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1.
Asha K. Jitendra Barbara Dougherty Victoria Sanchez Michael R. Harwell Sydney Harbour 《Learning disabilities research & practice》2023,38(4):285-295
This formative study of a multiplicative reasoning (MR) intervention explored the intervention's potential for improving the ability of third-grade struggling students’ ability to reason with multiplicative concepts and procedures. The feasibility of the study was examined in a school setting before a randomized control trial was conducted. Students who scored between the 10th and 35th percentile on a district-administered math screening test received the MR intervention from their teachers. We developed intervention units to build a conceptual foundation in a student-centered approach to Tier 2 instruction that included opportunities for students to engage in critical thinking as they generalized big ideas, participated in classroom discourse, and modeled multiplicative relationships with multiple representations. Preliminary data demonstrate the potential of the intervention to promote students’ MR skills. Instructional implications are discussed in terms of opportunities for these students to engage in grade-level mathematics content. 相似文献
2.
Peter Kutnick Dennis C. L. Fung Ida. A. C. Mok Frederick K. S. Leung Johnson C. H. Li Betty P.-Y. Lee Veronica K. W. Lai 《International Journal of Science and Mathematics Education》2017,15(5):957-978
The Hong Kong Education Bureau recommends that primary school pupils’ mathematical achievement be enhanced via collaborative discussions engendered by group work. This pedagogic change may be hindered by Confucian heritage classroom practices and Western-dominated group work approaches that predominate in Hong Kong. To overcome these obstacles, we introduced a relational approach to group work in a quasi-experimental study. Our sample included 20 teachers randomly allocated to experimental (12) and control (8) conditions and their 504 mathematics pupils (aged 9–10). The relational approach focused on the development of peer relationships in a culturally appropriate manner and was implemented over 7 months. Pupils were pre-/post-tested for mathematical achievement and systematically observed, and the teachers were assessed for subject knowledge and pre-/post-tested for pedagogic efficacy. Analysis of covariance (ANCOVA) and hierarchical linear modeling (HLM) results show enhanced mathematical achievement, supported by improved peer-based communication skills and time-on-task for the experimental pupils. Experimental teachers raised their pedagogic efficacy. Results indicate the potential of the relational approach for boosting academic achievement via enhanced child-peer-teacher interaction and the need to reassess the role of peer-based latent collectivist learning in Confucian heritage classrooms. 相似文献
3.
Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice 总被引：2，自引：0，他引：2
Cathy Lewin Bridget Somekh Stephen Steadman 《Education and Information Technologies》2008,13(4):291-303
This paper draws on research carried out for the UK government during 2004–2006 to evaluate the impact of interactive whiteboards
for teaching and learning in primary schools in England. Multilevel modelling showed positive gains in literacy, mathematics
and science for children aged 7 and 11, directly related to the length of time they had been taught with an interactive whiteboard
(IWB). These gains were particularly strong for children of average and above average prior attainment. Classroom observations,
together with teacher and pupil interviews, were used to develop a detailed account of how pedagogic practice changed. Results
from the multilevel modelling enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional
progress and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to
examine possible reasons for the lack of impact of IWBs on the progress of low prior attainment pupils, despite their enthusiasm
for the IWB and improved attention in class. The IWB is an ideal resource to support whole class teaching. Where teachers
had been teaching with an IWB for 2 years and there was evidence that all children, had made exceptional progress in attainment
in national tests, a key factor was the use of the IWB for skilled teaching of numeracy and literacy to pairs or threesomes
of children. Young children with limited writing skills, and older pupils with special educational needs are highly motivated
by being able to demonstrate their skills and knowledge with the tapping and dragging facilities of the IWB. These effects
are greatest when they have the opportunity, individually or in small groups, for extended use of the IWB rather than as part
of whole class teaching. The IWB is in effect a mediating artefact in interactions between teacher and pupils, and when teachers
use an IWB for a considerable period of time (at least 2 years), teachers learn how to mediate the greatly increased number
of possible interactions to best aid pupils’ learning. The IWB’s use becomes embedded in their pedagogy as a mediating artefact
for their interactions with their pupils, and pupils’ interactions with one another, and this is when changes in pedagogic
practice become apparent. 相似文献
4.
