Increasing Your Mathematics and Science Content Knowledge.
ERIC Educational Resources Information Center
Thorson, Annette, Ed.
2002-01-01
This journal is intended for classroom teachers and provides a collection of essays and instructional materials organized around the theme of mathematics and science content knowledge. Articles include: (1) "Watching Ourselves Learn" (Annette Thorson); (2) "Search Smarter!" (Kimberly S. Roempler); (3) "Teacher Education Materials Project" (Joan…
Transfer of Mathematical Knowledge: Series
ERIC Educational Resources Information Center
Akgun, Levent; Isik, Cemalettin; Tatar, Enver; Isleyen, Tevfik; Soylu, Yasin
2012-01-01
The aim of this study is to explain students' ability to transfer their knowledge about mathematical series to the problems that they encounter. The data of the study were obtained by using two different tests, namely "Problem Solving Test (PST)" and "Series Character Identification Test (SCT)" which were developed by the researchers. The study…
Reconceptualizing Knowledge at the Mathematical Horizon
ERIC Educational Resources Information Center
Zazkis, Rina; Mamolo, Ami
2011-01-01
This article extends the notion of "knowledge at the mathematical horizon" or "horizon knowledge" introduced by Ball and colleagues as a part of teachers' subject matter knowledge. Our focus is on teachers' mathematical knowledge beyond the school curriculum, that is, on mathematics learnt during undergraduate college or university studies. We…
NASA Astrophysics Data System (ADS)
Klemballa, Carolyn
In light of the persistent shortage of qualified mathematics and science teachers and the new teacher qualification provisions of the recently passed No Child Left Behind Act, This study tested the impact of an educational intervention designed to enhance interest in public school teaching careers among undergraduate students who were declared/intended majors in mathematics and/or natural science. Besides salary, research reveals content fear as the biggest roadblock to attracting mathematics and science teachers. Because of this, liberal arts majors in mathematics and science are a target pool of individuals to recruit into teaching. The researcher hypothesized that knowledge and attitudinal favorability would both increase after an intervention about teaching careers and that an increase in one variable would be associated with the other. Also, knowledge and attitudinal favorability would have a greater increase after a more intensive intervention than a less intensive intervention or no intervention. The researcher also hypothesized that if undergraduates were less decided in their career, lower classmen, and female, their attitudes toward the teaching profession would increase the most. One hundred eighty-nine college students, 73 males and 116 females, including 85 freshmen, 67 sophomores, 18 juniors and 19 seniors, at University A and University B were randomly assigned to a workshop, reading, or control group. The workshop group attended a workshop about the teaching profession. The reading group read articles with the same information presented in the workshop. The control group read unrelated articles. The findings from this study indicate that an intervention about teaching does significantly increase both knowledge and attitudinal favorability toward teaching (p < .01). A low significant correlation was found between knowledge and attitudinal favorability (p < .05). Findings also suggested that a more intensive intervention yields a higher increase in
ERIC Educational Resources Information Center
Zopf, Deborah Ann
2010-01-01
This dissertation investigates the mathematical work and knowledge demands of this work to teach mathematics to teachers. The last 20 years have seen progress in the study of the specialized knowledge of mathematics needed for the work of teaching, as well as much discussion about the importance of strengthening teachers' mathematical preparation.…
Elementary Mathematics Teachers' Knowledge of Equity Pedagogy
ERIC Educational Resources Information Center
Jackson, Christa
2013-01-01
Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. This qualitative study reports the results of eight successful elementary mathematics teachers' knowledge of equity pedagogy, specifically their knowledge of culturally relevant pedagogy, cultural competence, and critical…
Depth of Teachers' Knowledge: Frameworks for Teachers' Knowledge of Mathematics
ERIC Educational Resources Information Center
Holmes, Vicki-Lynn
2012-01-01
This article describes seven teacher knowledge frameworks and relates these frameworks to the teaching and assessment of elementary teacher's mathematics knowledge. The frameworks classify teachers' knowledge and provide a vocabulary and common language through which knowledge can be discussed and assessed. These frameworks are categorized into…
Prospective Secondary Mathematics Teachers' Perspectives and Mathematical Knowledge for Teaching
ERIC Educational Resources Information Center
Karagöz-Akar, Gülseren
2016-01-01
This study investigated the relationship between prospective secondary mathematics teachers' perspectives and their mathematical knowledge for teaching in action. Data from two prospective teachers' practice-teachings, one in geometry and one in algebra, their lesson plans and self-reflections were analyzed with Teacher Perspectives and Knowledge…
Connected Knowledge in Science and Mathematics Education
ERIC Educational Resources Information Center
Zohar, Anat
2006-01-01
While the traditional meaning of connected knowledge is valuable in some school subjects, it does not address the main activities of knowledge acquisition in subjects such as physics and mathematics. The goal of this article is to analyze the relationships between the concepts "learning for understanding" and "connected knowledge", a central theme…
Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers
ERIC Educational Resources Information Center
Krauss, Stefan; Brunner, Martin; Kunter, Mareike; Baumert, Jurgen; Neubrand, Michael; Blum, Werner; Jordan, Alexander
2008-01-01
Drawing on the work of L. S. Shulman (1986), the authors present a conceptualization of the pedagogical content knowledge and content knowledge of secondary-level mathematics teachers. They describe the theory-based construction of tests to assess these knowledge categories and the implementation of these tests in a sample of German mathematics…
Considering Indigenous Knowledges and Mathematics Curriculum
ERIC Educational Resources Information Center
Sterenberg, Gladys
2013-01-01
Across Canada, significant program changes in school mathematics have been made that encourage teachers to consider Aboriginal perspectives. In this article, I investigate one Aboriginal teacher's approaches to integrating Indigenous knowledges and the mandated mathematics curriculum in a Blackfoot First Nation school. Using a framework that…
Mathematical Knowledge for Teaching Fraction Multiplication
ERIC Educational Resources Information Center
Izsak, Andrew
2008-01-01
The present study contrasts mathematical knowledge that two sixth-grade teachers apparently used when teaching fraction multiplication with the Connected Mathematics Project materials. The analysis concentrated on those tasks from the materials that use drawings to represent fractions as length or area quantities. Examining the two teachers'…
Didactics and History of Mathematics: Knowledge and Self-Knowledge
ERIC Educational Resources Information Center
Fried, Michael N.
2007-01-01
The basic assumption of this paper is that mathematics and history of mathematics are both forms of knowledge and, therefore, represent different ways of knowing. This was also the basic assumption of Fried (2001) who maintained that these ways of knowing imply different conceptual and methodological commitments, which, in turn, lead to a conflict…
Preservice Secondary Mathematics Teachers' Knowledge of Students
ERIC Educational Resources Information Center
Kilic, Hulya
2011-01-01
The aim of this paper is to present the nature of preservice secondary mathematics teachers' knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the…
Mathematics university teachers' perception of pedagogical content knowledge (PCK)
NASA Astrophysics Data System (ADS)
Khakbaz, Azimehsadat
2016-02-01
Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this paper is to make explicit the perception of mathematics university teachers about PCK. For this purpose, a phenomenological study was done. Data resources included semi-structured interviews with 10 mathematics university teachers who were in different places of the mathematics university teaching experience spectrum. Data analysis indicated a model consisting of four cognitive themes which are mathematics syntactic knowledge, knowledge about mathematics curriculum planning, knowledge about students' mathematics learning and knowledge about creating an influential mathematics teaching-learning environment. Besides, it was found out that three contextual themes influenced on PCK for teaching mathematics in university levels which were the nature of mathematics subjects, university teachers' features and terms of learning environment.
Connected Knowledge in Science and Mathematics Education
NASA Astrophysics Data System (ADS)
Zohar, Anat
2006-10-01
While the traditional meaning of connected knowledge is valuable in some school subjects, it does not address the main activities of knowledge acquisition in subjects such as physics and mathematics. The goal of this article is to analyze the relationships between the concepts “learning for understanding” and “connected knowledge”, a central theme in feminist epistemology. In learning for understanding, the learner forms multiple, intricate connections among the concepts she is studying in school, between school concepts and her everyday concepts, and between school concepts and their wider context. Viewing connected knowledge as tightly related to understanding has several important implications. It brings connected knowledge into the central learning activities that take place in school science and mathematics, and gives it a high status. It contributes to our understanding of gender-related patterns in thinking; and it may form a unifying theoretical framework for many studies and projects in the field of gender fair education.
Increase Productivity Through Knowledge Management
NASA Astrophysics Data System (ADS)
Gavrikova, N. A.; Dolgih, I. N.; Dyrina, E. N.
2016-04-01
Increase in competition level requires companies to improve the efficiency of work force use characterized by labor productivity. Professional knowledge of staff and its experience play the key role in it. The results of Extrusion Line operator’s working time analysis are performed in this article. The analysis revealed that the reasons of working time ineffective use connected with inadequate information exchange and knowledge management in the company. Authors suggest the way to solve this problem: the main sources of knowledge in engineering enterprise have been defined, the conditions of success and the stages of knowledge management control have been stated.
Identifying the borders of mathematical knowledge
NASA Astrophysics Data System (ADS)
Nascimento Silva, Filipi; Travençolo, Bruno A. N.; Viana, Matheus P.; da Fontoura Costa, Luciano
2010-08-01
Based on a divide and conquer approach, knowledge about nature has been organized into a set of interrelated facts, allowing a natural representation in terms of graphs: each 'chunk' of knowledge corresponds to a node, while relationships between such chunks are expressed as edges. This organization becomes particularly clear in the case of mathematical theorems, with their intense cross-implications and relationships. We have derived a web of mathematical theorems from Wikipedia and, thanks to the powerful concept of entropy, identified its more central and frontier elements. Our results also suggest that the central nodes are the oldest theorems, while the frontier nodes are those recently added to the network. The network communities have also been identified, allowing further insights about the organization of this network, such as its highly modular structure.
Knowledge Concerning the Mathematical Horizon: A Close View
ERIC Educational Resources Information Center
Guberman, Raisa; Gorev, Dvora
2015-01-01
The main objective of this study is to identify components of teachers' mathematical knowledge for teaching, associated with the knowledge of mathematical horizon (KMH) in order to describe this type of knowledge from the viewpoint of elementary school mathematics teachers. The research population of this study consisted of 118 elementary school…
Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)
ERIC Educational Resources Information Center
Khakbaz, Azimehsadat
2016-01-01
Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…
ERIC Educational Resources Information Center
Moon, Kyunghee
2013-01-01
This study examined how preservice secondary mathematics teachers developed mathematical knowledge for teaching (MKT) around representations and big ideas through mathematics and mathematics education courses. The importance of big ideas and representations in mathematics has been emphasized in national standards as well as in literature. Yet,…
ERIC Educational Resources Information Center
Burke, Margaret Meg Kathleen
2013-01-01
The research indicated effective mathematics teaching to be more complex than assuming the best predictor of student achievement in mathematics is the mathematical content knowledge of a teacher. This dissertation took a novel approach to addressing the idea of what it means to examine how a teacher's knowledge of mathematics impacts student…
Measuring Teachers' Mathematical Knowledge. CSE Technical Report 696
ERIC Educational Resources Information Center
Heritage, Margaret; Vendlinski, Terry
2006-01-01
Teachers' knowledge of mathematics is pivotal to their capacity to provide effective mathematics instruction and to their ability to assess student learning (Ball, Hill, & Bass, 2005; Ma, 1999; Schifter, 1999). The National Council for the Teaching of Mathematics (NCTM, 2000) makes it clear that teachers need knowledge of the whole domain as well…
Public knowledge about AIDS increasing.
Campbell, M J; Waters, W E
1987-04-01
In response to concern over the perceived limited effectiveness of Department of Health and Social Security (UK) advertising campaigns to inform the public of the basic facts of Acquired Immunodeficiency Syndrome (AIDS), a prospective questionnaire study was undertaken in Southampton, England to test the effectiveness of government education prior to a January, 1987 government television/leaflet advertising campaign. 300 questionnaires about AIDS were mailed in December of 1986 to a sample drawn from electoral rolls. The response rate was 61%. Most of the questions were drawn from material covered in the campaign. The results seemed to indicate a small overall increase in knowledge about AIDS. Some changes from a June survey were noted, e.g.: more people were aware that AIDS is a virus for which there is no cure and that it is not readily transmitted by sharing washing, eating or drinking utensils; more people believed that the statement that women are at greater risk for catching AIDS is false. Respondents were generally favorable to the government's continued use of television, even with explicit language, and to its use of the schools, for AIDS education. Many were not aware of the dangers to intravenous drug users or of the symptoms of AIDS. Other surveys have shown an increasing knowledge of AIDS dangers. It is possible that television coverage of the problem will continue to be necessary, in order that less literate populations be reached. Further AIDS health education in general is needed. PMID:3105789
ERIC Educational Resources Information Center
Asikainen, Mervi A.; Pehkonen, Erkki; Hirvonen, Pekka E.
2013-01-01
Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher…
ERIC Educational Resources Information Center
Löfström, Erika; Pursiainen, Tuomas
2015-01-01
This study focuses on mathematics student teachers' epistemological beliefs in mathematics and education. The study aimed at gaining insight into the challenges that students experience in the consolidation of knowledge in the two disciplines. The case study with three mathematics pre-service teachers utilised mathematical and pedagogical…
How Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics
ERIC Educational Resources Information Center
Mosvold, Reidar; Jakobsen, Arne; Jankvist, Uffe Thomas
2014-01-01
In this theoretical article, we aim at theorizing the old statement that mathematics teachers might profit from studying the history of mathematics. We do this by drawing upon the theoretical framework of mathematical knowledge for teaching (MKT). A selection of international studies on the history and pedagogy of mathematics is used as starting…
Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics.
Harr, Nora; Eichler, Andreas; Renkl, Alexander
2014-01-01
In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions ("integrated" vs. "separated"), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300
Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics
Harr, Nora; Eichler, Andreas; Renkl, Alexander
2014-01-01
In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300
Elementary School Quality: The Mathematics Curriculum and the Role of Local Knowledge.
ERIC Educational Resources Information Center
Balfanz, Robert
This report considers how the mathematical knowledge children develop on their own outside of formal school instruction can be used to increase the distribution and level of mathematical knowledge attained by students in grades K-3. Included are preliminary results of an investigation of the counting and calculating abilities brought to…
Mathematical Knowledge: Its Growth through Teaching. Mathematics Education Library, Volume 10.
ERIC Educational Resources Information Center
Bishop, Alan J., Ed.; And Others
This book presents issues concerning relationships between mathematical knowledge and the teaching and learning processes, focusing especially on the genesis of mathematical knowledge in the classroom. The chapter titles are: (1) The Fragility of Knowledge (Guy Brousseau and Michael Otte); (2) The Double Bind as a Didactical Trap (Stieg…
Sean vs. Cantor: Using Mathematical Knowledge in "Experience of Disturbance"
ERIC Educational Resources Information Center
Zazkis, Rina; Mamolo, Ami
2009-01-01
Mathematical knowledge used in teaching has attracted the interest of many researchers, but was mainly explored considering teaching at the elementary school level. This paper attends to mathematical knowledge used in teaching at the University level. We present a story about a student suggesting reconsideration of Cantor's diagonal method and the…
ERIC Educational Resources Information Center
Kwiatkowski-Egizio, Erica
2013-01-01
The two research questions that guided this study were: (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience? and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching? Six, female, elementary (K-8) teacher candidates…
Knowledge for teaching secondary school mathematics: what counts?
NASA Astrophysics Data System (ADS)
Goos, Merrilyn
2013-10-01
This article discusses key issues surrounding the nature and development of professional knowledge for effective teaching of mathematics, especially at the secondary school level. In the education research community it is generally accepted that teachers need more than knowledge of the content they will teach; an additional construct, pedagogical content knowledge, has been proposed to describe the knowledge teachers need in order to make the content comprehensible to learners. Studies demonstrate that mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) predict students' mathematics achievement gains, and that PCK has the greater influence on achievement. However, the relationship between these two types of knowledge, and how their development might be influenced by studying university level mathematics, remains unclear. The article reports on an Australian study of the knowledge for teaching mathematics of prospective secondary school teachers, which found that MCK is a statistically significant predictor of PCK, and vice versa, although in each case only a small proportion of the variance in the outcome variable was explained. A higher level of prior mathematical experience was also associated with higher levels of MCK, but not PCK. These results suggest that although university level study of mathematics may be beneficial in developing secondary school MCK, it does not have a significant influence on PCK and is therefore inadequate, on its own, for preparing effective teachers of secondary school mathematics.
The Framing Discussion: Connecting Student Experience with Mathematical Knowledge
ERIC Educational Resources Information Center
Henning, John E.; Balong, Megan
2011-01-01
This article introduces the framing discussion, an informal discussion of a mathematical problem that takes place at the beginning of a lesson or unit. The purpose of the framing discussion is to assess student knowledge, motivate student interest, and to serve as a basis for guiding students to more formal mathematical knowledge. The article…
The Microevolution of Mathematical Knowledge: The Case of Randomness.
ERIC Educational Resources Information Center
Pratt, Dave; Noss, Richard
2002-01-01
Explores the growth of mathematical knowledge and the relationship between abstraction and context. Builds on work to construct a viable model of the micro-evolution of mathematical knowledge in context whose central feature is the visibility of its mechanisms. Illustrates a case study of 10-11-year-old children's construction of meanings for…
Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts
ERIC Educational Resources Information Center
Welder, Rachael M.; Simonsen, Linda M.
2011-01-01
The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants' content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group…
Selecting and Sequencing Mathematics Tasks: Seeking Mathematical Knowledge for Teaching
ERIC Educational Resources Information Center
Galant, Jaamia
2013-01-01
In this article, I present an initial analysis of an empirical study that was undertaken in an attempt to elicit what subject-matter knowledge, pedagogic content knowledge and curriculum knowledge teachers bring to bear on decisions for teaching. The analysis is based on interview data with 46 Grade 3 teachers, who were presented with two…
Connecting Mathematical Knowledge: A Dialectical Perspective.
ERIC Educational Resources Information Center
Schmittau, Jean
1993-01-01
Based on the cognitive psychological theories of Vygotsky and Davydov, discusses the establishment of connections between mathematical elements, and the algorithmic rules that govern them, and children's spontaneous mathematical concepts. Presents examples that establish connections involving addition and subtraction, comparing numerical…
Mathematical Ability Relies on Knowledge, Too
ERIC Educational Resources Information Center
Sweller, John; Clark, Richard E.; Kirschner, Paul A.
2011-01-01
Recent "reform" curricula both ignore the absence of supporting data and completely misunderstand the role of problem solving in cognition. If, the argument goes, teachers are not really teaching people mathematics but rather are teaching them some form of general problem solving, then mathematical content can be reduced in importance. According…
Why (Urban) Mathematics Teachers Need Political Knowledge
ERIC Educational Resources Information Center
Gutiérrez, Rochelle
2013-01-01
Rochelle Gutiérrez has spent 15 years researching effective, urban high school mathematics departments that served Black, Latin@ and low-income adolescents (see, e.g., Gutiérrez, 1996, 1999a, 1999b, 2000, 2002). These were schools where students took more mathematics than was required by their district; where English learners, recent immigrants,…
ERIC Educational Resources Information Center
Van Harpen, Xianwei Y.; Presmeg, Norma C.
2013-01-01
The importance of students' problem-posing abilities in mathematics has been emphasized in the K-12 curricula in the USA and China. There are claims that problem-posing activities are helpful in developing creative approaches to mathematics. At the same time, there are also claims that students' mathematical content knowledge could be highly…
ERIC Educational Resources Information Center
Basitere, Moses; Ivala, Eunice
2015-01-01
This paper reports on a study carried out at a University of Technology, South Africa, aimed at identifying the existence of the mathematical knowledge gap and evaluating the intervention designed to bridge the knowledge gap amongst students studying first year mathematics at the Chemical Engineering Extended Curriculum Program (ECP). In this…
Theoretical Framework of Researcher Knowledge Development in Mathematics Education
ERIC Educational Resources Information Center
Kontorovich, Igor'
2016-01-01
The goal of this paper is to present a framework of researcher knowledge development in conducting a study in mathematics education. The key components of the framework are: knowledge germane to conducting a particular study, processes of knowledge accumulation, and catalyzing filters that influence a researcher's decision making. The components…
Building Mathematical Knowledge in an Authentic Mobile Phone Environment
ERIC Educational Resources Information Center
Daher, Wajeeh
2010-01-01
Although many researchers have examined knowledge building in traditional settings and distance learning, few have examined middle school students' building of mathematical knowledge using mobile phones. The present study uses two well-known models of knowledge building to carry out the examination: the interactive analysis model of knowledge…
Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers
ERIC Educational Resources Information Center
Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick
2013-01-01
The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The…
Mathematical Knowledge of Japanese, Chinese, and American Elementary School Children.
