peer interactions as supportive of their college-going processes (Tierney and Colyar in Preparing for college: nine elements of effective outreach. SUNY Press, Albany, 2005) and new media literacy practices (Ito et al. in Living and learning with new media: summary of findings from the Digital Youth Project. The MacArthur Foundation, Chicago, 2008. http://www.macfound.org/media/article_pdfs/DML_ETHNOG_WHITEPAPER.PDF). Research findings include: new understandings of the reciprocal nature of youth’s culturally relevant peer interactions; and new enactments of youth’s college-going new media literacy practices. Recommendations for educational policy, practice, and research supportive of students’ college readiness and access are discussed. 相似文献
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Claire Tourmen Otilia Holgado Jean-françois Métral Patrick Mayen Paul Olry 《Vocations and Learning》2017,10(3):343-364
Different theories of learning have been used in vocational education studies and Piaget is a common source of reference. Our intent is to present a specific and original way in which the Piagetian theory of schèmes has been developed since the 1990s in studies called “vocational didactics”. Developed in French-speaking countries and mostly unknown to an international audience, this approach offers a specific use of Jean Piaget’s theory of learning, which has been applied to adult learning and vocational education. We will first develop the theoretical foundation of the theory of schèmes as developed by Vergnaud (1989, Recherches en didactique des mathématiques, 10(2–3), 133–170, 1990, 1996, 2001) and others after Piaget (1947). Then, we will present the methodological perspective of this approach. We will finally present significant research results to illustrate outcomes and practical implications for vocational training. 相似文献
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Jigna Nawani Lena Kotzebue Julia Rixius Michael Graml Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2018,16(8):1431-1451
This study investigated the effects of teachers’ use of focus questions on students’ knowledge structures and classroom teaching-learning process by re-analyzing selected data from a quasi-experimental pre-post video study (Wadouh, 2007). Focus questions are content-related anchoring questions highlighting the key content taught in individual lessons (Forbes & Davis, 2010). In Wadouh’ study, students answered a knowledge test before and after the lesson on “blood and the circulatory system” and one lesson per teacher was videotaped to investigate teaching practices in grade 9 biology classrooms. Students also completed a post-unit concept mapping exercise and a motivation-interest questionnaire. In this study, 30 lesson videos selected from 47 were re-analyzed for teachers’ use of focus questions—no focus questions, non-specific or simple focus questions, and specific and challenging focus questions. Individual students’ scores in the concept mapping exercise were aggregated as students’ topic-related knowledge structure. Multilevel analyses revealed a significant positive effect of teachers’ use of specific and challenging focus questions on students’ topic-related knowledge structure. Furthermore, a comparative case analysis of the classroom teaching-learning process was conducted in four lessons where teachers used specific and challenging focus questions in two of the lessons and non-specific or simple focus questions in the other two lessons. The findings indicate that specific and challenging focus questions anchored lessons on students’ co-construction of scientific explanations by activating their pre-instructional ideas, whereas non-specific or simple focus questions anchored lessons on their accumulation of canonical scientific knowledge. This study’s limitations and implications for teacher education reform are discussed. 相似文献