A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching 总被引：5，自引：0，他引：5
This paper reports on a statistical study of English and Hungarian teachers' conceptions of mathematics and its teaching.
A questionnaire was developed and distributed to teachers of mathematics in 200 English and40 Hungarian schools teaching children
in the 11–14 age range. Factor analyses identified four conceptions of mathematics and five of mathematics teaching. These
were compared with those yielded by an earlier study involving the same English teachers and found to be consistent indicating
the existence of similar conceptions in different educational systems. Differences and similarities in the strengths with
which those conceptions are held were suggestive of both global and national conceptual traditions. The significant similarity
to emerge concerned teachers from both countries sharing, with similar strengths, a general conception of mathematics teaching
incorporating the teaching of mathematical skills, a variety of classroom approaches including investigations and problem-solving,
and a recognition that mathematics provides an essential lifetool. Multi-dimensional scaling indicated that English teachers
have their perspectives informed by two underlying, and possibly conflicting, traditions– pedagogic relevance and mathematical
utility. The Hungarians appeared concerned only with notions of pedagogic relevance – those practices perceived to facilitate
effective learning of a subject which is untainted by utilitarian perspectives.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
5.
This study, situated in a multilingual, English-medium educational context, draws on theory from mathematics and language education to capture teachers’ perspectives on the place of language in their mathematics pedagogy. The benchmark study explored this topic through surveying and interviewing teachers. Additionally, it sought to relate teachers’ views to their practice by focusing on observing three teachers’ mathematics lessons at primary one, three, and five. Findings are that mathematics teachers placed importance on teaching language, being specifically concerned with language as input and comprehension. They taught vocabulary and reading skills in supportive ways explicitly yet differently at the three grade levels. Particularly at the lower levels, teachers contextualised language in the concrete examples employed for mathematics teaching. At all three levels, prominence was given to teaching pupils how to read word problems as well as how to solve them. However, at primary three, a tension was observed between the two aims of teaching mathematical vocabulary and teaching the reading skills for word problems. This paper illustrates the tension and discusses its possible causes. 相似文献
6.
While teaching, teachers need to access both their knowledge of mathematics and knowledge of pedagogy. Practice-based materials
afford teachers opportunities to reason about both mathematics and pedagogy within the context of teaching. Accepted systems
exist for explaining and reasoning in the domain of mathematics; logic, procedures, and representations all serve as instances
of mathematics that bear common meaning in the domain. In contrast, there is not an accepted well-structured system for reasoning
within the domain of pedagogy; rather, it is an inherently interpretive act. This paper explores differences in knowledge
bases and reasoning by examining discourse about mathematics and pedagogy in a practice-based teacher education course. Mathematics
conversations featured greater depth of conversation, more challenges, and more echoes of previous claims. Pedagogical conversations
were denser and featured more qualified statements and more evidence from personal values or opinions. Implications for the
design of teacher education and professional development experiences are presented. 相似文献
7.
Alison Kirton Susan Hallam Jack Peffers Pamela Robertson Gordon Stobart 《British Educational Research Journal》2007,33(4):605-627
This article analyses some of the findings of an evaluation of Project One of the ‘Assessment is for Learning’ Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and parents, the use of such strategies is examined. The study provides some evidence that the use of formative assessment led to pupils taking more responsibility for their learning, contributing to improved motivation, confidence and classroom achievement, especially for lower attainers. Employing such strategies also developed teachers' conceptual understanding of formative assessment, moving some from a teacher‐centred pedagogy to one which placed pupils and their learning needs at the heart of teaching. The article concludes by discussing the implications of the project for teachers' professional development and the constraints faced by teachers in sustaining and embedding such practices. 相似文献
8.