ERIC Educational Resources Information Center
Stigler, James W.; And Others
This study compared the results of group tests of computational skills and tests of knowledge and skills in mathematics between three groups of first and fifth grade students from the United States, Japan, and Taiwan. The battery of tests were constructed after reviewing the mathematics textbooks used in each location and discussing the major…
Interconnections of Knowledge and Beliefs in Teaching Mathematics
ERIC Educational Resources Information Center
Holm, Jennifer; Kajander, Ann
2012-01-01
As part of a 5-year project that examined teachers' knowledge and beliefs about mathematics and teaching mathematics, interviews were conducted with preservice elementary teachers during their certification year. The transcripts of five of these sets of pretest/posttest interviews were chosen as illustrative of the significant challenges that…
ERIC Educational Resources Information Center
Alpaslan, Mustafa; Isiksal, Mine; Haser, Çigdem
2014-01-01
This study examined pre-service mathematics teachers' knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades…
Preservice Teachers' Subject Matter Knowledge of Mathematics
ERIC Educational Resources Information Center
Menon, Ramakrishnan
2009-01-01
Sixty four preservice teachers taking a mathematics methods class for middle schools were given 3 math problems: multiply a three digit number by a two digit number; divide a whole number by a fraction; and compare the volume of two cylinders made in different ways from the same rectangular sheet. They were to a) solve them, explaining their…
"Concreteness Fading" Promotes Transfer of Mathematical Knowledge
ERIC Educational Resources Information Center
McNeil, Nicole M.; Fyfe, Emily R.
2012-01-01
Recent studies have suggested that educators should avoid concrete instantiations when the goal is to promote transfer. However, concrete instantiations may benefit transfer in the long run, particularly if they are "faded" into more abstract instantiations. Undergraduates were randomly assigned to learn a mathematical concept in one of three…
ERIC Educational Resources Information Center
Platas, Linda Michele
2008-01-01
Two survey instruments were developed and validated to measure early childhood teachers' (1) knowledge of early mathematical development and (2) beliefs about mathematics teaching and learning in the preschool classroom. The Knowledge of Mathematical Development (KMD) Survey was designed to measure teachers' knowledge of mathematical development…
The Transition from Informal to Formal Mathematical Knowledge: Mediation by Numeral Knowledge
ERIC Educational Resources Information Center
Purpura, David J.; Baroody, Arthur J.; Lonigan, Christopher J.
2013-01-01
The purpose of the present study was to determine if numeral knowledge--the ability to identify Arabic numerals and connect Arabic numerals to their respective quantities--mediates the relation between informal and formal mathematical knowledge. A total of 206 3- to 5-year-old preschool children were assessed on 6 informal mathematics tasks and 2…
Knowledge for Teaching Secondary School Mathematics: What Counts?
ERIC Educational Resources Information Center
Goos, Merrilyn
2013-01-01
This article discusses key issues surrounding the nature and development of professional knowledge for effective teaching of mathematics, especially at the secondary school level. In the education research community it is generally accepted that teachers need more than knowledge of the content they will teach; an additional construct, pedagogical…
Exploring Kindergarten Teachers' Pedagogical Content Knowledge of Mathematics
ERIC Educational Resources Information Center
Lee, Joohi
2010-01-01
The purpose of this study was to assess 81 kindergarten teachers' pedagogical content knowledge of mathematics on six subcategory areas such as number sense, pattern, ordering, shapes, spatial sense, and comparison. The data showed participants possessed a higher level of pedagogical content knowledge of "number sense" (M = 89.12) compared to…
ERIC Educational Resources Information Center
Shirvani, Hosin
2015-01-01
This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed…
ERIC Educational Resources Information Center
Stephens, Walter Maxwell
This study considered the meaning that was given to knowing/doing mathematics in classrooms comprising the observational study conducted by the Wisconsin Center for Education Research during 1978-81. The study interprets the work of teachers and students, and considers what constitutes appropriate mathematical knowledge for children to learn. A…
ERIC Educational Resources Information Center
Stephens, W. M.; Romberg, T. A.
This study examined the aspirations of the Developing Mathematical Processes (DMP) program and sought to ascertain the extent to which it has been implemented in observed classrooms. DMP was intended to reshape conceptions of mathematical knowledge and school work and to create a pedagogy in which children would be active in creating and testing…
ERIC Educational Resources Information Center
Stiegelmeyer, Cindy
2012-01-01
This study surveyed 82 preservice elementary teachers using items from an instrument designed to predict student achievement based on a teacher's mathematics knowledge for teaching (MKT) in numbers and operations concepts. Additional mathematics beliefs items asked participants to rate their level of agreement with math myths and math anxiety…
ERIC Educational Resources Information Center
Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul
2015-01-01
This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…
Advanced Mathematical Knowledge in Teaching Practice: Perceptions of Secondary Mathematics Teachers
ERIC Educational Resources Information Center
Zazkis, Rina; Leikin, Roza
2010-01-01
For the purpose of our research we define Advanced Mathematical Knowledge (AMK) as knowledge of the subject matter acquired during undergraduate studies at colleges or universities. We examine the responses of secondary school teachers about their usage of AMK in teaching. We find that the majority of teachers focus on the purposes and advantages…
ERIC Educational Resources Information Center
Ernest, Paul, Ed.
This book illustrates the breadth of theoretical and philosophical perspectives that can be brought to bear on mathematics and education. Part 1, "Constructivism and the Learning of Mathematics," contains the following chapters: (1) "A Radical Constructivist View of Basic Mathematical Concepts" (E. von Glasersfeld); (2) "Interaction and Children's…
What Knowledge Is Shaping Teacher Preparation in Early Childhood Mathematics?
ERIC Educational Resources Information Center
Parks, Amy Noelle; Wager, Anita A.
2015-01-01
This article examines the bodies of knowledge that influence and inform the teaching of mathematics methods courses for preservice early childhood teachers, focusing on the U.S. context. In particular, the article reports on an analysis of scholarship published over the last 20 years in four journals (two focused on early childhood education and…
A Study of Elementary Mathematics Teachers' Knowledge of Equity
ERIC Educational Resources Information Center
Jackson, Christa D.
2010-01-01
Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. Establishing an equitable classroom environment that results in student learning for African Americans requires specialized teacher knowledge, productive dispositions and beliefs, and effective teaching practices. The study reports on…
The Mathematical Content Knowledge of Prospective Teachers in Iceland
ERIC Educational Resources Information Center
Johannsdottir, Bjorg
2013-01-01
This study focused on the mathematical content knowledge of prospective teachers in Iceland. The sample was 38 students in the School of Education at the University of Iceland, both graduate and undergraduate students. All of the participants in the study completed a questionnaire survey and 10 were interviewed. The choice of ways to measure the…
Measuring Mathematical Knowledge for Teaching Fractions with Drawn Quantities
ERIC Educational Resources Information Center
Izsak, Andrew; Jacobson, Erik; de Araujo, Zandra; Orrill, Chandra Hawley
2012-01-01
Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsak, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study…
Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study
ERIC Educational Resources Information Center
Charalambous, Charalambos Y.
2010-01-01
Although teachers' knowledge is thought to contribute to the selection and implementation of mathematical tasks, empirical evidence supporting this claim is scarce. To investigate this relationship and understand its nature, this exploratory study examines the unfolding of tasks in a series of lessons led by 2 elementary school teachers who…
ERIC Educational Resources Information Center
Livy, Sharyn
2010-01-01
This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A "knowledge quartet" (Rowland, Turner, Thwaites, & Huckstep, 2009) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary…
The Development of Diploma in Education Student Teachers' Mathematics Pedagogical Content Knowledge
ERIC Educational Resources Information Center
Lim-Teo, Suat Khoh; Chua, Kwee Gek; Cheang, Wai Kwong; Yeo, Joseph K.
2007-01-01
Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It is the objective of mathematics methodology courses in teacher preparation programmes to begin the…
Mathematical Knowledge and Skills: Selected Results from the Second Assessment of Mathematics.
ERIC Educational Resources Information Center
Kahl, Stuart
This is one of a series of reports summarizing the results of the second mathematics assessment conducted by the National Assessment of Educational Progress (NAEP). Nine, 13- and 17-year-olds were assessed during the 1977-78 school year. The assessment measured achievement in various content areas at four levels of cognitive processes (knowledge,…
Slowing presentation speed increases illusions of knowledge.
Fazio, Lisa K; Marsh, Elizabeth J
2008-02-01
Prior research on false memories has shown that suggestibility is often reduced when the presentation rate is slowed enough to allow monitoring. We examined whether slowing presentation speed would reduce factual errors learned from fictional stories. Would subjects use the extra time to detect the errors in the stories, reducing reproduction of these errors on a later test? Surprisingly, slowing presentation speed increased the production of story errors on a later general knowledge test. Instructing the reader to mark whether each sentence contained an error, however, did decrease suggestibility. Readers appear to passively accept information presented in stories and need a constant reminder to monitor for errors. These results highlight differences between typical episodic false memories and illusions of knowledge (such as learning from fiction). Manipulations that reduce suggestibility for episodic false memories do not always reduce suggestibility for illusions of knowledge. PMID:18605500
ERIC Educational Resources Information Center
Speer, Natasha M.; King, Karen D.; Howell, Heather
2015-01-01
The construct "mathematical knowledge for teaching" (MKT) has received considerable attention in the mathematics education community in recent years. The development and refinement of the MKT construct, including the components of common content knowledge (CCK) and specialized content knowledge (SCK), came from research into elementary…
Visual Programming: A Programming Tool for Increasing Mathematics Achivement
ERIC Educational Resources Information Center
Swanier, Cheryl A.; Seals, Cheryl D.; Billionniere, Elodie V.
2009-01-01
This paper aims to address the need of increasing student achievement in mathematics using a visual programming language such as Scratch. This visual programming language facilitates creating an environment where students in K-12 education can develop mathematical simulations while learning a visual programming language at the same time.…
What's Past Is Prologue: Relations between Early Mathematics Knowledge and High School Achievement
ERIC Educational Resources Information Center
Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.
2014-01-01
Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at…
ERIC Educational Resources Information Center
Subramaniam, Karthigeyan
2014-01-01
Prospective secondary mathematics teachers' pedagogical knowledge for teaching the estimation of length measurements was investigated by examining their personal benchmarks for measurement estimation. Benchmarks for measurement estimation are the meaningful representations of units that serve to increase one's understanding of…
ERIC Educational Resources Information Center
Novikasari, Ifada; Darhim, Didi Suryadi
2015-01-01
This study explored the characteristics of pre-service primary teachers (PSTs) influenced by mathematical belief and mathematical knowledge for teaching (MKT) PSTs'. A qualitative approach was used to investigate the levels of PSTs on mathematical belief and MKT. The two research instruments used in this study were an interview-based task and a…
ERIC Educational Resources Information Center
Turner, Erin E.; Drake, Corey; McDuffie, Amy Roth; Aguirre, Julia; Bartell, Tonya Gau; Foote, Mary Q.
2012-01-01
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural,…
Elementary school quality, the mathematics curriculum and the role of local knowledge
NASA Astrophysics Data System (ADS)
Balfanz, Robert
1990-03-01
This article uses data from several elementary school classrooms in Chicago on how students learn to calculate, and reviews similar data from a number of developing countries to examine the strengths and limitations of using the mathematical knowledge which students develop on their own outside of formal schooling to increase the amount, range and power of mathematical knowledge which is acquired through formal schooling. In so doing it attempts to reconcile the views of those who believe that the key to improving elementary school quality lies in improving the technology of instruction and those who believe that it lies in a deeper understanding of the mental life of children. It concludes by arguing that the quality of elementary schooling can be improved through skilled management of the environmentally acquired knowledge which students bring to instruction, if this knowledge is transformed through pedagogic and curricular interventions into a set of portable intellectual skills.
NASA Astrophysics Data System (ADS)
Wilkie, Karina J.
2015-08-01
A key aspect of learning algebra in the middle years of schooling is exploring the functional relationship between two variables: noticing and generalising the relationship, and expressing it mathematically. This article describes research on the professional learning of upper primary school teachers for developing their students' functional thinking through pattern generalisation. This aspect of algebra learning has been explicitly brought to the attention of upper primary teachers in the recently introduced Australian curriculum. Ten practising teachers participated over 1 year in a design-based research project involving a sequence of geometric pattern generalisation lessons with their classes. Initial and final survey responses and teachers' interactions in regular meetings and lessons were analysed from cognitive and situated perspectives on professional learning, using a theoretical model for the different types of knowledge needed for teaching mathematics. The teachers demonstrated an increase in certain aspects of their mathematical knowledge for teaching algebra as well as some residual issues. Implications for the professional learning of practising and pre-service teachers to develop their mathematics knowledge for teaching functional thinking, and challenges with operationalising knowledge categories for field-based research are presented.
NASA Astrophysics Data System (ADS)
Wilkie, Karina J.
2016-06-01
A key aspect of learning algebra in the middle years of schooling is exploring the functional relationship between two variables: noticing and generalising the relationship, and expressing it mathematically. This article describes research on the professional learning of upper primary school teachers for developing their students' functional thinking through pattern generalisation. This aspect of algebra learning has been explicitly brought to the attention of upper primary teachers in the recently introduced Australian curriculum. Ten practising teachers participated over 1 year in a design-based research project involving a sequence of geometric pattern generalisation lessons with their classes. Initial and final survey responses and teachers' interactions in regular meetings and lessons were analysed from cognitive and situated perspectives on professional learning, using a theoretical model for the different types of knowledge needed for teaching mathematics. The teachers demonstrated an increase in certain aspects of their mathematical knowledge for teaching algebra as well as some residual issues. Implications for the professional learning of practising and pre-service teachers to develop their mathematics knowledge for teaching functional thinking, and challenges with operationalising knowledge categories for field-based research are presented.
Increased Knowledge in Geometry and Instructional Practice.
ERIC Educational Resources Information Center
Swafford, Jane O.; And Others
1997-01-01
Examines the effects on instruction of an intervention program designed to enhance teachers' knowledge of geometry and their knowledge of research on student cognition in geometry. Findings indicate significant gains in content knowledge and in van Hiele level, and marked changes in what was taught, how it was taught, and the characteristics…
Generative Adolescent Mathematical Learners: The Fabrication of Knowledge
ERIC Educational Resources Information Center
Lawler, Brian R.
2008-01-01
This dissertation is embedded in a deconstruction of the field of Mathematics Education in order to reconstitute the mathematics student as a generative mathematical learner. The purpose of the dissertation is to understand how generative adolescent mathematical learners (GAMLs) maneuver through their mathematics courses while maintaining such a…
Comparing Knowledge Bases and Reasoning Structures in Discussions of Mathematics and Pedagogy
ERIC Educational Resources Information Center
Steele, Michael D.
2005-01-01
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…
An Exploration of the Common Content Knowledge of High School Mathematics Teachers
ERIC Educational Resources Information Center
Bansilal, Sarah; Brijlall, Deonarain; Mkhwanazi, Thokozani
2014-01-01
Many studies point to the problem of poor mathematics content knowledge of mathematics teachers in South Africa. The purpose of this study was to investigate teachers' knowledge of the mathematics they are themselves teaching. Data was generated from the teachers' (n = 253) written responses to test that was a shortened form of a…
ERIC Educational Resources Information Center
Koichu, Boris
2010-01-01
This article discusses an issue of inserting mathematical knowledge within the problem-solving processes. Relatively advanced mathematical knowledge is defined in terms of "three mathematical worlds"; relatively advanced problem-solving behaviours are defined in terms of taxonomies of "proof schemes" and "heuristic behaviours". The relationships…
Pre-Service Students' Responses to Being Tested on Their Primary School Mathematical Knowledge
ERIC Educational Resources Information Center
Meaney, Tamsin; Lange, Troels
2010-01-01
The limited mathematical knowledge of pre-service primary teachers is an international concern. The areas of mathematical difficulties have been well documented, which has led to many universities instituting testing regimes to ensure that their pre-service teachers have appropriate knowledge of primary school mathematics. In this study, the…
ERIC Educational Resources Information Center
Zulnaidi, Hutkemri; Zakaria, Effandi
2010-01-01
The purpose of this study was to determine the effect of information mapping strategy on mathematics conceptual knowledge of junior high school students in Rokan Hulu Riau, Indonesia. The study also examined the relationship between mathematics conceptual knowledge and mathematics achievement. Using a quasi-experimental method, the study was…
ERIC Educational Resources Information Center
Harrell, Pamela Esprivalo; Eddy, Colleen McLean
2011-01-01
This study examined mathematics teacher content knowledge in terms of policy maker recommendations, college coursework and teacher certification mathematics test scores. Transcript analysis indicated poor alignment of national policy maker recommendations for mathematics teachers and college degrees in mathematics. Teacher certification test…
What’s Past is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement
Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.
2015-01-01
Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, nor have they investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multi-site longitudinal data. We find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. Moreover, we find that growth in mathematical ability between age 54 months and first grade is an even stronger predictor of adolescent mathematics achievement. These results demonstrate the importance of pre-kindergarten mathematics knowledge and early math learning for later achievement. PMID:26806961
ERIC Educational Resources Information Center
Copur-Gencturk, Yasemin
2015-01-01
In this study, I examined the relationship between teachers' mathematical knowledge and instruction. Twenty-one K-8 teachers who were enrolled in a master's program were followed for 3 years to study how their mathematical knowledge and teaching changed over time. The results of multilevel growth models indicated that gains in teachers'…
ERIC Educational Resources Information Center
Bair, Sherry L.; Rich, Beverly S.
2011-01-01
This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…
ERIC Educational Resources Information Center
Davis, Brent; Renert, Moshe
2013-01-01
We discuss the teachers' disciplinary knowledge of mathematics in this article, arguing two main points as we report on a 2-year study involving 22 practicing teachers. First we argue that teachers' knowledge of mathematics might be productively construed as a complex evolving form, a significant dimension of which is tacit knowledge. Second,…
ERIC Educational Resources Information Center
Ng, Dicky
2011-01-01
This study examines Indonesian primary teachers' mathematical knowledge for teaching geometry and what factors contribute to this knowledge. A translated and adapted version of the Learning Mathematics for Teaching measures and the Indonesian Educational Survey were used to gather information on teachers' knowledge for teaching geometry and their…
The Key to Enhancing Students' Mathematical Vocabulary Knowledge
ERIC Educational Resources Information Center
Riccomini, Paul J.; Sanders, Sharon; Jones, Julie
2008-01-01
The importance of learning mathematical vocabulary is vital for the development of proficiency in mathematics. In an effort to improve students' mathematical performance, educators must use research-validated instructional methods to teach important mathematical vocabulary. Mnemonic instruction is a set of evidenced-based strategies used to…
Increasing Minorities' Mathematics Preparedness: The College Readiness Program.
ERIC Educational Resources Information Center
Duren, Phillip E.; Kelly, Margaret
Black and Hispanic students have historically been underrepresented at state universities in relationship to the percentage of the population of these minorities in the state at large. With the increase of requirements from two to three years of high school mathematics, there is real concern that this underrepresentation will continue to worsen.…
Using Manipulative Materials to Increase Student Achievement in Mathematics
ERIC Educational Resources Information Center
Lett, Steven W.
2007-01-01
This is an action research project to test a null hypothesis, which states that the use of manipulative materials within the context of mathematics instruction will not yield a significant increase in student achievement. Based on the research, using manipulative materials should have a positive impact on student achievement. Allowing students to…
ERIC Educational Resources Information Center
Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz
2015-01-01
One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…
ERIC Educational Resources Information Center
Oleson, Vicki
2010-01-01
This study sought to understand the process of change elementary teachers experienced as they participated in mathematics professional development. This investigation explored the impact of mathematics professional development on teachers' content knowledge for teaching, their ability to implement innovative pedagogical practices, and the…
ERIC Educational Resources Information Center
Luitel, Bal Chandra
2013-01-01
The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of "mathematics as a body of pure knowledge," which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of universality and…
ERIC Educational Resources Information Center
Curcio, Frances R.
This study was designed to extend the schema-theoretic perspective of understanding general discourse to include graph comprehension. The sample included 204 fourth-grade and 185 seventh-grade pupils. Data were collected on achievement in reading and mathematics, sex, prior knowledge of topic, mathematical content, graphical form, and graph…
ERIC Educational Resources Information Center
Matthews, Michael E.; Seaman, Walter I.
2007-01-01
Preservice elementary teachers have been shown to generally possess poor mathematical knowledge (e.g. Goulding, Rowland, & Barber, 2002) and also strong negative attitudes toward mathematics (e.g. MacNab & Payne, 2004). Recently, national organizations have proposed interventions to address these issues (Conference Board of the Mathematical…
ERIC Educational Resources Information Center
Adamu, L. E.
2015-01-01
The purpose of the study was to determine the relationship between scores in mathematics knowledge and teaching practice of Diploma mathematics students. A sample of 39 students was used. Two research questions and two hypotheses were asked and formulated respectively. An ex-post facto correlation design was used. The data were analyzed using…
Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching
ERIC Educational Resources Information Center
Burton, Megan; Daane, C. J.; Giesen, Judy
2008-01-01
This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…
ERIC Educational Resources Information Center
Youngs, Peter; Qian, Hong
2013-01-01
In this article, we draw on survey data to investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. In our study, we found that (a) Chinese teaching candidates' completion of courses in number…
ERIC Educational Resources Information Center
Yüksel, Ismail
2014-01-01
The aim of this paper is to examine the impact of activity-based mathematics instruction on mathematics performance and investigate those factors, which contribute to the mathematics performance of a sample of children aged between 10 and 12 years. The study was designed to consider the impact of prior knowledge, self-regulation, prior attitude,…
ERIC Educational Resources Information Center
Osana, Helena P.; Lacroix, Guy L.; Tucker, Bradley J.; Desrosiers, Chantal
2006-01-01
The objective of this study was to examine the nature of preservice teachers' evaluations of elementary mathematics problems using the Mathematical Tasks Framework (MTF), a model designed to discriminate among tasks according to their cognitive complexity. We also tested the relationship between mathematics content knowledge and problem length on…
Orienteering in Knowledge Spaces: The Hyperbolic Geometry of Wikipedia Mathematics
Leibon, Gregory; Rockmore, Daniel N.
2013-01-01
In this paper we show how the coupling of the notion of a network with directions with the adaptation of the four-point probe from materials testing gives rise to a natural geometry on such networks. This four-point probe geometry shares many of the properties of hyperbolic geometry wherein the network directions take the place of the sphere at infinity, enabling a navigation of the network in terms of pairs of directions: the geodesic through a pair of points is oriented from one direction to another direction, the pair of which are uniquely determined. We illustrate this in the interesting example of the pages of Wikipedia devoted to Mathematics, or “The MathWiki.” The applicability of these ideas extends beyond Wikipedia to provide a natural framework for visual search and to prescribe a natural mode of navigation for any kind of “knowledge space” in which higher order concepts aggregate various instances of information. Other examples would include genre or author organization of cultural objects such as books, movies, documents or even merchandise in an online store. PMID:23844017
Orienteering in knowledge spaces: the hyperbolic geometry of Wikipedia Mathematics.
Leibon, Gregory; Rockmore, Daniel N
2013-01-01
In this paper we show how the coupling of the notion of a network with directions with the adaptation of the four-point probe from materials testing gives rise to a natural geometry on such networks. This four-point probe geometry shares many of the properties of hyperbolic geometry wherein the network directions take the place of the sphere at infinity, enabling a navigation of the network in terms of pairs of directions: the geodesic through a pair of points is oriented from one direction to another direction, the pair of which are uniquely determined. We illustrate this in the interesting example of the pages of Wikipedia devoted to Mathematics, or "The MathWiki." The applicability of these ideas extends beyond Wikipedia to provide a natural framework for visual search and to prescribe a natural mode of navigation for any kind of "knowledge space" in which higher order concepts aggregate various instances of information. Other examples would include genre or author organization of cultural objects such as books, movies, documents or even merchandise in an online store. PMID:23844017
The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching
ERIC Educational Resources Information Center
Hill, Heather C.
2010-01-01
This article explores elementary school teachers' mathematical knowledge for teaching and the relationship between such knowledge and teacher characteristics. The Learning Mathematics for Teaching project administered a multiple-choice assessment covering topics in number and operation to a nationally representative sample of teachers (n = 625)…
Primary Teachers' Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia
ERIC Educational Resources Information Center
Ekawati, Rooselyna; Lin, Fou-Lai; Yang, Kai-Lin
2015-01-01
In this study, we aimed at examining Indonesian In-Service primary Teachers' Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) for teaching ratio and proportion. The instruments were administered to 271 in-service primary teachers with various education background. There were three underlined factors on MCK…
Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs
ERIC Educational Resources Information Center
Carney, Michele B.; Brendefur, Jonathan L.; Thiede, Keith; Hughes, Gwyneth; Sutton, John
2016-01-01
We examined the impact of a state-mandated K-12 mathematics professional development course on knowledge, self-efficacy, and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics…
Mathematical Knowledge for Teaching Teachers: The Case of Multiplication and Division of Fractions
ERIC Educational Resources Information Center
Olanoff, Dana E.
2011-01-01
This study attempts to answer the question, "What is the mathematical knowledge required by teachers of elementary mathematics content courses in the area of multiplication and division of fractions?" Beginning in the mid-1980s, when Shulman (1986) introduced the idea of pedagogical content knowledge, researchers have been looking at the knowledge…
ERIC Educational Resources Information Center
Bonner, Emily P.; Ruiz, Elsa C.; Travis, Betty
2013-01-01
Teacher content knowledge has been repeatedly linked to student achievement. Alternative Mathematics Teacher Education Programs are popular and prevalent, but do they prepare teachers with the content knowledge needed to teach secondary mathematics? This study reports on a quantitative analysis comparing scores between traditionally and…
ERIC Educational Resources Information Center
Davis, Jon D.
2009-01-01
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers' pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete…
ERIC Educational Resources Information Center
Livy, Sharyn; Vale, Colleen
2011-01-01
In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range…
Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Age 4 to 11
ERIC Educational Resources Information Center
Rittle-Johnson, Bethany; Fyfe, Emily R.; Hofer, Kerry G.; Farran, Dale C.
2016-01-01
Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An Early Math Trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from age 4 to 11. This model includes a broad range of math…
The Development of Beginning Mathematics Teacher Pedagogical Content Knowledge
ERIC Educational Resources Information Center
Lannin, John K.; Webb, Matthew; Chval, Kathryn; Arbaugh, Fran; Hicks, Sarah; Taylor, Cynthia; Bruton, Rebecca
2013-01-01
Recent research efforts (Schmidt et al. in "The preparation gap: teacher education for middle school mathematics in six countries," MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical…
Developmental Mathematics Success: Impact of Students' Knowledge and Attitudes
ERIC Educational Resources Information Center
Benken, Babette M.; Ramirez, Jorge; Li, Xuhui; Wetendorf, Scott
2015-01-01
In order to improve student success within developmental programs, we conducted a study of 1st year students taking required, developmental mathematics courses at a large, urban public university. Findings suggest that merely the number of years of mathematics that students take in high school is not a precise indicator of student readiness and…
Strengthening Pre-Service Teachers' Mathematical Content Knowledge
ERIC Educational Resources Information Center
Hine, Gregory S. C.
2015-01-01
Over the past two decades there has been a growing body of literature concerning the preparation of pre-service mathematics teachers. Research efforts have focused principally on approaches conducted by tertiary educators to adequately prepare pre-service teachers (PST) for the mathematics classroom. Despite the extensive literature there is no…
Distributed Leadership: Key to Improving Primary Students' Mathematical Knowledge
ERIC Educational Resources Information Center
Larson, Matthew R.; Smith, Wendy M.
2013-01-01
The purpose of this article is to present the findings of a quantitative study focused on primary mathematics teachers who participated in an intensive professional development program and then had leadership responsibility for the implementation of a new primary mathematics curriculum in their district. The study examines the effect of the…
Using Problem Solving to Assess Young Children's Mathematics Knowledge
ERIC Educational Resources Information Center
Charlesworth, Rosalind; Leali, Shirley A.
2012-01-01
Mathematics problem solving provides a means for obtaining a view of young children's understanding of mathematics as they move through the early childhood concept development sequence. Assessment information can be obtained through observations and interviews as children develop problem solutions. Examples of preschool, kindergarten, and primary…
Construction of Mathematical Knowledge Using Graphic Calculators (CAS) in the Mathematics Classroom
ERIC Educational Resources Information Center
Hitt, Fernando
2011-01-01
Mathematics education researchers are asking themselves about why technology has impacted heavily on the social environment and not in the mathematics classroom. The use of technology in the mathematics classroom has not had the expected impact, as it has been its use in everyday life (i.e. cell phone). What about teachers' opinions? Mathematics…
ERIC Educational Resources Information Center
Sophian, Catherine
2013-01-01
Hachey's (2013) article celebrates a revolution that is taking place in early childhood mathematics education, fueled in part by developmental research demonstrating the mathematical capabilities of young children. At the same time, Hachey notes that the mathematics revolution she describes is not yet complete. In this commentary, the author…
ERIC Educational Resources Information Center
Weston, Tracy L.
2013-01-01
This study examined trainee teachers' mathematical knowledge in teaching (MKiT) over their final year in a US Initial Teacher Education (ITE) programme. This paper reports on an exploratory methodological approach taken to use the "Knowledge Quartet" to quantify MKiT through the development of a new protocol to code trainees' teaching of…
ERIC Educational Resources Information Center
Wagner, Joseph F.; Speer, Natasha M.; Rossa, Bernd
2007-01-01
In this research report we examine knowledge other than content knowledge needed by a mathematician in his first use of an inquiry-oriented curriculum for teaching an undergraduate course in differential equations. Collaboratively, the mathematician and two mathematics education researchers identified the challenges faced by the mathematician as…
ERIC Educational Resources Information Center
Faulkner, Valerie N.; Cain, Chris R.
2013-01-01
Student performance in mathematics has been linked to the mathematical knowledge of the teacher. Based on this finding, a 5-day professional development module was created to improve teachers' mathematical knowledge and their understanding of number sense. We found no difference prior to the professional development in mathematical content…
ERIC Educational Resources Information Center
Komatsu, Kotaro
2016-01-01
The process of proofs and refutations described by Lakatos is essential in school mathematics to provide students with an opportunity to experience how mathematical knowledge develops dynamically within the discipline of mathematics. In this paper, a framework for describing student processes of proofs and refutations is constructed using a set of…
ERIC Educational Resources Information Center
Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.
2015-01-01
This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…
ERIC Educational Resources Information Center
Serafino, Kathleen; Cicchelli, Terry
2003-01-01
Tested the effects of prior knowledge and two instructional models--structured problem solving and guided generation (GG)--on mathematical problem solving and transfer to an analogous task. Data on students with high and low prior knowledge highlighted significant main effects for prior knowledge, significant differences on transfer to analogous…
Mathematics Funds of Knowledge: "Sotmaute" and "Sermaute" Fish in a Torres Strait Islander Community
ERIC Educational Resources Information Center
Ewing, Bronwyn
2012-01-01
The purpose of this article is to describe a project with one Torres Strait Islander Community. It provides some insights into parents' funds of knowledge that are mathematical in nature, such as sorting shells and giving fish. The idea of funds of knowledge is based on the premise that people are competent and have knowledge that has been…
ERIC Educational Resources Information Center
van Velzen, Joke H.
2016-01-01
Theoretically, it has been argued that a conscious understanding of metacognitive knowledge requires that this knowledge is explicit and systematic. The purpose of this descriptive study was to obtain a better understanding of explicitness and systematicity in knowledge of the mathematical problem-solving process. Eighteen 11th-grade…
Characterizing Mathematical Knowledge for Secondary Teaching: A Case from High School Algebra
ERIC Educational Resources Information Center
Howell, Heather
2012-01-01
This dissertation study describes the nature of the mathematical knowledge required to teach a unit on exponents at the secondary school level, and further explores the adequacy of extant theoretical models for characterizing that knowledge. Researchers agree that teacher content knowledge contributes to teaching quality, which in turn contributes…
ERIC Educational Resources Information Center
Silverman, Jason; Clay, Ellen L.
2010-01-01
In this article the authors describe their efforts to support teachers' development of deep, connected understandings of school mathematics and to find ways to make use of the teachers' learning as a context for subsequent mathematical and pedagogical development. The authors detail the evolution of their model for Online Asynchronous…
Investigating First Year Elementary Mathematics Teacher Education Students' Knowledge of Prism
ERIC Educational Resources Information Center
Bozkurt, Ali; Koc, Yusuf
2012-01-01
The purpose of this study was to investigate first year elementary mathematics teacher education students' knowledge of prism. For this goal, the participants were asked to define the geometric concept of prism. The participants were 158 first year elementary mathematics teacher education students from a public university in Southern Turkey. The…
ERIC Educational Resources Information Center
Zhang, Danhui; Orrill, Chandra; Campbell, Todd
2015-01-01
The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an…
ERIC Educational Resources Information Center
Bell, Courtney A.; Wilson, Suzanne M.; Higgins, Traci; McCoach, D. Betsy
2010-01-01
This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted. Participants completing 2 DMI modules were compared with similar colleagues who had not taken DMI.…
ERIC Educational Resources Information Center
Kulikowich, Jonna M.
2007-01-01
Operating from multiple literature bases in cognitive psychology, mathematics education, and theoretical and applied psychometrics, Schilling, Hill and their colleagues provide a systemic approach to studying the validity of scores of mathematical knowledge for teaching. This system encompasses an array of task formats and methodologies. The…
ERIC Educational Resources Information Center
Roche, Anne; Clarke, Doug M.
2013-01-01
This article reports on a study that was conducted with 378 primary teachers from Catholic schools in Victoria who participated in the first year of a 2-year research and professional learning program in mathematics. One aim of the program was to enhance teacher knowledge in mathematics in its many forms. As part of the larger study, the teachers…
Measuring Mathematical Knowledge for Teaching: A Longitudinal Study Using Two Measures
ERIC Educational Resources Information Center
Copur-Gencturk, Yasemin; Lubienski, Sarah T.
2013-01-01
This longitudinal study examines growth in teacher knowledge as measured by two popular assessments--Learning Mathematics for Teaching (LMT) and Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). Using data collected from 24 teachers, we compare the extent to which each assessment captured teacher learning during a K-8 mathematics…
ERIC Educational Resources Information Center
Niss, Mogens; Bruder, Regina; Planas, Núria; Turner, Ross; Villa-Ochoa, Jhony Alexander
2016-01-01
This paper presents the outcomes of the work of the ICME 13 Survey Team on "Conceptualisation and the role of competencies, knowing and knowledge in mathematics education research". It surveys a variety of historical and contemporary views and conceptualisations of what it means to master mathematics, focusing on notions such as…
ERIC Educational Resources Information Center
Hsieh, Feng-Jui
2013-01-01
This paper discusses different conceptual frameworks for measuring mathematics pedagogical content knowledge (MPCK) in international comparison studies. Two large-scale international comparative studies, "Mathematics Teaching in the Twenty-First Century" (MT21; Schmidt et al., 2011) and the "Teacher Education and Development Study…
Sociological Tools in the Study of Knowledge and Practice in Mathematics Teacher Education
ERIC Educational Resources Information Center
Parker, Diane; Adler, Jill
2014-01-01
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…
ERIC Educational Resources Information Center
Usman, Ahmed Ibrahim
2015-01-01
Knowledge and understanding of mathematical operations serves as a pre-reequisite for the successful translation of algebraic word problems. This study explored pre-service teachers' ability to recognize mathematical operations as well as use of those capabilities in constructing algebraic expressions, equations, and their solutions. The outcome…
ERIC Educational Resources Information Center
Speer, Natasha M.; Wagner, Joseph F.
2009-01-01
Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential…
ERIC Educational Resources Information Center
Barnett, Carne
1991-01-01
Researchers studied how a cognitive flexibility and knowledge transfer theory framed the design of a case-based curriculum for mathematics teacher education. The paper includes a sample mathematics teaching case and analyzes four discussions based on the case. The analysis shows the potential of subject-specific cases for enhancing mathematics…
Investigating Level of Mathematics Knowledge for Students Attending Vocational Schools in Turkey
ERIC Educational Resources Information Center
Colakoglu, Nurdan
2013-01-01
Students attend mathematics courses in Turkey for totally 11 years, throughout education life ranging from primary school to university, including eight years in primary education and three years in secondary education (four years based on new arrangement); however, level of mathematic knowledge of students is upsetting when they reach university…
The effects of teacher mathematics knowledge and pedagogy on student achievement in rural Guatemala
NASA Astrophysics Data System (ADS)
Marshall, Jeffery H.; Sorto, M. Alejandra
2012-04-01
Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts.
The use of video analysis and the Knowledge Quartet in mathematics teacher education programmes
NASA Astrophysics Data System (ADS)
Liston, Miriam
2015-01-01
This study investigates the potential of video analysis and a mathematical knowledge for teaching framework, the Knowledge Quartet (KQ), in mathematics teacher education programmes. It reports on the effectiveness of these tools in analysing and supporting secondary level pre-service mathematics teachers' subject matter knowledge and pedagogical content knowledge. This paper describes how a videotaped lesson of one pre-service teacher, teaching a class of mature students, was analysed and makes comparisons between the teacher educators' and the pre-service teacher's observations. Inter-rater reliability was investigated and a Kappa coefficient of .72 indicated substantial agreement between both coders. Findings are presented and implications of the use of video and the KQ for mathematics teacher education are drawn.
Assessing Pre-Service Teachers' Mathematics Subject Knowledge
ERIC Educational Resources Information Center
Ryan, Julie; McCrae, Barry
2006-01-01
We report the development of an assessment instrument that provides a profile of the attainment and the errors of pre-service primary teachers across the mathematics curriculum. We describe test development, analyses and test validation involving a sample of 426 pre-service teachers in the first year of their training in primary education courses…
Learning Mathematics Does Not (Necessarily) Mean Constructing the Right Knowledge
ERIC Educational Resources Information Center
Dawson, Sandy
2015-01-01
In this article, which was first published in 1991, the late Sandy Dawson, discusses aspects of a Lakatosian approach to mathematics teaching. The ideas are illustrated with examples from three teaching situations: making conjectures about the next number in a sequence; making conjectures about the internal angles in a triangle using Logo; and…
Identity, Knowledge and Departmental Practices: Mathematics of Engineers and Mathematicians
ERIC Educational Resources Information Center
Bingolbali, Erhan; Monaghan, John
2004-01-01
This report explores first year undergraduate mechanical engineering and mathematics students' conceptions of the derivative and the contribution that membership of different departments may have on these conceptions. Quantitative results suggest that mechanical engineering students develop a proclivity for rate of change aspects of the derivative…
Uniquely Precise: Importance of Conceptual Knowledge and Mathematical Language
ERIC Educational Resources Information Center
Shockey, Tod; Pindiprolu, Sekhar
2015-01-01
The importance of mathematical concept development and language is recognized early in children's schooling as they mature through shape and counting experiences. The reader may recall instances of a youngster referring to a "corner" of a shape before the reader has the language of vertex. This language precision needs to continue to…
How Mathematics Propels the Development of Physical Knowledge
ERIC Educational Resources Information Center
Schwartz, Daniel L.; Martin, Taylor; Pfaffman, Jay
2005-01-01
Three studies examined whether mathematics can propel the development of physical understanding. In Experiment 1, 10-year-olds solved balance scale problems that used easy-to-count discrete quantities or hard-to-count continuous quantities. Discrete quantities led to age typical performances. Continuous quantities caused performances like those of…
Increasing mathematical problem-solving performance through relaxation training
NASA Astrophysics Data System (ADS)
Sharp, Conni; Coltharp, Hazel; Hurford, David; Cole, Amykay
2000-04-01
Two intact classes of 30 undergraduate students enrolled in the same general education mathematics course were each administered the IPSP Mathematics Problem Solving Test and the Mathematics Anxiety Rating Scale at the beginning and end of the semester. Both groups experienced the same syllabus, lectures, course requirements, and assessment techniques; however, one group received relaxation training during an initial class meeting and during the first 5 to 7 minutes of each subsequent class. The group which had received relaxation training had significantly lower mathematics anxiety and significantly higher mathematics performance at the end of the course. The results suggest that relaxation training may be a useful tool for treating anxiety in undergraduate general education mathematics students.
Emergences and affordances as opportunities to develop teachers' mathematical content knowledge
NASA Astrophysics Data System (ADS)
Julie, Cyril
2014-04-01
Teachers' mathematical content knowledge has been under scrutiny for some time. This development is in the wake of learners' unsatisfactory performance in national examinations and international achievement tests. A widely held belief is that one, if not the most important, of the efforts to improve and enhance the performance and achievement in mathematics of learners is addressing teachers' mathematical content and pedagogical content knowledge through continuous professional development initiatives. The focus of this article is on the former. It describes how emergent and affording opportunities are brought to the fore from classroom observations and interactions in workshops and institutes with practising teachers. It concludes that this in situ dealing with mathematical content knowledge holds much promise for buy-in by teachers because it addresses an immediate need related to their practice.