《International Journal of Educational Research》2003,39(1-2):153-172
In any classroom, pupils will be drawn together for many purposes and we can refer to such within classroom contexts as ‘groupings’. The teacher often creates these, and the way that they are set up, and how they are used for particular learning purposes. If the relationships between grouping size, interaction type and learning tasks in groups are planned strategically then learning experiences will be more effective. However, research suggests that the relationships between these elements are often unplanned and the ‘social pedagogic’ potential of classroom learning is therefore unrealised. In this paper we explore the notion of social pedagogy in relation to group work. It is argued that research and theory relevant to group work in classrooms is limited, and that a new approach, sensitive to group work under everyday classroom conditions is required. This paper identifies key features of a social pedagogy of classroom group work, which can inform effective group work in classrooms. It also describes the background to a current large scale UK project which has been set up to design with teachers a programme of high quality group work in classrooms at both primary and secondary phases. 相似文献
9.
Venkat Hamsa Askew Mike 《International Journal of Science and Mathematics Education》2021,19(1):39-58
This paper focuses, empirically, on the developments seen in a group of South African early grades’ mathematics teacher educators in the course of a university-provincial education department partnership project. This project sought to support the district Mathematics Subject Advisers to support, in turn, teachers to implement an intervention consisting of a sequence of four lessons focused on multiplicative reasoning. Outcomes based on pre- and post-tests administered by the Subject Advisers suggested substantial pre- to post-test improvement at the student level. Subject Adviser observations and reflections pointed to successes in engendering more dialogic conversations between mathematics teachers and mathematics teacher educators focused on mathematics and its teaching and learning. The ‘double move’ of increasing overlap between the subject adviser and teacher communities, coupled with evidence that implementing the intervention had enabled the Subject Advisers to develop their mathematical and pedagogical understandings, provides a useful way of considering development in the capacity of mathematics teacher educators to support mathematics teaching and learning.
相似文献10.
Child-centred education and the promise of democratic learning: Pedagogic messages in rural Indian primary schools 总被引：1，自引：0，他引：1
Global and national agendas to achieve universal primary education and improve the ‘quality’ of school provision in developing countries have identified the need to reform classroom pedagogy. Since the 1990s, child-centred ideas in particular have been utilised in teacher-training programmes and school reforms across many parts of Africa and Asia with the intention of creating more child-friendly, democratic learning environments. Analysing episodes from classroom observations conducted in a rural Indian primary school, this paper reveals the tensions experienced by one teacher in handing over greater classroom control to pupils. It provides insight into the complex processes of pedagogic interaction, and sheds light on some of the possibilities and conditions for achieving child-centred pedagogic change in such development contexts. 相似文献
11.
Early childhood preservice teachers participated in a qualitative multiple case study to explore and examine the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics anxiety, mathematics self-efficacy, and mathematics teachers’ efficacy beliefs. Findings indicated that instructor’s use of a variety of reform-based strategies to teach and model concepts were effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and mathematics teaching efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM’s (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers’ mathematics anxiety and mathematics efficacy beliefs, and integrate field experiences as well as peer teaching opportunities into mathematics methods courses. 相似文献
12.
The project reported in this paper addresses the issue of trainee teacher learning with regard to special educational needs and disabilities (SEND) during the school placement element of one-year postgraduate teacher training programmes in England. Through a focus on the university/school partnership, school organisational and classroom pedagogic processes, the project aimed to improve knowledge and understanding about teacher education relevant to the special educational needs and inclusive education fields. Specifically, the project examined and compared the school-based learning and outcomes of postgraduate teacher trainees in primary and secondary programmes that used different approaches to preparing teachers for the special needs aspects of their future teaching. Three kinds of school-based approaches are examined: one that involved a practical teaching task; a second which involved a pupil-focused task (but not practical teaching); and a third where there was no specific pupil-focused SEND task other than class teaching practice. The paper reports on what and how trainees learned about teaching pupils with SEND and on differences related to the use of SEND tasks. Findings indicate that what trainees learn about teaching pupils with SEND is strongly interlinked with what they learn about teaching in general. The pedagogic knowledge learned from undertaking planned pupil-focused SEND tasks, however, centres on pupils’ personal learning needs, something that was less likely to be learned from only whole-class teaching experience. Implications for schools, initial teacher education (ITE) providers, national and international policy are presented as evidence-informed questions with possible options. 相似文献
13.