ERIC Educational Resources Information Center
Charalambous, Charalambos Y.
2016-01-01
Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice…
ERIC Educational Resources Information Center
Vierra, Vicki Ann
2011-01-01
This descriptive study compares the entry-level pedagogical content knowledge of single subject mathematics credential candidates based on career status and undergraduate majors. Career changers from science, technology, engineering or math (STEM) fields are compared to first career candidates to see if they bring different skills and knowledge to…
ERIC Educational Resources Information Center
Kersting, Nicole B.; Givvin, Karen B.; Thompson, Belinda J.; Santagata, Rossella; Stigler, James W.
2012-01-01
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers' analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written…
ERIC Educational Resources Information Center
Nezhnov, Peter; Kardanova, Elena; Vasilyeva, Marina; Ludlow, Larry
2015-01-01
The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky's theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was…
ERIC Educational Resources Information Center
Akkas, Elif Nur; Türnüklü, Elif
2014-01-01
Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…
Towards a Methodology for the Characterization of Teachers' Didactic-Mathematical Knowledge
ERIC Educational Resources Information Center
Pino-Fan, Luis R.; Assis, Adriana; Castro, Walter F.
2015-01-01
This research study aims at exploring the use of some dimensions and theoretical-methodological tools suggested by the model of Didactic-Mathematical Knowledge (DMK) for the analysis, characterization and development of knowledge that teachers should have in order to efficiently develop within their practice. For this purpose, we analyzed the…
ERIC Educational Resources Information Center
Schmidt, Peter
A conception of discussing mathematical material in the domain of calculus is outlined. Applications include that university students work at their knowledge and prepare for their oral examinations by utilizing the dialog system. The conception is based upon three pillars. One central pillar is a knowledge base containing the collections of…
ERIC Educational Resources Information Center
Mabbott, Donald J.; Bisanz, Jeffrey
2008-01-01
Knowledge and skill in multiplication were investigated for late elementary-grade students with mathematics learning disabilities (MLD), typically achieving age-matched peers, low-achieving age-matched peers, and ability-matched peers by examining multiple measures of computational skill, working memory, and conceptual knowledge. Poor…
ERIC Educational Resources Information Center
McCray, Jennifer S.; Chen, Jie-Qi
2012-01-01
This study examines the construct validity of a new teacher interview designed to assess teachers' pedagogical content knowledge (PCK) for preschool mathematics. PCK describes the subject matter knowledge a teacher needs for effective teaching. Data from 22 teachers and 113 Head Start children in a large midwestern city in the United States were…
Validation of instruments to measure students' mathematical knowledge
NASA Astrophysics Data System (ADS)
Khatimin, Nuraini; Zaharim, Azami; Aziz, Azrilah Abd
2015-02-01
This paper describes instruments' validation process to identify the suitability and accuracy of the final examination questions for engineering mathematics. As a compulsory subject for second year students from 4 departments in Faculty of Engineering and Built Environment Universiti Kebangsaan Malaysia, the Differential Equations 1 course (KKKQ2124) was considered in this study. The data used in this study consists of the raw marks for final examination of semester 2, 2012/2013 session. The data then will be run and analyzed using the Rasch measurement model. Rasch model can also examine the ability of students and redundancy of instrument constructs.
NASA Astrophysics Data System (ADS)
Cook, Samuel A.; Fukawa-Connelly, Timothy
2016-02-01
Studies have shown that at the end of an introductory statistics course, students struggle with building block concepts, such as mean and standard deviation, and rely on procedural understandings of the concepts. This study aims to investigate the understandings entering freshman of a department of mathematics and statistics (including mathematics education), students who are presumably better prepared in terms of mathematics and statistics than the average university student, have of introductory statistics. This case study found that these students enter college with common statistical misunderstandings, lack of knowledge, and idiosyncratic collections of correct statistical knowledge. Moreover, they also have a wide range of beliefs about their knowledge with some of the students who believe that they have the strongest knowledge also having significant misconceptions. More attention to these statistical building blocks may be required in a university introduction statistics course.
NASA Astrophysics Data System (ADS)
Flynn, Natalie P.
This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their
ERIC Educational Resources Information Center
Provost, Lauren E.
2013-01-01
This work investigates middle school teachers' mathematics knowledge for teaching (MKT) as defined by Hill (2007). Within this two-part dissertation, the level of MKT was considered as well as the role of teacher beliefs in actual specialized content knowledge (SCK) use, a specific type of mathematics knowledge for teaching vital in quality…
ERIC Educational Resources Information Center
Aguirre, Julia M.; Zavala, Maria del Rosario; Katanyoutanant, Tiffany
2012-01-01
This study documents and describes efforts to develop robust forms of pre-service teachers' pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children's mathematical thinking, and…
ERIC Educational Resources Information Center
Platas, Linda M.; Ketterlin-Geller, Leanne R.; Sitabkhan, Yasmin
2016-01-01
This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers,…
ERIC Educational Resources Information Center
Aguirre, Julia M.; Turner, Erin E.; Bartell, Tonya Gau; Kalinec-Craig, Crystal; Foote, Mary Q.; Roth McDuffie, Amy; Drake, Corey
2013-01-01
This study examines the ways prospective elementary teachers (PSTs) made connections to children's mathematical thinking and children's community funds of knowledge in mathematics lesson plans. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that…
The Nature and Development of Middle School Mathematics Teachers' Knowledge
ERIC Educational Resources Information Center
Beswick, Kim; Callingham, Rosemary; Watson, Jane
2012-01-01
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers' knowledge identified by Shulman ("1987") refined by Ball et al. ("2008") and extended to include teachers' confidence to use…
Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry
ERIC Educational Resources Information Center
Eli, Jennifer A.; Mohr-Schroeder, Margaret J.; Lee, Carl W.
2013-01-01
Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher-order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that…
Active learning increases student performance in science, engineering, and mathematics.
Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat
2014-06-10
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756
Active learning increases student performance in science, engineering, and mathematics
Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat
2014-01-01
To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756
Chu, Felicia W.; vanMarle, Kristy; Geary, David C.
2016-01-01
One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement. We first identified four core quantitative competencies (e.g., knowledge of the cardinal value of number words) that predict later mathematics achievement. The domain-general abilities were then used to predict growth in these competencies across 2 years of preschool, and the combination of domain-general abilities, preliteracy skills, and core quantitative competencies were used to predict mathematics achievement across preschool and mathematics and word reading achievement at the end of kindergarten. Both intelligence and executive functions predicted growth in the four quantitative competencies, especially across the first year of preschool. A combination of domain-general and domain-specific competencies predicted preschoolers' mathematics achievement, with a trend for domain-specific skills to be more strongly related to achievement at the beginning of preschool than at the end of preschool. Preschool preliteracy skills, sensitivity to the relative quantities of collections of objects, and cardinal knowledge predicted
Chu, Felicia W; vanMarle, Kristy; Geary, David C
2016-01-01
One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement. We first identified four core quantitative competencies (e.g., knowledge of the cardinal value of number words) that predict later mathematics achievement. The domain-general abilities were then used to predict growth in these competencies across 2 years of preschool, and the combination of domain-general abilities, preliteracy skills, and core quantitative competencies were used to predict mathematics achievement across preschool and mathematics and word reading achievement at the end of kindergarten. Both intelligence and executive functions predicted growth in the four quantitative competencies, especially across the first year of preschool. A combination of domain-general and domain-specific competencies predicted preschoolers' mathematics achievement, with a trend for domain-specific skills to be more strongly related to achievement at the beginning of preschool than at the end of preschool. Preschool preliteracy skills, sensitivity to the relative quantities of collections of objects, and cardinal knowledge predicted
ERIC Educational Resources Information Center
Brese, Falk, Ed.
2012-01-01
The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…
Increasing Fourth-Grade Students' Proficiency at Solving Mathematical Word Problems
ERIC Educational Resources Information Center
Norford, Jennifer A.
2012-01-01
The purpose of the study was to identify effective pedagogical strategies to increase 4th grade students' mathematics problem-solving skills. Numerous researchers have looked at mathematics problem solving; however, there is a scarcity of data relating to 4th grade mathematics problem solving proficiency. Fourth grade students at the…
Increasing Students' Involvement in Technology-Supported Mathematics Lesson Sequences
ERIC Educational Resources Information Center
Prodromou, Theodosia; Lavicza, Zsolt; Koren, Balazs
2015-01-01
This article aims to report on a pilot or proof of concept study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework (Lavicza, Hohenwarter, Jones, Lu and Dawes, 2009a and Lavicza, Hohenwarter and Lu 2009b) for general technology integration. Our aim was to examine…
Increasing military social work knowledge: an evaluation of learning outcomes.
Forgey, Mary Ann; Young, Sharon L
2014-02-01
Service members and veterans face a myriad of health, mental health, and social challenges stemming from the combat and operational stressors experienced during deployment and the challenges ofreintegration to civilian life. To intervene effectively with this population, social workers must be knowledgeable about these issues and the cultural context within which they occur. Although schools of social work across the country are developing course work in military social work, little is known about the learning outcomes of these courses. This article describes a military social work course that was developed to increase student preparedness to work with a military or veteran population and the learning outcomes achieved. Using a quasi-experimental pre-post design, this study compared the learning outcomes of students enrolled in the course with a group of students who had not taken the course. To measure this knowledge, the authors developed a 50-item Military Social Work Knowledge Scale for the study. Significant differences between pre- and posttest scores were found for the social work students enrolled in the course. Specific areas of knowledge that increased for the class participants included knowledge about cultural sensitivity to military populations and knowledge about service and advocacy frameworks. PMID:24693599
ERIC Educational Resources Information Center
Thanheiser, Eva; Browning, Christine; Edson, Alden J.; Kastberg, Signe; Lo, Jane-Jane
2013-01-01
This survey of the literature summarizes and reflects on research findings regarding elementary preservice teachers' (PSTs') mathematics conceptions and the development thereof. Despite the current focus on teacher education, peer-reviewed journals offer a surprisingly sparse insight in these areas. The limited research that exists…
ERIC Educational Resources Information Center
Venville, Grady; Rennie, Leonie; Wallace, John
2004-01-01
This article reports on students' decision making processes and sources of knowledge in an integrated teaching and learning setting. The study was conducted in a Year 9 classroom as students undertook a 10-week solar-powered boat project and were exposed to related concepts from science, technology and mathematics. Data collection involved…
Vamos a Jugar Counters! Learning Mathematics through Funds of Knowledge, Play, and the Third Space
ERIC Educational Resources Information Center
Razfar, Aria
2012-01-01
Drawing on Cultural Historical Activity Theory (CHAT), funds of knowledge, and third space, this article presents a model for practitioners and researchers to think about how Latina/o, bilingual children develop explicit mathematics strategies through multilingual and multigenerational interactions. Using data collected through fieldwork in an…
Developing Teachers' Knowledge of Students as Learners of Mathematics through Structured Interviews
ERIC Educational Resources Information Center
Jenkins, Oliver F.
2010-01-01
A structured interview process is proffered as an effective means to advance prospective teachers' understandings of students as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three phases with the primary objective of developing listening skills for accessing students'…
Mathematical Learning Models that Depend on Prior Knowledge and Instructional Strategies
ERIC Educational Resources Information Center
Pritchard, David E.; Lee, Young-Jin; Bao, Lei
2008-01-01
We present mathematical learning models--predictions of student's knowledge vs amount of instruction--that are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement (on the post-test) as a function of the pretest score due to intervening instruction and also…
The Impact of Assumed Knowledge Entry Standards on Undergraduate Mathematics Teaching in Australia
ERIC Educational Resources Information Center
King, Deborah; Cattlin, Joann
2015-01-01
Over the last two decades, many Australian universities have relaxed their selection requirements for mathematics-dependent degrees, shifting from hard prerequisites to assumed knowledge standards which provide students with an indication of the prior learning that is expected. This has been regarded by some as a positive move, since students who…
ERIC Educational Resources Information Center
Doerr, Helen M.; Wood, Terry
2004-01-01
This research forum addresses the question: what is the nature of the mathematical knowledge that is needed for secondary teaching? Six international contributors: (1) Australia (Kaye Stacey); (2) Brazil (Marcelo Borba); (3) Israel (Ruhama Even); (4) Norway (Bodil Kleve and Barbara Jaworski); (5) Taiwan (Fou-Lai Lin); and (6) USA (Helen Doerr)…
Does Strategy Knowledge Influence Working Memory in Children with Mathematical Disabilities?
ERIC Educational Resources Information Center
Keeler, Marsha L.; Swanson, H. Lee
2001-01-01
A study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in 111 children with and without mathematical disabilities (MD). Results found verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed…
Developing Primary Pre-Service Teachers' Mathematical Content Knowledge during Practicum Teaching
ERIC Educational Resources Information Center
Livy, Sharyn L.; Vale, Colleen; Herbert, Sandra
2016-01-01
While it is recognised that a teachers' mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a…
A Collaborative Inquiry to Promote Pedagogical Knowledge of Mathematics in Practice
ERIC Educational Resources Information Center
Moghaddam, Alireza; Sarkar Arani, Mohammad Reza; Kuno, Hiroyuki
2015-01-01
The present study attempts to report a collaborative cycle of professional development in teaching elementary school mathematics through lesson study. It explores a practice of lesson study conducted by teachers aiming to improve their knowledge of pedagogy. The study adopts an ethnographic approach to examine how collaborative teaching within an…
Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function
ERIC Educational Resources Information Center
Steele, Michael D.; Hillen, Amy F.; Smith, Margaret S.
2013-01-01
This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the…
NASA Astrophysics Data System (ADS)
Bidaibekov, Yessen Y.; Kornilov, Viktor S.; Kamalova, Guldina B.; Akimzhan, Nagima Sh.
2015-09-01
Methodical aspects of teaching students of higher educational institutions of natural science orientations of training of inverse problems for differential equations are considered in the article. A fact that an academic knowledge and competence in the field of applied mathematics is formed during such training is taken into consideration.
Emergences and Affordances as Opportunities to Develop Teachers' Mathematical Content Knowledge
ERIC Educational Resources Information Center
Julie, Cyril
2014-01-01
Teachers' mathematical content knowledge has been under scrutiny for some time. This development is in the wake of learners' unsatisfactory performance in national examinations and international achievement tests. A widely held belief is that one, if not the most important, of the efforts to improve and enhance the performance and…
Measuring Pre-Service Primary Teachers' Knowledge for Teaching Mathematics
ERIC Educational Resources Information Center
Beswick, Kim; Goos, Merrilyn
2012-01-01
This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were…
ERIC Educational Resources Information Center
Ozmantar, Mehmet Fatih
2011-01-01
This study reconsiders the notion of pedagogy for pedagogical content knowledge (PCK) in the context of teaching mathematics. The perspectives of critical pedagogy are employed for this reconsideration, stressing the operation of historical, social, ideological, political, institutional and cultural forces in the production of pedagogical…
ERIC Educational Resources Information Center
Cagirgan Gulten, Dilek
2013-01-01
This research aims to investigate primary preservice mathematics teachers' views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the…
ERIC Educational Resources Information Center
Molina, Roxanne V.
2012-01-01
This study investigated Microteaching Lesson Study (MLS) and three possible MLS mentor interaction structures during the debriefing sessions in relation to elementary preservice teacher development of knowledge for teaching. One hundred three elementary preservice teachers enrolled in five different sections of a mathematics methods course at a…
ERIC Educational Resources Information Center
Stoilescu, Dorian
2014-01-01
This paper describes challenges encountered by two secondary mathematics teachers when they try to integrate ICT devices in their classes. These findings are based on using the Technological Pedagogical and Content Knowledge (TPACK) context, the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2)…
ERIC Educational Resources Information Center
Phillips, Beth M.; Morse, Erika E.
2011-01-01
This paper presents findings from a stratified-random survey of family child care providers' backgrounds, caregiving environments, practices, attitudes, and knowledge related to language, literacy, and mathematics development for preschool children. Descriptive results are consistent with prior studies suggesting that home-based providers are…
ERIC Educational Resources Information Center
Santos-Trigo, Manuel; Barrera-Mora, Fernando
2011-01-01
The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the…
ERIC Educational Resources Information Center
Henning, Elizabeth
2013-01-01
This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…
Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of "Open Lesson" in Japan
ERIC Educational Resources Information Center
Miyakawa, Takeshi; Winslow, Carl
2013-01-01
In this paper, we first present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it, which is firmly rooted in a systemic approach to didactic phenomena at large, namely the anthropological theory of the didactic. Then, a case of open lesson is presented and analysed, using this theoretical approach,…
ERIC Educational Resources Information Center
DeFlorio, Lydia; Beliakoff, Amber
2015-01-01
Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in…
ERIC Educational Resources Information Center
Stoilescu, Dorian
2015-01-01
This study explores the Technological Pedagogical Content Knowledge (TPACK) for three experienced mathematics secondary teachers from a Toronto public school. By using a multiple case study, teachers' attitudes, skills, and approaches toward the use of Information and Communications Technology (ICT) in classrooms are described. By being aware of…
ERIC Educational Resources Information Center
van Klinken, Eduarda
2010-01-01
Poor results in Queensland Year Three NAPLAN Numeracy tests have provided a focus to critically review the classroom practices of lower primary mathematics teachers. This paper outlines how pedagogical content knowledge can be strengthened by emphasising conceptual understanding, by utilising dynamic classroom discourse, by an awareness of…
Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers
NASA Astrophysics Data System (ADS)
Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.
2014-07-01
This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic
ERIC Educational Resources Information Center
Chichekian, Tanya; Shore, Bruce M.
2013-01-01
This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers' visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers' concept maps and analyzed them by…
ERIC Educational Resources Information Center
Tularam, Gurudeo Anand; Hulsman, Kees
2015-01-01
This study focuses on students in first year environmental science degree programs, where traditionally mathematical emphasis has been much less than within the strict science or math majors. The importance now placed on applied mathematics, however, means that students need to gain more conceptual and quantitative knowledge of mathematics in not…
ERIC Educational Resources Information Center
Turner, Erin E.; Drake, Corey
2016-01-01
Researchers have studied the preparation of elementary teachers to teach mathematics to students from diverse racial, ethnic, and linguistic backgrounds by focusing either on teachers' learning about children's mathematical thinking (CMT) or, less frequently, about children's cultural funds of knowledge (CFoK) related to mathematics. Despite this…
ERIC Educational Resources Information Center
Toh, Tin Lam; Kaur, Berinderjeet; Koay, Phong Lee
2013-01-01
In this article, we explore the mathematical content knowledge of one entire cohort of pre-service teachers (N = 107) through analysing their performance in a Secondary Mathematics Audit that was developed for the International Comparative Studies in Mathematics Teacher Training that was initiated by the University of Plymouth. We study how their…
NASA Astrophysics Data System (ADS)
Şahin, Ömer; Gökkurt, Burçin; Soylu, Yasin
2016-05-01
The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two universities in Turkey. The participants were selected with the purposive sampling method which is one of the non-random sampling methods. Case study method, which is based on the qualitative research approach, was used. The answers given by secondary school students to fraction-related open-ended questions in the study of Soylu and Soylu were used as the data collection tool. The obtained data were analyzed via the content analysis technique. The analyses showed that the prospective mathematics teachers' pedagogical content knowledge on fractions was not at an adequate level in identifying and correcting students' errors. However, it was observed that the prospective teachers experienced more difficulty in the knowledge of instructional strategies compared to the knowledge of understanding students.
ERIC Educational Resources Information Center
Bringula, Rex P.; Basa, Roselle S.; Dela Cruz, Cecilio; Rodrigo, Ma. Mercedes T.
2016-01-01
This study attempted to determine the influence of prior knowledge in mathematics of students on learner-interface interactions in a learning-by-teaching intelligent tutoring system. One hundred thirty-nine high school students answered a pretest (i.e., the prior knowledge in mathematics) and a posttest. In between the pretest and posttest, they…
ERIC Educational Resources Information Center
Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung
2014-01-01
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for…
ERIC Educational Resources Information Center
Ruthven, Kenneth
2014-01-01
Reports from 13 Further Mathematics Knowledge Networks supported by the National Centre for Excellence in the Teaching of Mathematics [NCETM] are analysed. After summarizing basic characteristics of the networks regarding leadership, composition and pattern of activity, each of the following aspects is examined in greater depth: Developmental aims…
ERIC Educational Resources Information Center
Moss, Joan; Beatty, Ruth
2010-01-01
Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and…
Hands-On Mathematics: Two Cases from Ancient Chinese Mathematics
ERIC Educational Resources Information Center
Wang, Youjun
2009-01-01
In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving, hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development of ancient Chinese mathematics, we find that the history of mathematics in…
Mazzocco, Michèle M. M.; Myers, Gwen F.; Lewis, Katherine E.; Hanich, Laurie B.; Murphy, Melissa M.