In this paper, we put Basil Bernstein’s theory of pedagogic discourse to work together with additional theoretical resources to interrogate knowledge and practice in mathematics teacher education. We illustrate this methodology through analysis of an instance of mathematics teacher education pedagogic practice. While the methodology itself is our focus, the particular example provides a compelling story at the heart of which is the problem of integration of knowledge(s) within a pedagogic practice. Here, a constructivist pedagogy is at work, but differentially with respect to teaching/learning mathematics and teaching/learning mathematics teaching. The example illuminates mathematics and teaching, and their co-constitution in a particular pedagogic context. 相似文献
14.
Frank Hardman Christian Stoff Wan Aung Louise Elliott 《Asia Pacific Journal of Education》2016,36(1):98-118
This paper presents the findings of a baseline study of pedagogic practices used by Myanmar primary teachers in the teaching of mathematics and Myanmar language at Grades 3 and 5. The main purpose of the baseline study was to inform the design of teacher education programmes and allow for subsequent evaluations of interventions designed to improve the quality of primary education. It found that the majority of observed lessons (n = 728) used a transmission model of teaching in which the teacher often used a chalkboard and/or textbook to transmit recipe knowledge for recall and there was little variation across the teaching of mathematics and Myanmar language at Grades 3 and 5. Drawing on evidence from the baseline, the paper explores the training needs of primary teachers in Myanmar in the light of proposed reforms to teacher education at the pre- and in-service stages. 相似文献
15.
智能时代,信息技术应用能力成为中小学教师必备的专业技能。在此背景下,文章首先介绍了教师信息技术应用能力、智慧课堂环境下的教学行为、事理图谱的研究现状。接着,文章选取25节智慧课堂环境下的小学数学优秀课例为样本案例,并对小学数学信息化教学行为进行分类与编码。随后,文章对智慧课堂环境下小学数学活动与师生行为之间的关系、小学数学显著性行为进行了分析。最后,文章构建了小学数学教师信息技术应用能力测评事理图谱,并评价了观察联想、归纳猜想、表达、验证与证明等活动中的小学数学教师信息技术应用能力,发现当前小学数学教师能有效将信息技术与学科教学进行深度融合。文章从课堂教学行为分析的角度,挖掘行为背后隐含的教师信息技术应用能力水平,可为教师能力测评提供新的思路与方法,并为教师信息技术应用能力提升给予有效指导。 相似文献
16.
Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools 总被引：2，自引：1，他引：2
Angeline M. Barrett 《比较教育学》2007,43(2):273-294
Debate on teaching in low‐income countries has tended to assume an over‐simplified conceptualization of pedagogy as either teacher‐centred or learner‐centred. If theory is to address itself to the complex challenge of improving the quality of teaching within under‐resourced education systems then it will have to move beyond this polarized view of pedagogy. This paper applies Basil Bernstein’s performance and competence modes to the findings of fieldwork in Tanzania. It thereby arrives at a more nuanced understanding of primary school teachers’ classroom practice, which allows for teachers working with a mixed palette of techniques and ideas. Bernstein’s pedagogic modes were constructed from his studies of education in Britain. Their application to the Tanzanian setting, however, highlights the limitations of analytical frameworks developed in western contexts. It is argued that appreciation and critique of pedagogy in low‐income countries could be deepened through linking with comparative literature that compares across English and non‐English‐speaking countries. 相似文献
17.
A key assumption underpinning formative assessment strategies is that individual pupils must be fully involved in the process. While such engagement and attention on the individual is important, studies suggest that teachers do not always readily engage with formative assessment as a reciprocal process which involves pupils. Additionally, a focus on individual differences between pupils can be problematic if the work that is set for some is differentiated to such an extent that they are not able to participate in classroom activities with others. Inclusive pedagogy is an approach to teaching and learning that attends to individual differences between pupils but avoids the marginalisation that can occur when pedagogical responses are designed only with individual needs in mind. Using participant observation and video footage from three classrooms that captured ‘learning moments’ identified by teachers and pupils, this study documents how the professional craft knowledge of teachers develops as they learn to use what their pupils have to say about learning in the context of whole class teaching. By concentrating on the findings from one site, this paper shows how teachers can use what they learn from listening to pupils’ self-assessments of their learning in ways that meet the standard of inclusive pedagogy. 相似文献
18.
19.
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