2014-01-01
Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to “one-half,” and fraction pairs with common denominators) differentiates those with mathematical learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics, and whether long term learning trajectories of this knowledge also differentiate these groups. We confirmed that although 4th graders with LA (n = 18) or TA (n = 93) are more accurate evaluating one-half vs. non-half fractions (until they reach ceiling performance levels on both types of fractions), children with MLD (n=11) do not show a one-half advantage until Grade 7 and do not reach ceiling performance even by Grade 8. Both the MLD and LA groups have early difficulties with fractions, but by Grade 5 the LA group approaches performance levels of the TA group and deviates from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short lived for the TA group (because ceiling level was achieved across formats), slightly more persistent for the LA group, and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties varies across children with math difficulties (MLD or LA). PMID:23587941
Mazzocco, Michèle M M; Myers, Gwen F; Lewis, Katherine E; Hanich, Laurie B; Murphy, Melissa M
2013-06-01
Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to one-half, fraction pairs with common denominators) differentiates those with mathematics learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics and whether long-term learning trajectories of this knowledge also differentiate these groups. We confirmed that although fourth graders with TA (n=93) were more accurate in evaluating "one-half" fractions than in evaluating "non-half" fractions (until they reached ceiling performance levels on both types of fractions), children with MLD (n=11) did not show a one-half advantage until Grade 7 and did not reach ceiling performance even by Grade 8. Both the MLD and LA groups had early difficulties with fractions, but by Grade 5 the LA group approached performance levels of the TA group and deviated from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short-lived for the TA group (because ceiling level was achieved across formats), whereas it was slightly more persistent for the LA group and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties vary across children with math difficulties (MLD or LA). PMID:23587941
Knowledge dissemination and use in science and mathematics education: A literature review
NASA Astrophysics Data System (ADS)
Hutchinson, Janet R.; Huberman, Michael
1994-03-01
A synthesis of the literature on knowledge dissemination and use in education, notably in science and mathematics, is presented. Perspectives have changed in the ways in which knowledge and products are seen to reach potential users. From the top-down, linear models, we have come closer to bottom-up approaches and to the crucial role of linking agents. At present, the most influential approach is a "constructivist" one, whereby research and other kinds of specialized knowledge is exchanged between researchers and professionals in a mutually constructed social context. While there is still debate over the best predictors of successful knowledge use, the scope of the field has been considerably enlarged by including users' perspectives. To some extent then, specialists in this field are now working in a new paradigm.
Increasing Cognitive Inhibition with a Difficult Prior Task: Implications for Mathematical Thinking
ERIC Educational Resources Information Center
Attridge, Nina; Inglis, Matthew
2015-01-01
Dual-process theories posit two distinct types of cognitive processing: Type 1, which does not use working memory making it fast and automatic, and Type 2, which does use working memory making it slow and effortful. Mathematics often relies on the inhibition of pervasive Type 1 processing to apply new skills or knowledge that require Type 2…
ERIC Educational Resources Information Center
Qian, Hong; Youngs, Peter
2016-01-01
This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…
A Guide to Mathematics Coaching: Processes for Increasing Student Achievement
ERIC Educational Resources Information Center
Hull, Ted H.; Balka, Don S.; Miles, Ruth Harbin
2010-01-01
Math coaches play a vital role in strengthening math instruction and learning in schools. However, without a collegial relationship with the teachers they are trying to help, it is difficult to foster productive collaborations that lead to better teaching practice and increased student achievement. This resource helps coaches confidently clarify,…
ERIC Educational Resources Information Center
Yesildere Imre, Sibel; Akkoc, Hatice
2012-01-01
The purpose of this study is to investigate the development of three prospective elementary mathematics teachers' pedagogical content knowledge (PCK) of number patterns with its two components: (1) knowledge of students' understanding and difficulties and (2) knowledge of topic-specific strategies and representations. For our investigation, we use…
A fuzzy mathematics model for radioactive waste characterization by process knowledge
Smith, M.; Stevens, S.; Elam, K.; Vrba, J.
1994-12-31
Fuzzy mathematics and fuzzy logic are means for making decisions that can integrate complicated combinations of hard and soft factors and produce mathematically validated results that can be independently verified. In this particular application, several sources of information regarding the waste stream have been compiled, including facility operating records, other waste generated from the facility in the past, laboratory analysis results, and interviews with facility personnel. A fuzzy mathematics model is used to interrelate these various sources of information and arrive at a defensible estimate of the contaminant concentration in the final waste product. The model accounts for the separate process knowledge-based contaminant concentrations by providing a weighted averaging technique to incorporate information from the various sources. Reliability estimates are provided for each of the component pieces of information and combined using the model into an estimate that provides a near-probabilistic value for contaminant concentration. The speadsheet accounts for the estimated uncertainty in the concentration on the basis of {open_quotes}reliability curves,{close_quotes} which are derived from personal process knowledge as well as limited independent measurements.
NASA Astrophysics Data System (ADS)
Peace, Heather Marie Bjorum
This research focuses on a cohort of pre-service elementary teachers and their perspectives with respect to the knowledge required for teaching science and mathematics at the beginning and end of their first academic year in a teacher preparation program. An activity, designed to emphasize the differences between factual/procedural knowledge and conceptual knowledge in elementary mathematics and science, was analyzed along with classroom discussions in order to gain deeper understandings of the perspectives of knowledge for teaching for the given cohort. Additionally, subject specific efficacy beliefs were compared to teaching confidence ratings related to specific science and mathematics topics. The pre-service teachers' expressed a variety of ideas regarding the role of content knowledge, and the different types of content knowledge (i.e., factual/procedural and conceptual), in teaching mathematics and science. Furthermore, their perceptions of the nature of mathematics and the nature of science were discussed. By utilizing both quantitative and qualitative methods, this project was able to not only note data trends, but also obtain depth and richness regarding conceptions of the knowledge required for teaching mathematics and science provided by the voices of the pre-service teachers.
ERIC Educational Resources Information Center
Bleiler, Sarah K.
2015-01-01
Collaborations between mathematicians and mathematics teacher educators are increasingly being expected, and realized, within the context of mathematics teacher education. Most research related to collaborative efforts between members of the mathematics and mathematics education communities has focused on the products, rather than the process of…
ERIC Educational Resources Information Center
Roth McDuffie, Amy; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey; Land, Tonia
2014-01-01
As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children's competencies related to children's mathematical thinking, and children's community, cultural, and linguistic funds of knowledge or what…
ERIC Educational Resources Information Center
Polly, Drew; Neale, Henry; Pugalee, David K.
2014-01-01
This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers' knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks.…
ERIC Educational Resources Information Center
Alsaeed, Maha Saad
2012-01-01
Teachers in Saudi Arabia are attempting to advance their teaching in mathematics to address specific reforms by the Ministry of Education. Saudi teachers must improve their students' thinking through engagement in problem solving. This qualitative study investigated how teachers use knowledge of student mathematical learning and how they…
ERIC Educational Resources Information Center
Van Steenbrugge, H.; Valcke, M.; Desoete, A.
2010-01-01
The present study builds on teachers' professional knowledge about mathematics learning difficulties. Based on the input of 918 primary school teachers, an attempt is made to develop an overview of difficult curriculum topics in primary school mathematics. The research approach builds on new conceptions about the professional identity of teachers…
Validity issues in the evaluation of a measure of science and mathematics teacher knowledge
NASA Astrophysics Data System (ADS)
Talbot, Robert M., III
2011-12-01
This study investigates the reliability and validity of an instrument designed to measure science and mathematics teachers' strategic knowledge . Strategic knowledge is conceptualized as a construct that is related to pedagogical knowledge and is comprised of two dimensions: Flexible Application (FA) and Student Centered Instruction (SCI). The FA dimension describes how a science teacher invokes, applies and modifies her instructional repertoire in a given teaching context. The SCI dimension describes how a science teacher conceives of a given situation as an opportunity for active engagement with the students. The Flexible Application of Student-Centered Instruction (FASCI) survey instrument was designed to measure science teachers' strategic knowledge by eliciting open-ended responses to scenario-based items. This study addresses the following overarching question: What are some potential issues pertaining to the validity of measures of science and mathematics teacher knowledge? Using a validity argument framework, different sources of evidence are identified, collected, and evaluated to examine support for a set or propositions related to the intended score interpretation and instrument use: FASCI scores can be used to compare and distinguish the strategic knowledge of novice science and mathematics teachers in the evaluation of teacher education programs. Three separate but related studies are presented and discussed. These studies focus on the reliability of FASCI scores, the effect of adding specific science content to the scenario-based items, and the observation of strategic knowledge in teaching practice. Serious issues were found with the reliability of scores from the FASCI instrument. It was also found that adding science content to the scenario-based items has an effect on FASCI scores, but not for the reason hypothesized. Finally, it was found that more evidence is needed to make stronger claims about the relationship between FASCI scores and novice
Buring, Shauna M.; Papas, Elizabeth
2013-01-01
Objective. To assess doctor of pharmacy (PharmD) students’ mathematics ability by content area before and after completing a required pharmaceutical calculations course and to analyze changes in scores. Methods. A mathematics skills assessment was administered to 2 cohorts of pharmacy students (class of 2013 and 2014) before and after completing a pharmaceutical calculations course. The posttest was administered to the second cohort 6 months after completing the course to assess knowledge retention. Results. Both cohorts performed significantly better on the posttest (cohort 1, 13% higher scores; cohort 2, 15.9% higher scores). Significant improvement on posttest scores was observed in 6 of the 10 content areas for cohorts 1 and 2. Both cohorts scored lower in percentage calculations on the posttest than on the pretest. Conclusions. A required, 1-credit-hour pharmaceutical calculations course improved PharmD students’ overall ability to perform fundamental and application-based calculations. PMID:23966727
Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work
ERIC Educational Resources Information Center
Kent, Phillip; Noss, Richard; Guile, David; Hoyles, Celia; Bakker, Arthur
2007-01-01
The first aim of this article is to present a characterization of the techno-mathematical literacies needed for effective practice in modern, technology-rich workplaces that are both highly automated and increasingly focused on flexible response to customer needs. The second aim is to introduce an epistemological dimension to activity theory,…
The impact of assumed knowledge entry standards on undergraduate mathematics teaching in Australia
NASA Astrophysics Data System (ADS)
King, Deborah; Cattlin, Joann
2015-10-01
Over the last two decades, many Australian universities have relaxed their selection requirements for mathematics-dependent degrees, shifting from hard prerequisites to assumed knowledge standards which provide students with an indication of the prior learning that is expected. This has been regarded by some as a positive move, since students who may be returning to study, or who are changing career paths but do not have particular prerequisite study, now have more flexible pathways. However, there is mounting evidence to indicate that there are also significant negative impacts associated with assumed knowledge approaches, with large numbers of students enrolling in degrees without the stated assumed knowledge. For students, there are negative impacts on pass rates and retention rates and limitations to pathways within particular degrees. For institutions, the necessity to offer additional mathematics subjects at a lower level than normal and more support services for under-prepared students impacts on workloads and resources. In this paper, we discuss early research from the First Year in Maths project, which begins to shed light on the realities of a system that may in fact be too flexible.
NASA Technical Reports Server (NTRS)
Mahon, Lee
1997-01-01
The purpose of this proposal was to field test and evaluate a Teacher Training program that would prepare teachers to increase the motivation and achievement of culturally diverse students in the areas of science and mathematics. Designed as a three year program, this report covers the first two years of the training program at the Ronald McNair School in the Ravenswood School district, using the resources of the NASA Ames Research Center and the California Framework for Mathematics and Science.
A brief simulation intervention increasing basic science and clinical knowledge
Sheakley, Maria L.; Gilbert, Gregory E.; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David
2016-01-01
Background The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. Purpose To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. Methods This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (nl=515) and the intervention group received lecture plus a simulation exercise (nl+s=1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Results Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Discussion Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum. PMID:27060102
Mathematical learning models that depend on prior knowledge and instructional strategies
NASA Astrophysics Data System (ADS)
Pritchard, David E.; Lee, Young-Jin; Bao, Lei
2008-06-01
We present mathematical learning models—predictions of student’s knowledge vs amount of instruction—that are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement (on the post-test) as a function of the pretest score due to intervening instruction and also depend on the type of instruction. We introduce a connectedness model whose connectedness parameter measures the degree to which the rate of learning is proportional to prior knowledge. Over a wide range of pretest scores on standard tests of introductory physics concepts, it fits high-quality data nearly within error. We suggest that data from MIT have low connectedness (indicating memory-based learning) because the test used the same context and representation as the instruction and that more connected data from the University of Minnesota resulted from instruction in a different representation from the test.
NASA Astrophysics Data System (ADS)
Gobithaasan, R. U.; Miura, Kenjiro T.; Hassan, Mohamad Nor
2014-07-01
Computer Aided Geometric Design (CAGD) which surpasses the underlying theories of Computer Aided Design (CAD) and Computer Graphics (CG) has been taught in a number of Malaysian universities under the umbrella of Mathematical Sciences' faculty/department. On the other hand, CAD/CG is taught either under the Engineering or Computer Science Faculty. Even though CAGD researchers/educators/students (denoted as contributors) have been enriching this field of study by means of article/journal publication, many fail to convert the idea into constructive innovation due to the gap that occurs between CAGD contributors and practitioners (engineers/product/designers/architects/artists). This paper addresses this issue by advocating a number of technologies that can be used to transform CAGD contributors into innovators where immediate impact in terms of practical application can be experienced by the CAD/CG practitioners. The underlying principle of solving this issue is twofold. First would be to expose the CAGD contributors on ways to turn mathematical ideas into plug-ins and second is to impart relevant CAGD theories to CAD/CG to practitioners. Both cases are discussed in detail and the final section shows examples to illustrate the importance of turning mathematical knowledge into innovations.
Types of Changes That Occur as Declarative Knowledge Increases
ERIC Educational Resources Information Center
Oosterhof, Albert
2012-01-01
Declarative knowledge involves being able to state and explain characteristics, terminologies, properties, phenomena, concepts, principles, and techniques. Chi and Ohlsson (2005) characterize it as the dominant form of knowledge, maintaining that it does not involve isolated units but rather is organized as semantic networks, theories, schemas, or…
ERIC Educational Resources Information Center
Kersting, Nicole B.; Givvin, Karen B.; Sotelo, Francisco L.; Stigler, James W.
2010-01-01
This study explores the relationship between teacher knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing teacher knowledge. This approach is based on teachers' analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written…
ERIC Educational Resources Information Center
Yigit, Melike
2014-01-01
In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachers' knowledge related to effectively integrating technology. This study is a systematic literature review about pre-service mathematics teachers' (PSMTs) development of TPACK, and the…
ERIC Educational Resources Information Center
Yigit, Melike
2014-01-01
In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachers' knowledge related to effectively integrating technology. This study is a systematic literature review about pre-service mathematics teachers' (PSMTs) development of…
NASA Astrophysics Data System (ADS)
Venville, Grady; Rennie, Léonie; Wallace, John
2004-04-01
This article reports on students'' decision making processes and sources of knowledge in an integrated teaching and learning setting. The study was conducted in a Year 9 classroom as students undertook a 10-week solar-powered boat project and were exposed to related concepts from science, technology and mathematics. Data collection involved detailed case studies of three pairs of students, interviews, classroom observation and analysis of the artefacts and portfolios produced by the students. Students were found to access knowledge from a variety of sources, including teacher''s notes from formal instruction, informal interactions with the teacher, observation of and interaction with other students, as well as sources outside the classroom. However, the utility of the knowledge sources was influenced by the nature of the task. When students were performing open-ended tasks, they drew on a wider variety of knowledge sources than when they were performing less open tasks. Moreover, subject discipline-based sources often were not as helpful in solving open tasks. The study leads to several important implications for designing teaching and learning in integrated curriculum settings.
Does strategy knowledge influence working memory in children with mathematical disabilities?
Keeler, M L; Swanson, H L
2001-01-01
This study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in children with and without mathematical disabilities (MD). Experiment 1 examined the relationship between strategy knowledge, verbal WM, and visual-spatial WM in children with MD as a function of initial, gain, and maintenance conditions. The results showed that after partialing the influence of reading, stable strategy choices rather than specific strategy knowledge was related to verbal and visual-spatial WM span in high demand (maintenance) conditions. Experiment 2 compared children with MD to a group of chronological age-matched children and a group of math ability-matched children on the same conditions as Experiment 1. Age-matched children's verbal and visual-spatial WM performance was superior to that of children with MD, whereas WM performance was statistically comparable between children with MD and younger children matched on math ability. The selection of expert strategies was related to high WM span scores in the initial conditions. After controlling for reading achievement in a regression analysis, verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed independent variance to math achievement. Overall, these results suggest that WM and math achievement are related to strategy knowledge. PMID:15503591
ERIC Educational Resources Information Center
Nasir, Na'ilah Suad; Hand, Victoria; Taylor, Edd V.
2008-01-01
This chapter is about culture and mathematics teaching and learning. The authors' goal is to offer a thoughtful treatment of the role of culture in the teaching and learning of mathematics and to synthesize literature that is relevant to this concern from multiple subdisciplines in education, including math education, educational anthropology,…
Morgan, Paul L; Farkas, George; Wu, Qiong
2011-01-01
The authors used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)--as well as those of other groups of children--were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasingly behind nondisabled peers in their reading skills growth. The authors observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind nondisabled children in their mathematics skills growth. The authors also observed some consistency in "poor-get-poorer" effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socioeconomic status families, who were African American, and who more frequently displayed learning-related behavior problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than a compensatory cycle of achievement growth. PMID:21856991
ERIC Educational Resources Information Center
Taylor, Cynthia E.
2011-01-01
Prospective mathematics teachers (PTs) need to develop pedagogical content knowledge (PCK) to improve the teaching and learning of mathematics. Therefore, faculty who prepare teachers of mathematics (i.e., mathematics teacher educators [MTEs]), need to help PTs develop PCK in their courses (Marks, 1990; Mason, 2008). Yet, we know very little about…
ERIC Educational Resources Information Center
Zhao, Yan-jun
2011-01-01
Ethnic students will face the problem of "cultural discontinuities" when they learn school mathematics. "Cultural discontinuity" is the main obstacle when they learn school mathematics. Teachers should put up the bridge for introducing ethnic mathematical knowledge into school mathematics teaching. The concrete tactics are: widening ethnic…
Food-based Science Curriculum Increases 4(th) Graders Multidisciplinary Science Knowledge.
Hovland, Jana A; Carraway-Stage, Virginia G; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R; Collins, Angelo; Duffrin, Melani W
2013-10-01
Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4(th) graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009-2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4(th) grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students' multidisciplinary science knowledge related to food. PMID:25152539
Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge
Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.
2013-01-01
Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. PMID:25152539
ERIC Educational Resources Information Center
Calhoun, James M., Jr.
2011-01-01
Student achievement is not progressing on mathematics as measured by state, national, and international assessments. Much of the research points to mathematics curriculum and instruction as the root cause of student failure to achieve at levels comparable to other nations. Since mathematics is regarded as a gate keeper to many educational…
Multilingualism in an EFL Practicum: Increasing Student Teachers' Pedagogical Knowledge
ERIC Educational Resources Information Center
Olivero, María Matilde
2015-01-01
Research in second language teacher education has demonstrated that novice teachers have difficulty in using their pedagogical knowledge, which partly results from a heavy focus on theory offered in teacher training programs (e.g., Bartels, 2005, 2009; Tarone & Allwright, 2005). In order to better equip student teachers with the knowledge…
Increasing Student Learning in Mathematics with the Use of Collaborative Teaching Strategies
ERIC Educational Resources Information Center
Di Fatta, Jenna; Garcia, Sarah; Gorman, Stephanie
2009-01-01
Three teacher researchers conducted this action research project to increase their 54 high school students' achievements in mathematics. The teacher researchers had noticed a trend of low scores on teacher-made chapter tests and non-completion of daily homework. Standardized tests showed that most students scored below average on the mathematics…
What Counts Is How the Game Is Scored: One Way to Increase Achievement in Learning Mathematics.
ERIC Educational Resources Information Center
Allen, Layman E.; And Others
1978-01-01
Studies the extent to which the effectiveness of instructional gaming in learning specific mathematical ideas can be increased by incorporating devices that channel learners' attention upon those ideas. In particular, the effect of channeling attention by changing the method of scoring is explored. (Author/CMV)
ERIC Educational Resources Information Center
White, Jeffry L.; Massiha, G. H.
2015-01-01
As a nation wrestles with the need to train more professionals, persons with disabilities are undereducated and underrepresented in science, technology, engineering, and mathematics (STEM). The following project was proposed to increase representation of students with disabilities in the STEM disciplines. The program emphasizes an integrated…
Increasing levels of assistance in refinement of knowledge-based retrieval systems
NASA Technical Reports Server (NTRS)
Baudin, Catherine; Kedar, Smadar; Pell, Barney
1994-01-01
The task of incrementally acquiring and refining the knowledge and algorithms of a knowledge-based system in order to improve its performance over time is discussed. In particular, the design of DE-KART, a tool whose goal is to provide increasing levels of assistance in acquiring and refining indexing and retrieval knowledge for a knowledge-based retrieval system, is presented. DE-KART starts with knowledge that was entered manually, and increases its level of assistance in acquiring and refining that knowledge, both in terms of the increased level of automation in interacting with users, and in terms of the increased generality of the knowledge. DE-KART is at the intersection of machine learning and knowledge acquisition: it is a first step towards a system which moves along a continuum from interactive knowledge acquisition to increasingly automated machine learning as it acquires more knowledge and experience.
Increasing the Knowledge of Stratification in Shallow Coastal Environments
NASA Astrophysics Data System (ADS)
Ojo, T.; Bonner, J.; Hodges, B.; Maidment, D.; Montagna, P.; Minsker, B.
2006-12-01
developed for the bay and results indicate that water mass is conserved through a strong vortex spawning from the ~ 20 m deep ship channel that runs east-west along the northernmost portion of the bay. HF radar "observations" however does not indicate this vortical structure suggesting that water conservation is maintained through vertical eddies, captured by 3D current measurements using Acoustic Doppler profilers. This is an example of where advanced sensors indicate needs for more advanced modeling, leading us toward the development of 3D hydrodynamic model for the bay. The geomorphology of the bay (shallow with respect to the deep ship channel) poses a challenge in this model development. Knowledge of stratification in this system of bays has been increased through this study. Measurements taken using the instrument suite deployed by our research facility was coupled with (observed and predicted) hydrodynamic and meteorological data, providing new insight into stratification in Corpus Christi Bay. The bay was observed as cycling through quiescent and well-mixed periods under strong wind influence with the onset of hypoxia during the summer months (June through August). Quiescent periods, when combined with tidal cycling and inland horizontal gradient propagation (from adjoining water bodies as described) lead to conditions favorable to stratification.
ERIC Educational Resources Information Center
Gann, Linda
2013-01-01
The research centered on secondary mathematics teachers' beliefs, attitudes, knowledge base, and practices in meeting the academic and language needs of English language learners. Using socio-cultural theory and social practice theory to frame the study, the research design employed a mixed methods approach incorporating self-reported…
ERIC Educational Resources Information Center
Richardson, Sandra
2009-01-01
This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers' mathematical…
ERIC Educational Resources Information Center
Matthews, Mary Elizabeth
2013-01-01
This literature review examines the models, theories, and research in mathematics education that are informed by Lee S. Shulman's construct, Pedagogical Content Knowledge. The application of the concept differs in nature and volume across levels of schooling. The research includes substantial work at the elementary level, fewer studies at the…
ERIC Educational Resources Information Center
Pape, Stephen J.; Prosser, Sherri K.; Griffin, Cynthia C.; Dana, Nancy Fichtman; Algina, James; Bae, Jungah
2015-01-01
This study sought to identify components of an asynchronous online teacher professional development program, "Prime Online," that potentially affected participants' mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade general education and special education teachers completed a yearlong online teacher…
ERIC Educational Resources Information Center
Cheriani, Cheriani; Mahmud, Alimuddin; Tahmir, Suradi; Manda, Darman; Dirawan, Gufran Darma
2015-01-01
This study aims to determine the differences in learning output by using Problem Based Model combines with the "Buginese" Local Cultural Knowledge (PBL-Culture). It is also explores the students activities in learning mathematics subject by using PBL-Culture Models. This research is using Mixed Methods approach that combined quantitative…
ERIC Educational Resources Information Center
Beach, Dennis; Player-Koro, Catarina
2012-01-01
Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and…
ERIC Educational Resources Information Center
Polly, Drew
2011-01-01
Technological pedagogical and content knowledge (TPACK) has been advanced as a construct to describe teachers' understandings related to effectively teaching with technology. This study examined the development of TPACK of two teachers during their mathematics teaching after participating in a learner-centered professional development (LCPD)…
ERIC Educational Resources Information Center
Jacobson, Erik; Izsák, Andrew
2015-01-01
Past studies have suggested that in light of recent curriculum standards, many US teachers make limited use of drawn models in their mathematics instruction. To gain insight into this phenomenon, we investigated relationships between US teachers' opportunities to learn about, knowledge of, motivation for, and instructional use of drawn models for…
ERIC Educational Resources Information Center
Kalinec-Craig, Crystal
2012-01-01
This dissertation study examines the experiences of four Latina/o pre-service teachers (PSTs) as they learn about teaching mathematics for understanding (TM4U) and integrating a child's out-of-school mathematical knowledge and experiences during instruction. Studying the knowledge and experiences of Latina/o PSTs is necessary because PSTs…
ERIC Educational Resources Information Center
Superfine, Alison Castro; Li, Wenjuan
2014-01-01
What is needed to prepare teachers to effectively teach mathematics has been the subject of considerable debate for at least two decades, with the focus shifting back and forth between the number of mathematics courses that teachers need to the mathematics content that teachers need to know. Building upon previous work related to teacher…
ERIC Educational Resources Information Center
Hannigan, Ailish; Gill, Olivia; Leavy, Aisling M.
2013-01-01
The development of statistical literacy is fast becoming the focus of a large part of mathematics instruction at primary, secondary and tertiary levels. This broadening of the mathematics curriculum to encompass a focus on statistics makes considerable demands on teachers. Most mathematics teachers acknowledge the practical importance of…
Minimalism as a Guiding Principle: Linking Mathematical Learning to Everyday Knowledge
ERIC Educational Resources Information Center
Inoue, Noriyuki
2008-01-01
Studies report that students often fail to consider familiar aspects of reality in solving mathematical word problems. This study explored how different features of mathematical problems influence the way that undergraduate students employ realistic considerations in mathematical problem solving. Incorporating familiar contents in the word…
ERIC Educational Resources Information Center
Stohlmann, Micah Stephen
2012-01-01
This case study explored the impact of a standards-based mathematics and pedagogy class on preservice elementary teachers' beliefs and conceptual subject matter knowledge of linear functions. The framework for the standards-based mathematics and pedagogy class in this study involved the National Council of Teachers of Mathematics Standards,…
ERIC Educational Resources Information Center
Shanley, Lina; Cary, Mari Strand; Clarke, Ben; Jungjohann, Kathy
2013-01-01
Children enter kindergarten with variable levels of mathematics skill and knowledge gained from informal learning opportunities at home, preschool, and daycare. Many perform well once they receive formal mathematics instruction. However, if students do not develop an initial understanding of the most basic aspects of formal mathematics, they are…
ERIC Educational Resources Information Center
Rittle-Johnson, Bethany; Schneider, Michael; Star, Jon R.
2015-01-01
There is a long-standing and ongoing debate about the relations between conceptual and procedural knowledge (i.e., knowledge of concepts and procedures). Although there is broad consensus that conceptual knowledge supports procedural knowledge, there is controversy over whether procedural knowledge supports conceptual knowledge and how instruction…
ERIC Educational Resources Information Center
Fuentes, Sarah Quebec; Bloom, Mark; Peace, Heather
2014-01-01
Preservice teachers often enter teacher education programs with naïve views about mathematics and science as well as the various domains of knowledge needed for effective teaching. A significant body of research has demonstrated that teacher knowledge is multifaceted and consists of both subject matter knowledge and pedagogical content knowledge.…
ERIC Educational Resources Information Center
Mazzocco, Michele M. M.; Myers, Gwen F.; Lewis, Katherine E.; Hanich, Laurie B.; Murphy, Melissa M.
2013-01-01
Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions…
ERIC Educational Resources Information Center
Graham, Suzanne E.; Provost, Lauren E.
2012-01-01
In this brief, authors Suzanne Graham and Lauren Provost examine whether attending a school in a rural, urban, or suburban community is related to children's mathematics achievement in kindergarten, and whether increases in mathematics achievement between kindergarten and eighth grade differ for children in rural, urban, and suburban schools. They…
ERIC Educational Resources Information Center
Clark, Rebecca
2013-01-01
This study approaches the problem of African American mathematics achievement from a strength-based perspective, identifying practices implemented by middle school principals successful in increasing and sustaining the mathematics achievement of African American students. The study was designed to answer questions regarding both school-wide…
How Important Is Where You Start? Early Mathematics Knowledge and Later School Success
ERIC Educational Resources Information Center
Claessens, Amy; Engel, Mimi
2013-01-01
Background: Children's early skills are essential for their later success in school. Recent evidence highlights the importance of early mathematics, relative to reading and socioemotional skills, for elementary school achievement. Key advocacy groups for both early childhood and mathematics education have issued position statements on the…
ERIC Educational Resources Information Center
Norton, Anderson; McCloskey, Andrea; Hudson, Rick A.
2011-01-01
In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a child solving mathematical tasks. The prospective teachers build a model of that child's mathematics…
ERIC Educational Resources Information Center
Westbrook, Amy Franks
2014-01-01
This study addresses the problem of mathematics teachers' resistance to problem-solving models that align with constructivist perspectives because they feel pressure to utilize more teaching approaches that focus on preparing students for high-stakes tests. The purpose of this qualitative study was to explain how ninth grade mathematics students…
ERIC Educational Resources Information Center
Chinnappan, Mohan; Desplat, Bethany
2012-01-01
The teaching of mathematics for the development of numeracy is emerging to be an important goal of recent reforms. In broad terms, numeracy involves the application of mathematical concepts and procedures in the understanding and solution of a range of problems including real-life problems. Teaching for numeracy, thus calls for skills in…
NASA Astrophysics Data System (ADS)
Wan Salleh, Masturah; Sulaiman, Hajar
2013-04-01
The use of technology in the teaching of mathematics at the university level has long been introduced; but many among the lecturers, especially those that have taught for many years, still opt for a traditional teaching method, that is, by lecture talk. One reason is that lecturers themselves were not exposed to the technologies available and how it can assist in the teaching and learning procedures (T&L) in mathematics. GeoGebra is a mathematical software which is open and free and has just recently been introduced in Malaysia. Compared with the software Cabri Geometry and Geometer's Sketchpad (GSP), which only focus on geometry, GeoGebra is able to connect geometry, algebra and numerical representation. Realizing this, the researchers have conducted a study to expose the university lecturers on the use of GeoGebra in T&L. The researchers chose to do the research on mathematics lecturers at the Department of Computer Science and Mathematics (JSKM), Universiti Teknologi Mara (UiTM), Penang. The objective of this study is to determine whether an exposure to GeoGebra software can affect the conceptual knowledge and procedural teaching of mathematics at the university level. This study is a combination of descriptive and qualitative. One session was conducted in an open workshop for all the 45 lecturers. From that total, four people were selected as a sample. The sample was selected by using a simple random sampling method. This study used materials in the form of modules during the workshop. In terms of conceptual knowledge, the results showed that the GeoGebra software is appropriate, relevant and highly effective for in-depth understanding of the selected topics. While the procedural aspects of teaching, it can be one of the teaching aids and considerably facilitate the lecturers.
NASA Astrophysics Data System (ADS)
Leung, Shukkwan S.; Silver, Edward A.
1997-05-01
A Test of Arithmetic Problem Posing was developed by the authors to examine the arithmetic problem-posing behaviours of sixty-three prospective elementary school teachers. Results of analysis were then used to examine task format (i.e., the presence or absence of specific numerical information) on subjects' problem posing and the relationship between subjects' problem posing and their mathematics knowledge and verbal creativity. The major findings were that the test effectively evaluated arithmetic problem posing, and that most subjects were able to pose solvable and complex problems. In addition, problem-posing performance was better when the task contained specific numerical information than when it did not, and that problem-posing performance was significantly related to mathematical knowledge but not to verbal creativity.
ERIC Educational Resources Information Center
Battle, Toni S.
2007-01-01
Manipulatives are the way to our future and the way to new knowledge. No matter where we turn or what we do, we as a society are using some form of manipulative in our lives. Mathematics is changing all of the time from basic arithmetic to basic calculus. Therefore, children in today's classroom deserve to have that extra tool to help them grasp…
ERIC Educational Resources Information Center
Young, Charlotte F.; Witter, John A.
1994-01-01
This study evaluated the effectiveness of educational brochures in increasing participants' knowledge about the environmental problem of gypsy moth infestations and associated action strategies. Results suggest that brochures rated high in communication effectiveness were most useful in increasing knowledge. (Contains 28 references.) (Author/MDH)
ERIC Educational Resources Information Center
Pray, Lisa; Ilieva, Vessela
2011-01-01
This research investigates the link between mathematic teachers' use of English-language learner (ELL) strategies and the mathematics achievement of their students who are ELLs. Interviews and observations of mathematic teachers who taught ELLs were used to document instructional strategies use. The findings from the interviews and observations…
ERIC Educational Resources Information Center
Reys, Robert; Reys, Rustin
2011-01-01
In their dual roles as mathematics teachers and tennis coaches, the authors have worked with tennis players who have never thought about how a knowledge of mathematics might help them become "better" tennis players. They have also worked with many mathematics students who have never considered how much mathematics is associated with tennis. This…
ERIC Educational Resources Information Center
Dunekacke, Simone; Jenßen, Lars; Eilerts, Katja; Blömeke, Sigrid
2016-01-01
Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers' mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers' perception and planning…
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
ERIC Educational Resources Information Center
Baumert, Jurgen; Kunter, Mareike; Blum, Werner; Brunner, Martin; Voss, Thamar; Jordan, Alexander; Klusmann, Uta; Krauss, Stefan; Neubrand, Michael; Tsai, Yi-Miau
2010-01-01
In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for…
ERIC Educational Resources Information Center
Niemeier, Brandi S.; Tande, Desiree L.; Hwang, Joyce; Stastny, Sherri; Hektner, Joel M.
2010-01-01
Because children's eating habits predict their adult eating habits, educating children about healthy foods is essential (U.S. Department of Health and Human Services, 2000). A Midwest Extension Service created and delivered an educational experience for preschool children to increase knowledge of fruits and vegetables. The knowledge assessment…
Ethnic Differences in Knowledge and Attitudes about BRCA1 Testing in Women at Increased Risk.
ERIC Educational Resources Information Center
Hughes, Chanita; Gomez-Caminero, Andres; Benkendorf, Judith; Kerner, Jon; Isaacs, Claudine; Barter, James; Lerman, Caryn
1997-01-01
Knowledge about the inheritance of breast cancer and attitudes about genetic testing for breast-ovarian cancer susceptibility in women at increased risk were studied in Caucasian and African-American women (N=407). Participants had at least one first-degree relative with cancer. Differences in knowledge and attitudes toward risk may be attributed…
Measuring Technological and Content Knowledge of Undergraduate Primary Teachers in Mathematics
NASA Astrophysics Data System (ADS)
Doukakis, Spyros; Chionidou-Moskofoglou, Maria; Mangina-Phelan, Eleni; Roussos, Petros
Twenty-five final-year undergraduate students of primary education who were attending a course on mathematics education participated in a research project during the 2009 spring semester. A repeated measures experimental design was used. Quantitative data on students' computer attitudes, self-efficacy in ICT, attitudes toward educational software, and self-efficacy in maths were collected. Data analysis showed a statistically non-significant improvement on participants' computer attitudes and self-efficacy in ICT and ES, but a significant improvement of self-efficacy in mathematics.
ERIC Educational Resources Information Center
Bray, Wendy S.
2011-01-01
This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher…
ERIC Educational Resources Information Center
Polly, Drew
2014-01-01
This paper presents the findings of a study that examined pre-service teachers' development of knowledge about technology, pedagogy and content (TPACK) during a mathematics pedagogy course focused on elementary school mathematics in the United States. Data sources included work samples from pre-service teachers as well as an open-ended survey…
ERIC Educational Resources Information Center
Dunekacke, Simone; Jenßen, Lars; Blömeke, Sigrid
2015-01-01
This study addresses the relation of pre-school teachers' mathematics content knowledge and their performance--how they perceive mathematical learning situations and whether they are able to plan adequate actions that foster children's learning--in the informal settings of pre-schools. It thus addresses a serious gap in teacher research that has…
NASA Astrophysics Data System (ADS)
Barham, Peter J.
2012-03-01
New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming students to answer these questions declined significantly in the 1990s with average scores falling from around 75% up to 1990 to below 50% after 2000 against a background of increasing A-level grades of the entrants to the programme. It is suggested that changes in teaching and examination methods have caused students to be less able to carry out multi-stage calculations and that the introduction of modular examinations may have encouraged a culture where students tend to forget material learnt in previous modules.
NASA Astrophysics Data System (ADS)
Chen, Suanrong
Fractal geometry has gained great attention from mathematicians and scientists in the past three decades (Fraboni & Moller, 2008). As a new geometry language and subject, fractal geometry has significant value in teaching and learning secondary mathematics. The present study focused on investigating the current state of mathematics teachers' awareness, interest, and knowledge of fractal geometry in the United States (U.S.) and China, as well as the factors that influence them. The instrument of the study included a survey and a test designed by the researcher and validated by five experts. The results of the study indicated that secondary math teachers in the U.S. and China had very low levels of awareness of fractals and lack the knowledge and skills of solving fractal problems, but they had a higher level of interest in fractals related to classroom teaching and professional development as compared with their levels of awareness. Furthermore, the results of this study indicated that the factor 'experience of learning fractals' had the most positive effect on the average score of awareness. The factor nationality (U.S.) had the most positive effect on the average score of interest. The factor nationality (U.S.) had the most negative effect on the average score of knowledge.
What Is First-Year Mathematics Students' Actual Knowledge about Improper Integrals?
ERIC Educational Resources Information Center
Gonzalez-Martin, Alejandro S.; Camacho, Matias
2004-01-01
This paper analyses the answers of a group of first-year university Mathematics students to a questionnaire, with the aim of determining the difficulties they have when carrying out non-routine tasks related to improper integrals. The questionnaire consisted of nine questions including not only calculus tasks and determining the convergence of…
ERIC Educational Resources Information Center
Walker-Glenn, Michelle Lynn
2010-01-01
Although most high schools espouse school-wide literacy initiatives, few schools place equal emphasis on numeracy, or quantitative literacy. This lack of attention to quantitative skills is ironic in light of documented deficiencies in student mathematics achievement. While significant research exists regarding best practices for mathematics…
Construction and Modification of the Autonomy of School Mathematical Knowledge in Portugal
ERIC Educational Resources Information Center
Matos, José Manuel
2016-01-01
During the second half of the nineteenth century and early twentieth century the discipline of secondary mathematics was gradually built in Portugal and certified teachers, textbooks, programs, special teaching techniques emerge. This consolidation process ends with the emergency of school subjects that develop some kind of autonomy as Chervel…
ERIC Educational Resources Information Center
Favilli, Franco; Oliveras, M. Luisa; Cesar, Margarida
2003-01-01
Teaching mathematics in a multicultural scholastic context is a current research theme in countries where the phenomenon of immigration is becoming important. There is a project being carried out in some southern European countries which aims to identify the needs of maths teachers in the lower secondary schools. The theoretical framework of the…
ERIC Educational Resources Information Center
McGuire, Patrick
2013-01-01
This article describes how a free, web-based intelligent tutoring system, (ASSISTment), was used to create online error analysis items for preservice elementary and secondary mathematics teachers. The online error analysis items challenged preservice teachers to analyze, diagnose, and provide targeted instructional remediation intended to help…
The PISA Mathematics Regime: Knowledge Structures and Practices of the Self
ERIC Educational Resources Information Center
Kanes, Clive; Morgan, Candia; Tsatsaroni, Anna
2014-01-01
Within mathematics education research, the responses to the Programme for International Student Assessment's (PISA's) international testing regime tend to accept its framework and results as necessary points of reference, even when offering a critical reinterpretation or challenging national policy discourses based on PISA. In this…
ERIC Educational Resources Information Center
Mainela-Arnold, Elina; Alibali, Martha W.; Ryan, Kristin; Evans, Julia L.
2011-01-01
Purpose: This study investigated understanding of mathematical equivalence in children with and without specific language impairment (SLI). Method: A total of 34 children (ages 8;1 [years;months] to 11;7), including 9 with expressive SLI (E-SLI), 8 with expressive and receptive SLI (ER-SLI), and 17 age-matched typically developing (TD) children…
ERIC Educational Resources Information Center
McLeod, Julie; Vasinda, Sheri; Dondlinger, Mary Jo
2012-01-01
This article adds to the growing body of research surrounding the use of virtual manipulatives for mathematics learning. The study reported herein used five different virtual manipulatives from four different websites, all within a sixth grade unit on proportional thinking. While many studies have reported on student achievement when using virtual…
Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge
ERIC Educational Resources Information Center
Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine
2015-01-01
Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have…
ERIC Educational Resources Information Center
Cook, Samuel A.; Fukawa-Connelly, Timothy
2016-01-01
Studies have shown that at the end of an introductory statistics course, students struggle with building block concepts, such as mean and standard deviation, and rely on procedural understandings of the concepts. This study aims to investigate the understandings entering freshman of a department of mathematics and statistics (including mathematics…
The Influence of Attention on Mathematical Knowledge of Teachers and Lecturers: A Comparison
ERIC Educational Resources Information Center
Klymchuk, Sergiy; Thomas, Michael O. J.
2011-01-01
This article reports on some findings from the project "Analysing the Transition from Secondary to Tertiary Education in Mathematics". One of the key variables in the school to university transition is the teacher/lecturer, and here, we deal with the data analysing secondary teachers' and tertiary lecturers' responses to four mathematics…
iPad Apps That Promote Mathematical Knowledge? "Yes, They Exist!"
ERIC Educational Resources Information Center
Larkin, Kevin
2014-01-01
Having trouble finding the right app? In this article, Kevin Larkin discusses the difficulties teachers encounter when searching the App Store for high quality, appropriate apps that support students' mathematical learning. Kevin provides a useful link to a collection of over 100 app reviews.
ERIC Educational Resources Information Center
Oonk, Wil; Verloop, Nico; Gravemeijer, Koeno P. E.
2015-01-01
This study concentrated on the theory-practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could…
ERIC Educational Resources Information Center
Davis, Robert B.; And Others
1992-01-01
Describes research project utilizing video cameras to record behavior while students worked on a combinatorics task in second grade and five months later when they were in third grade. Results describe student development of new mathematical ideas over an extended period of time. Authors argue that videotaping can play an important role in making…
Hoskinson, Anne-Marie
2010-01-01
Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity to build both content and process learning of mathematical models, the modeling process, and the cooperative process. There was little guidance from the literature on how to build such a course. Here, I describe the iterative process of developing such a course, beginning with objectives and choosing content and process competencies to fulfill the objectives. I include some inductive heuristics for instructors seeking guidance in planning and developing their own courses, and I illustrate with a description of one instructional model cycle. Students completing this class reported gains in learning of modeling content, the modeling process, and cooperative skills. Student content and process mastery increased, as assessed on several objective-driven metrics in many types of assessments. PMID:20810966
ERIC Educational Resources Information Center
Klymchuk, Sergiy; Zverkova, Tatyana; Gruenwald, Norbert; Sauerbier, Gabriele
2008-01-01
This article presents the results of two studies on using an innovative pedagogical strategy in teaching mathematical modelling and applications to engineering students. Both studies are dealing with introducing non-traditional contexts for engineering students in teaching/learning of mathematical modelling and applications: environment and…
Tyler, Darlene; Nyamathi, Adeline; Stein, Judith A; Koniak-Griffin, Deborah; Hodge, Felicia; Gelberg, Lillian
2014-01-01
Homeless adults have high rates of hepatitis C virus infection (HCV) and low levels of HCV knowledge. This study reports results of an interdisciplinary, community-based intervention using stakeholder cooperation, case management, risk factor identification, and modification of dysfunctional psychosocial factors to increase HCV knowledge among homeless adults (N = 747). Data are from a randomized quasi-experimental study, with the major goal of evaluating the effectiveness of a Nurse Case Managed Intervention compared to a Standard Intervention, encouraging completion of a three-series hepatitis A/hepatitis B vaccination program. Increased HCV knowledge was measured with an 18-item questionnaire discerning risk factors for HCV and common misconceptions about individuals with HCV. A significant increase in HCV knowledge resulted regardless of intervention format. Receiving the Nurse Case Managed Intervention predicted greatest gain in HCV knowledge (p < 0.000). Successfully engaging key stakeholders, outreach workers, community organizations, and homeless people themselves proved most efficacious in increasing HCV knowledge. PMID:23616250
Liu, Bo; Wu, Huayi; Wang, Yandong; Liu, Wenming
2015-01-01
Main road features extracted from remotely sensed imagery play an important role in many civilian and military applications, such as updating Geographic Information System (GIS) databases, urban structure analysis, spatial data matching and road navigation. Current methods for road feature extraction from high-resolution imagery are typically based on threshold value segmentation. It is difficult however, to completely separate road features from the background. We present a new method for extracting main roads from high-resolution grayscale imagery based on directional mathematical morphology and prior knowledge obtained from the Volunteered Geographic Information found in the OpenStreetMap. The two salient steps in this strategy are: (1) using directional mathematical morphology to enhance the contrast between roads and non-roads; (2) using OpenStreetMap roads as prior knowledge to segment the remotely sensed imagery. Experiments were conducted on two ZiYuan-3 images and one QuickBird high-resolution grayscale image to compare our proposed method to other commonly used techniques for road feature extraction. The results demonstrated the validity and better performance of the proposed method for urban main road feature extraction. PMID:26397832
Liu, Bo; Wu, Huayi; Wang, Yandong; Liu, Wenming
2015-01-01
Main road features extracted from remotely sensed imagery play an important role in many civilian and military applications, such as updating Geographic Information System (GIS) databases, urban structure analysis, spatial data matching and road navigation. Current methods for road feature extraction from high-resolution imagery are typically based on threshold value segmentation. It is difficult however, to completely separate road features from the background. We present a new method for extracting main roads from high-resolution grayscale imagery based on directional mathematical morphology and prior knowledge obtained from the Volunteered Geographic Information found in the OpenStreetMap. The two salient steps in this strategy are: (1) using directional mathematical morphology to enhance the contrast between roads and non-roads; (2) using OpenStreetMap roads as prior knowledge to segment the remotely sensed imagery. Experiments were conducted on two ZiYuan-3 images and one QuickBird high-resolution grayscale image to compare our proposed method to other commonly used techniques for road feature extraction. The results demonstrated the validity and better performance of the proposed method for urban main road feature extraction. PMID:26397832
ERIC Educational Resources Information Center
Barham, Peter J.
2012-01-01
New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming…
ERIC Educational Resources Information Center
Kiss, Gabor
2012-01-01
An analysis of Information Technology knowledge of Hungarian and Romanian students was made with the help of a self developed web based Informatics Test. The goal of this research is an analysis of the Computer Science knowledge level of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. Analysed was…
Gonsalves, Gregg S.; Kaplan, Edward H.; Paltiel, A. David
2015-01-01
Background Sexual violence is a major public health issue, affecting 35% of women worldwide. Major risk factors for sexual assault include inadequate indoor sanitation and the need to travel to outdoor toilet facilities. We estimated how increasing the number of toilets in an urban township (Khayelitsha, South Africa) might reduce both economic costs and the incidence and social burden of sexual assault. Methods We developed a mathematical model that links risk of sexual assault to the number of sanitation facilities and the time a woman must spend walking to a toilet. We defined a composite societal cost function, comprising both the burden of sexual assault and the costs of installing and maintaining public chemical toilets. By expressing total social costs as a function of the number of available toilets, we were able to identify an optimal (i.e., cost-minimizing) social investment in toilet facilities. Findings There are currently an estimated 5600 toilets in Khayelitsha. This results in 635 sexual assaults and US$40 million in combined social costs each year. Increasing the number of toilets to 11300 would minimize total costs ($35 million) and reduce sexual assaults to 446. Higher toilet installation and maintenance costs would be more than offset by lower sexual assault costs. Probabilistic sensitivity analysis shows that the optimal number of toilets exceeds the original allocation of toilets in the township in over 80% of the 5000 iterations of the model. Interpretation Improving access to sanitation facilities in urban settlements will simultaneously reduce the incidence of sexual assaults and overall cost to society. Since our analysis ignores the many additional health benefits of improving sanitation in resource-constrained urban areas (e.g., potential reductions in waterborne infectious diseases), the optimal number of toilets identified here should be interpreted as conservative. PMID:25923105
ERIC Educational Resources Information Center
Swars, Susan Lee
2015-01-01
This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs,…
Increasing Explicit Sequence Knowledge by Odor Cueing during Sleep in Men but not Women.
Diekelmann, Susanne; Born, Jan; Rasch, Björn
2016-01-01
Sleep consolidates newly acquired memories. Beyond stabilizing memories, sleep is thought to reorganize memory representations such that invariant structures, statistical regularities and even new explicit knowledge are extracted. Whereas increasing evidence suggests that the stabilization of memories during sleep can be facilitated by cueing with learning-associated stimuli, the effect of cueing on memory reorganization is less well understood. Here we asked whether olfactory cueing during sleep enhances the generation of explicit knowledge about an implicitly learned procedural memory task. Subjects were trained on a serial reaction time task (SRTT) containing a hidden 12-element sequence in the presence of an odor. During subsequent sleep, half of the subjects were re-exposed to the odor during periods of slow wave sleep (SWS), while the other half received odorless vehicle. In the next morning, subjects were tested on their explicit knowledge about the underlying sequence in a free recall test and a generation task. Although odor cueing did not significantly affect overall explicit knowledge, differential effects were evident when analyzing male and female subjects separately. Explicit sequence knowledge, both in free recall and the generation task, was enhanced by odor cueing in men, whereas women showed no cueing effect. Procedural skill in the SRTT was not affected by cueing, neither in men nor in women. These findings suggest that olfactory memory reactivation can increase explicit knowledge about implicitly learned information, but only in men. Hormonal differences due to menstrual cycle phase and/or hormonal contraceptives might explain the lacking effect in women. PMID:27147995
Increasing Explicit Sequence Knowledge by Odor Cueing during Sleep in Men but not Women
Diekelmann, Susanne; Born, Jan; Rasch, Björn
2016-01-01
Sleep consolidates newly acquired memories. Beyond stabilizing memories, sleep is thought to reorganize memory representations such that invariant structures, statistical regularities and even new explicit knowledge are extracted. Whereas increasing evidence suggests that the stabilization of memories during sleep can be facilitated by cueing with learning-associated stimuli, the effect of cueing on memory reorganization is less well understood. Here we asked whether olfactory cueing during sleep enhances the generation of explicit knowledge about an implicitly learned procedural memory task. Subjects were trained on a serial reaction time task (SRTT) containing a hidden 12-element sequence in the presence of an odor. During subsequent sleep, half of the subjects were re-exposed to the odor during periods of slow wave sleep (SWS), while the other half received odorless vehicle. In the next morning, subjects were tested on their explicit knowledge about the underlying sequence in a free recall test and a generation task. Although odor cueing did not significantly affect overall explicit knowledge, differential effects were evident when analyzing male and female subjects separately. Explicit sequence knowledge, both in free recall and the generation task, was enhanced by odor cueing in men, whereas women showed no cueing effect. Procedural skill in the SRTT was not affected by cueing, neither in men nor in women. These findings suggest that olfactory memory reactivation can increase explicit knowledge about implicitly learned information, but only in men. Hormonal differences due to menstrual cycle phase and/or hormonal contraceptives might explain the lacking effect in women. PMID:27147995
ERIC Educational Resources Information Center
Kafyulilo, Ayoub; Fisser, Petra; Pieters, Jules; Voogt, Joke
2015-01-01
Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the…
ERIC Educational Resources Information Center
Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany
2014-01-01
Background: The sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.…
ERIC Educational Resources Information Center
Guo, Jian-peng; Pang, Ming Fai
2011-01-01
In experiment 1, novice fourth-grade students (N = 92) who compared multiple examples that separately varied each critical aspect and then simultaneously varied all critical aspects developed better conceptual knowledge about the "altitude of a triangle" than students who compared multiple examples that did not separately vary each critical aspect…
ERIC Educational Resources Information Center
An, Shuhua; Wu, Zhonghe
2012-01-01
This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…
Student Content Knowledge Increases After Participation in a Hands-on Biotechnology Intervention
NASA Astrophysics Data System (ADS)
Bigler, Amber M.; Hanegan, Nikki L.
2011-06-01
Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers. This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on biotechnology intervention. The teachers from both school groups participated in, Project Crawfish, a biotechnology professional development program. Students from both schools completed a pre and post assessment. The classroom was the unit of analysis. When the assessment was analyzed, each school had statistically significant increases in student content knowledge ( p < 0.0001 for the intervention school and p = 0.0481 for the control school). When the schools were compared to each other, a p-value of 0.0543 provided a suggestive relationship that the biotechnology intervention school had a larger increase in student content knowledge overall. When the assessment was divided into the five components, the intervention school showed significant increases in all five components. The control school had significant increases in student content knowledge in the PCR and DNA sequencing components ( p = 0.0459, p = 0.0043, respectively).
NASA Astrophysics Data System (ADS)
Manno, Christopher M.
This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence
ERIC Educational Resources Information Center
Williams, Joshua
2011-01-01
The pressure to meet the demands of "No Child Left Behind" (NCLB) Act coupled with poor results by secondary students on national assessments in mathematics have forced school principals to develop skill sets in the use of data in efforts to increase student performance on standardized assessments. The effective use of data by school principals…
Gillespie-Lynch, Kristen; Brooks, Patricia J; Someki, Fumio; Obeid, Rita; Shane-Simpson, Christina; Kapp, Steven K; Daou, Nidal; Smith, David Shane
2015-08-01
College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students' understanding and acceptance of their peers with autism. PMID:25796194
Secondary-Level Student Teachers' Conceptions of Mathematical Proof
ERIC Educational Resources Information Center
Varghese, Thomas
2009-01-01
Recent reforms in mathematics education have led to an increased emphasis on proof and reasoning in mathematics curricula. The National Council of Teachers of Mathematics highlights the important role that teachers' knowledge and beliefs play in shaping students' understanding of mathematics, their confidence in and outlook on mathematics…
ERIC Educational Resources Information Center
Watson, Bernardine H.; Leibbrand, Jane A.
2010-01-01
This brief is a summary of "Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations" by Robert C. Pianta, Randy Hitz and Blake West. It includes highlights and policy recommendations contained in that paper. This brief argues that teachers and education administrators need…
A Simple and Effective Program to Increase Faculty Knowledge of and Referrals to Counseling Centers
ERIC Educational Resources Information Center
Nolan, Susan A.; Pace, Kristi A.; Iannelli, Richard J.; Palma, Thomas V.; Pakalns, Gail P.
2006-01-01
The authors describe a simple, cost-effective, and empirically supported program to increase faculty referrals of students to counseling centers (CCs). Incoming faculty members at 3 universities received a mailing and personal telephone call from a CC staff member. Faculty assigned to the outreach program had greater knowledge of and rates of…
Student Content Knowledge Increases after Participation in a Hands-on Biotechnology Intervention
ERIC Educational Resources Information Center
Bigler, Amber M.; Hanegan, Nikki L.
2011-01-01
Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers. This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on biotechnology intervention. The teachers from both school groups participated in, Project Crawfish,…
The Effect of Increased Knowledge of Body Systems and Functions on Attitudes toward the Disabled.
ERIC Educational Resources Information Center
Karniski, Marsha A. Perkins
1978-01-01
This study sought to determine if an increased knowledge of the physically disabled would affect the personal-space behavior of sixth-grade children on encountering a person who appeared to be disabled. A significant difference between the mean distances of the experimental and control groups was found. (Author)
ERIC Educational Resources Information Center
Kennedy, Michael J.; Hirsch, Shanna Eisner; Dillon, Sarah E.; Rabideaux, Lindsey; Alves, Kathryn D.; Driver, Melissa K.
2016-01-01
The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students' knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition…
"An Inconvenient Truth" Increases Knowledge, Concern, and Willingness to Reduce Greenhouse Gases
ERIC Educational Resources Information Center
Nolan, Jessica M.
2010-01-01
Since May 24, 2006 millions of people have seen the movie "An Inconvenient Truth." Several countries have even proposed using the film as an educational tool in school classrooms. However, it is not yet clear that the movie accomplishes its apparent goals of increasing knowledge and concern, and motivating people to reduce their greenhouse gas…
ERIC Educational Resources Information Center
Dwyer, Julie C.
2010-01-01
This dissertation study investigated the efficacy of a supplementary preschool embedded multimedia curriculum that was designed to increase one type of conceptual knowledge: taxonomic categories. Named the World of Words (WOW), this curriculum focused on teaching the properties and concepts associated with seven taxonomic categories and providing…
Print Referencing during Read-Alouds: A Technique for Increasing Emergent Readers' Print Knowledge
ERIC Educational Resources Information Center
Zucker, Tricia A.; Ward, Allison E.; Justice, Laura M.
2009-01-01
This article describes how educators can readily increase emergent readers' print knowledge by using an evidence-based technique called print referencing to ensure that classroom read-alouds include not only a comprehension focus, but also a complementary focus on print. Print referencing was recently described in "The Reading Teacher" as an…
ERIC Educational Resources Information Center
Merseth, Katherine K.; Sandholtz, Judith H.
The Comprehensive Teacher Education Institute (CTEI) is a collaborative venture between the University of California (Riverside) and the Jurupa Unified School District whose goal is to improve the education of prospective teachers and increase the professional knowledge and personal esteem of experienced practitioners. In an effort to enhance the…
Forecast: Changing Mathematics Curriculum and Increasing Pressure for Higher-Level Thinking Skills.
ERIC Educational Resources Information Center
Niess, Margaret L.
1993-01-01
Presents a unit developed by the 1991 Oregon Mathematics Teachers of Middle School project in which students investigate the average temperature, precipitation, and snowfall in their town using spreadsheets and graphing packages. Students compare the averages over a period of 30 years to a particular year. (MDH)
ERIC Educational Resources Information Center
Rich, Peter J.; Bly, Neil; Leatham, Keith R.
2014-01-01
This study aimed to provide first-hand accounts of the perceived long-term effects of learning computer programming on a learner's approach to mathematics. These phenomenological accounts, garnered from individual interviews of seven different programmers, illustrate four specific areas of interest: (1) programming provides context for many…
ERIC Educational Resources Information Center
Morgan, Paul L.; Farkas, George; Wu, Qiong
2011-01-01
The authors used a large sample of children (N [is approximately equal to] 7,400) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories…
ERIC Educational Resources Information Center
Halperin, Dora
This practicum addressed the problem of inadequate teacher preparation in the area of learning theory, content, and methodology related to mathematical instruction of children attending a private child care center in Oakland, California. The general goal of the study was to plan, implement, and evaluate a staff development program to increase…
Increasing Equity and Achievement in Fifth Grade Mathematics: The Contribution of Content Exposure
ERIC Educational Resources Information Center
Ottmar, Erin R.; Konold, Timothy R.; Berry, Robert Q.; Grissmer, David W.; Cameron, Claire E.
2013-01-01
This study uses a large nationally representative data set (ECLS-K) of 5,181 students to examine the extent to which exposure to content and instructional practice contributes to mathematics achievement in fifth grade. Using hierarchical linear modeling, results suggest that more exposure to content beyond numbers and operations (i.e., geometry,…
Yordanova, Juliana; Kirov, Roumen; Kolev, Vasil
2015-01-01
Only some, but not all, individuals who practice tasks with dual structure, overt and covert, are able to comprehend consciously a hidden regularity. The formation of implicit representations of regularity has been proposed to be critical for subsequent awareness. However, explicit knowledge also has been predicted by the activation of executive control systems during task encoding. The present study analyzed performance patterns in participants who could comprehend task regularity and those who could not at delayed recall. Specifically, the role of practice-based knowledge of sequence for individual awareness was focused on. A lateralized variant of the visual serial response time task (SRTT) comprising structured and random blocks was practiced in implicit conditions by 109 participants before and after 10-h retention, with explicit knowledge about covert sequence tested thereafter. Sequence learning was quantified using the normalized difference between response speed in regular and subsequent random blocks. Patterns of performance dynamics were evaluated using response speed, response variability, and error rate. Major results demonstrate that (1) All participants who became aware of the sequence (solvers), gained practice-based sequence knowledge at learning or after retention, (2) Such knowledge also was accumulated during learning by participants who remained fully unaware about covert task structure, (3) Only in explicit solvers, however, was sequence-specific learning accompanied by a prominent increase in performance variability. (4) Specific features and dynamics of performance patterns distinguished different cognitive modes of SRTT processing, each of which supported subsequent knowledge awareness. It is concluded that a behavioral precursor of sequence awareness is the combination of speeded sequence processing and increased performance variability, pointing to an interaction between implicit and explicit processing systems. These results may
Increasing fertility knowledge and awareness by tailored education: a randomized controlled trial.
García, Désirée; Vassena, Rita; Prat, Andrés; Vernaeve, Valérie
2016-01-01
Women of reproductive age have insufficient fertility knowledge and awareness. Reproductive lifespan and assisted reproduction are the primary areas in which awareness is lacking. Relatively simple interventions can be used to increase knowledge among university students; however, no intervention has been tested to date in a population with more varied education levels. The aim of this study was to evaluate which intervention most improved fertility knowledge in women attending a fertility centre for oocyte donation. A randomized controlled trial was conducted with three intervention groups: tailored, untailored and control. A questionnaire was administered on the day of the first consultation, and again at the oocyte retrieval. Two hundred and one women were enrolled and completed the pre-test, 109 started the cycle and 90 completed the post-test. The effect of the intervention was measured as the difference between the groups in their score from the pre-test to the post test. Only the tailored group showed a significant increase (+2.5; 95% CI [1.8, 3.3]; P = 0.001). Information relating to a woman's most fertile age and limits for childbearing were the most useful. Tailored oral education, therefore, increases fertility knowledge in young women, particularly in relation to their fertility lifespan. PMID:26611499
ERIC Educational Resources Information Center
Hoskinson, Anne-Marie
2010-01-01
Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity…
Rees, Stephen E
2011-12-01
This dissertation has addressed the broad hypothesis as to whether building mathematical models is useful as a tool for translating physiological knowledge into clinical practice. In doing so it describes work on the INtelligent VENTilator project (INVENT), the goal of which is to build, evaluate and integrate into clinical practice, a model-based decision support system for control of mechanical ventilation. The dissertation describes the mathematical models included in INVENT, i.e. a model of pulmonary gas exchange focusing on oxygen transport, and a model of the acid-base status of blood, interstitial fluid and tissues. These models have been validated, and applied in two other systems: ALPE, a system for measuring pulmonary gas exchange and ARTY, a system for arterialisation of the acid-base and oxygen status of peripheral venous blood. The major contributions of this work are as follows. A mathematical model has been developed which can describe pulmonary gas exchange more accurately that current clinical techniques. This model is parsimonious in that it can describe pulmonary gas exchange from measurements easily available in the clinic, along with a readily automatable variation in F(I)O(2). This technique and model have been developed into a research and commercial tool (ALPE), and evaluated both in the clinical setting and when compared to the reference multiple inert gas elimination technique (MIGET). Mathematical models have been developed of the acid- base chemistry of blood, interstitial fluid and tissues, with these models formulated using a mass-action mass-balance approach. The model of blood has been validated against literature data describing the addition and removal of CO(2), strong acid or base, and haemoglobin; and the effects of oxygenation or deoxygenation. The model has also been validated in new studies, and shown to simulate accurately and precisely the mixing of blood samples at different PCO(2) and PO(2) levels. This model of acid
NASA Astrophysics Data System (ADS)
Keller, Stacy Kathryn
This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems
Jurjus, Rosalyn A; Brown, Kirsten; Goldman, Ellen; Galoosian, Artin; Butera, Gisela; Krapf, Jill M
2016-07-01
Deficits in retention of anatomy knowledge from the preclinical years to clinical application on the wards have been well documented in the medical education literature. We developed and evaluated a web and laboratory-based curriculum to address deficits in anatomy knowledge retention and to increase anatomy knowledge recall through repetition and application of clinical concepts during the obstetrics and gynecology (Ob/Gyn) core clinical clerkship. Using principles of adult learning and instructional design, a curriculum was designed consisting of (1) interactive, case-based e-modules reviewing clinically relevant anatomical topics and (2) a hands-on laboratory session reinforcing the content of the e-modules, with the practice of clinical techniques using anatomical cadaveric dissections. The curriculum's effectiveness was evaluated by using multiple choice testing and comparing baseline and final test scores. For questions testing content directly covered in this curriculum, mean final scores increased by 14.3% (P < 0.001). In contrast, for questions not directly addressed in this curriculum, mean final scores did not increase significantly, only by 6.0% (P = 0.31). Questions related to the uterus showed the greatest gains in final scores (30.3% improvement, P = 0.002). A curriculum with web-based preparatory material and a hands-on gross anatomy laboratory session effectively addresses deficits in anatomy retention and improves anatomical knowledge recall for medical students on a clinical clerkship. In the future, the authors plan to conduct a multicenter study to further evaluate the ability of this curriculum to improve clinically relevant anatomical knowledge. Anat Sci Educ 9: 337-343. © 2015 American Association of Anatomists. PMID:26588426
ERIC Educational Resources Information Center
Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne
2015-01-01
This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by…
ERIC Educational Resources Information Center
Ribeiro, John J.
2009-01-01
The National Mathematics Advisory Panel, established under the Bush Administration, was created to improve teaching and learning of mathematics in the United States. One component of the study was focused on teachers and professional development opportunities. They found that the majority of professional development studies available were mostly…
ERIC Educational Resources Information Center
Mousavi, Shima; Radmehr, Farzad; Alamolhodaei, Hasan
2012-01-01
Introduction: The main objective of this study is (a) to investigate whether cognitive styles and working memory capacity could predict mathematical performance and which variable is relatively most important in predicting mathematical performance and b) to explore whether cognitive styles and working memory capacity could predict mathematical…
ERIC Educational Resources Information Center
Gallego, Melania Terrazas; Llach, Maria del Pilar Agustin
2009-01-01
This paper tracks the increase in the overall word reception knowledge of 224 young pupils in their 4th, 5th and 6th grades of primary education and in their 1st year of secondary education (7th grade), who learn EFL in a formal context. The 2,000 word frequency band of The Vocabulary Levels Test (Schmitt, Schmitt and Clapham, 2001, version 2) is…
He, Hong-Gu; Vehviläinen-Julkunen, Katri; Pietilä, Anna-Maija; Pölkki, Tarja
2008-01-01
This study implemented pain education for Chinese nurses using a pre-post test design and compared their use of nonpharmacological methods in children's postoperative pain management. Results show that nurses' use of most of these methods for pain relief increased significantly, which helped to improve the quality of care for children. This study enriches nurses' knowledge in children's pain management and develops evidence for practice by demonstrating the need for hospitals to provide continuous pain education to nurses. PMID:18344784
Gimeno Garcia, Antonio Z.; Hernandez Alvarez Buylla, Noemi; Nicolas-Perez, David; Quintero, Enrique
2014-01-01
Colorectal cancer ranks as one of the most incidental and death malignancies worldwide. Colorectal cancer screening has proven its benefit in terms of incidence and mortality reduction in randomized controlled trials. In fact, it has been recommended by medical organizations either in average-risk or family-risk populations. Success of a screening campaign highly depends on how compliant the target population is. Several factors influence colorectal cancer screening uptake including sociodemographics, provider and healthcare system factors, and psychosocial factors. Awareness of the target population of colorectal cancer and screening is crucial in order to increase screening participation rates. Knowledge about this disease and its prevention has been used across studies as a measurement of public awareness. Some studies found a positive relationship between knowledge about colorectal cancer, risk perception, and attitudes (perceived benefits and barriers against screening) and willingness to participate in a colorectal cancer screening campaign. The mentioned factors are modifiable and therefore susceptible of intervention. In fact, interventional studies focused on average-risk population have tried to increase colorectal cancer screening uptake by improving public knowledge and modifying attitudes. In the present paper, we reviewed the factors impacting adherence to colorectal cancer screening and interventions targeting participants for increasing screening uptake. PMID:24729896
Even the "Best" Teachers May Need Adequate Subject Knowledge: An Illustrative Mathematics Case Study
ERIC Educational Resources Information Center
Modiba, Maropeng
2011-01-01
As curriculum scholars in South Africa express concerns about the failures of the outcomes-based curriculum policy that has been introduced post-apartheid it is of increased importance to try and understand the professional development that is required by teachers for its successful implementation. As a contribution to the development of such…
An Instrument for Assessing Primary Students' Knowledge of Information Graphics in Mathematics
ERIC Educational Resources Information Center
Diezmann, Carmel M.; Lowrie, Tom J.
2009-01-01
Information graphics have become increasingly important in representing, organising and analysing information in a technological age. In classroom contexts, information graphics are typically associated with graphs, maps and number lines. However, all students need to become competent with the broad range of graphics that they will encounter in…
An intervention study to increase colorectal cancer knowledge and screening among community elders.
Powe, Barbara D; Ntekop, Emmanuel; Barron, Mia
2004-01-01
This study evaluates the effectiveness of a culturally relevant intervention, delivered over 12 months on knowledge of colorectal cancer and participation in fecal occult blood testing. An experimental, repeated measures design was used. Free fecal occult blood testing was offered to the participants. Fifteen senior centers were randomly selected and assigned to the Cultural and Self-Empowerment Group, the Modified Cultural Group, or the Traditional Group. Their mean age was 73.83 years, and their average educational level was 8.8 years. The majority was African American, female, and reported annual incomes < or = 10,000 dollars. Data were collected at baseline, at 6 months, and at 12 months. Participants in the Cultural and Self-Empowerment Group had a significantly greater increase in their knowledge of colorectal cancer over time. Group membership and knowledge of colorectal cancer were significant predictors of participation in colorectal cancer screening. Participants in the Cultural and Self-Empowerment Group and those with greater knowledge of colorectal cancer were more likely to participate in fecal occult blood testing at the end of the 12-month period. Similar strategies may be implemented in community settings and health care agencies to inform elders about colorectal cancer. PMID:15363024
Impacts of Farmers' Knowledge Increase on Farm Profit and Watershed Water Quality
NASA Astrophysics Data System (ADS)
Ding, D.; Bennett, D. A.
2013-12-01
This study explores the impact that an increase in real-time data might have on farmers' nitrogen management, on-farm profit, and watershed water quality in the Midwestern US. In this study, an agent-based model (ABM) is used to simulate farmers' decisions about nitrogen application rate and timing in corn fields. SWAT (soil-water assessment tool) is used to generate a database that characterizes the response of corn yields to nitrogen fertilizer application and the dynamics of nitrogen loss under different scenarios of rainfall events. The database simulates a scenario where farmers would receive real-time feedback about the fate and impact of nitrogen applied to their fields from in-situ sensors. The ability to transform these data into optimal actions is simulated at multiple levels for farmer agents. In a baseline scenario, the farmer agent is only aware of the yield potential of the land field and single values of N rates for achieving the yield potential and is not aware of N loss from farm fields. Knowledge increase is represented by greater accuracy in predicting rainfall events, and the increase of the number of discrete points in a field-specific quadratic curve that captures crop yield response to various levels of nitrogen perceived by farmer agents. In addition, agents perceive N loss from farm fields at increased temporal resolutions. Correspondingly, agents make adjustments to the rate of N application for crops and the timing of fertilizer application given the rainfall events predictions. Farmers' decisions simulated by the ABM are input into SWAT to model nitrogen concentration in impacted streams. Farm profit statistics and watershed-level nitrogen loads are compared among different scenarios of knowledge increase. The hypothesis that the increase of farmers' knowledge benefits both farm profits and watershed water quality is tested through the comparison.
ERIC Educational Resources Information Center
Narli, Serkan
2011-01-01
This study investigates the long-term effects of instructing Cantor set theory using constructivist learning approach on student knowledge retention. The participants included 60 first-year secondary mathematics pre-service teachers. Students were divided into two classes one of which was taught via traditional lecture (n = 30) and the other was…
ERIC Educational Resources Information Center
Ekawati, Rooselyna; Lin, Fou-Lai; Yang, Kai-Lin
2015-01-01
In this study, we developed an instrument for assessing teachers' mathematics content knowledge (MCK) on ratio and proportion and examined the profile of Indonesian primary teacher's MCK on this topic. The MCK items were administered to 271 Indonesian in-service primary teachers with a variety of educational backgrounds and teaching…
ERIC Educational Resources Information Center
Robinson, Michael; Tibanyendera, Basil; Seltzer-Kelly, Debbie
2007-01-01
This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five…
ERIC Educational Resources Information Center
Laschke, Christin
2013-01-01
How individual characteristics affect the acquisition of knowledge in teacher education has been widely unexplored thus far. The "Teacher Education and Development Study--Learning to Teach Mathematics (TEDS-M)" provides a database for examining this research question across countries. Based on the Taiwanese and German sample of TEDS-M,…
ERIC Educational Resources Information Center
Carter, Carolyn S.; Cohen, Sara; Keyes, Marian; Kusimo, Patricia S.; Lunsford, Crystal
This guide contains hands-on mathematics activities to connect middle-school students to the traditional knowledge of their grandparents and elders. Because girls often lose interest in math at the middle-school level, and because women in some communities (especially in rural areas) are seldom involved in work with an obvious math basis, the…
ERIC Educational Resources Information Center
Youchu, Huang
2016-01-01
This study explores the effect of a history-based course on pre-service teachers' mathematical knowledge for teaching (MKT). Data were collected from 10 pre-service teachers at a normal university in China. At the beginning of the course, participants were asked to submit their teaching plans followed by a teaching simulation on selected topics.…
ERIC Educational Resources Information Center
Tucker, Tommy Howard
2009-01-01
The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) size and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of…
Zacharias, Tresa; Wang, Winnie; Dao, Doan; Wojciechowski, Helena; Lee, William M; Do, Son; Singal, Amit G
2015-08-01
Hepatitis B virus (HBV) testing and vaccination rates remain low among Asian-American/Pacific Islanders (APIs) despite high rates of HBV infection. The aim of our study was to assess the effectiveness of an outreach campaign to increase HBV knowledge, testing, and vaccination among a cohort of APIs. Vietnamese Americans were invited to participate in a free HBV screening and vaccination outreach program though pubic service announcements. Attendees completed a survey to assess barriers to vaccination and HBV-related knowledge before and after a 30-min education session by a bilingual board-certified gastroenterologist. Among 98 participants, 100% (22/22) of HBV naïve patients were provided a HBV vaccination series at no cost and over 75% (14/18) of HBV-infected patients were connected to further medical care. Notable reported barriers to prior testing and/or vaccination were cost of the vaccine, concern about missing work for evaluation, and lack of provider recommendation. Knowledge levels about HBV risk factors, potential consequences, and treatment options were poor at baseline but significantly increased after the education session (49 vs. 64%, p < 0.001). Outreach campaigns linked with education can successfully address several barriers to HBV testing and offer an approach to improve HBV awareness and prevention among difficult-to-reach populations. PMID:25476035
ERIC Educational Resources Information Center
White, Diana; Donaldson, Brianna; Hodge, Angie; Ruff, Adam
2013-01-01
Math Teachers' Circles have been spreading since their emergence in 2006. These professional development programs, aimed primarily at middle-level mathematics teachers (grades 5-9), focus on developing teachers' mathematical problem solving skills, in line with the Common Core State Standards-Standards of Mathematical Practice. Yet, to…
Evaluation of a Fotonovela to Increase Depression Knowledge and Reduce Stigma Among Hispanic Adults
Cabassa, Leopoldo J.; Molina, Gregory B.; Contreras, Sandra; Baron, Melvin
2013-01-01
Fotonovelas—small booklets that portray a dramatic story using photographs and captions—represent a powerful health education tool for low-literacy and ethnic minority audiences. This study evaluated the effectiveness of a depression fotonovela in increasing depression knowledge, decreasing stigma, increasing self-efficacy to recognize depression, and increasing intentions to seek treatment, relative to a text pamphlet. Hispanic adults attending a community adult school (N = 157, 47.5 % female, mean age = 35.8 years, 84 % immigrants, 63 % with less than high school education) were randomly assigned to read the fotonovela or a low-literacy text pamphlet about depression. They completed surveys before reading the material, immediately after reading the material, and 1 month later. The fotonovela and text pamphlet both produced significant improvements in depression knowledge and self-efficacy to identify depression, but the fotonovela produced significantly larger reductions in antidepressant stigma and mental health care stigma. The fotonovela also was more likely to be passed on to family or friends after the study, potentially increasing its reach throughout the community. Results indicate that fotonovelas can be useful for improving health literacy among underserved populations, which could reduce health disparities. PMID:22485012
ERIC Educational Resources Information Center
Online-Offline, 1999
1999-01-01
This theme issue on knowledge includes annotated listings of Web sites, CD-ROMs and computer software, videos, books, and additional resources that deal with knowledge and differences between how animals and humans learn. Sidebars discuss animal intelligence, learning proper behavior, and getting news from the Internet. (LRW)
Drummond, Peter D; Mizan, Ayse; Brocx, Katie; Wright, Bernadette
2011-03-01
Ten bilingual West African peer educators conducted a 3-hour workshop on sexual health for small groups of West African refugees (N = 58) who recently had settled in Perth, Western Australia. There were significant increases in the participants' knowledge of sexually transmitted infections and HIV, how these infections are spread, and how to protect against infection. In addition, attitudes toward condom use became more positive. We conclude that the peer-education approach was successful in assisting a new and emerging community to work effectively on sexual health topics generally considered "taboo" or too sensitive to discuss. PMID:21337242
Grosberg, Dafna; Grinvald, Haya; Reuveni, Haim
2016-01-01
Background The advent of the Internet has driven a technological revolution that has changed our lives. As part of this phenomenon, social networks have attained a prominent role in health care. A variety of medical services is provided over the Internet, including home monitoring, interactive communications between the patient and service providers, and social support, among others. This study emphasizes some of the practical implications of Web-based health social networks for patients and for health care systems. Objective The objective of this study was to assess how participation in a social network among individuals with a chronic condition contributed to patient activation, based on the Patient Activation Measure (PAM). Methods A prospective, cross-sectional survey with a retrospective component was conducted. Data were collected from Camoni, a Hebrew-language Web-based social health network, participants in the diabetes mellitus, pain, hypertension, and depression/anxiety forums, during November 2012 to 2013. Experienced users (enrolled at least 6 months) and newly enrolled received similar versions of the same questionnaire including sociodemographics and PAM. Results Among 686 participants, 154 of 337 experienced and 123 of 349 newly enrolled completed the questionnaire. Positive correlations (P<.05) were found between frequency and duration of site visits and patient activation, social relationships, and chronic disease knowledge. Men surfed longer than women (χ²3=10.104, P<.05). Experienced users with diabetes surfed more than those with other illnesses and had significantly higher PAM scores (mean, M=69.3, standard deviation, SD=19.1, PAM level 4; Z=−4.197, P<.001) than new users (M=62.8, SD=18.7, PAM level 3). Disease knowledge directly predicted PAM for all users (β=.26 and .21, respectively). Frequency and duration of social health network use were correlated with increased knowledge about a chronic disease. Experienced surfers had higher PAM
Ebola Outbreak in Nigeria: Increasing Ebola Knowledge of Volunteer Health Advisors
Patel, Unnati; Pharr, Jennifer R.; Ihesiaba, Chidi; Oduenyi, Frances U.; Hunt, Aaron T.; Patel, Dina; Obiefune, Michael; Chukwumerije, Nkem; Ezeanolue, Echezona E.
2016-01-01
In many low-income countries, volunteer health advisors (VHAs) play an important role in disseminating information, especially in rural or hard-to-reach locations. When the world’s largest outbreak of Ebola virus disease (EVD) occurred in 2014, a majority of cases were concentrated in the West African countries of Guinea, Liberia, and Sierra Leone. Twenty cases were reported in Nigeria initially and there was a need to rapidly disseminate factual information on Ebola virus. In southeast Nigeria, a group of VHAs was being used to implement the Healthy Beginning Initiative [HBI], a congregation based intervention to increase HIV testing among pregnant women and their male partners. The purpose of this study was to assess the baseline and post EVD training knowledge of VHAs during the outbreak in Nigeria. In September 2014, 59 VHAs attending a HBI training workshop in the Enugu State of Nigeria participated in an Ebola awareness training session. Participants completed a 10-item single-answer questionnaire that assessed knowledge of Ebola epidemiology, symptoms, transmission, prevention practices, treatment and survival prior to the Ebola awareness training. After the training, the VHAs repeated the questionnaire. Answers to pre and post questionnaires were analyzed using paired t-tests. Multiple linear regression was used to examine the relationship between pre and post total questionnaire scores and age, education, current location and employment. The average pre-test score was 7.3 and average post-test score was 7.8 which was a significant difference (t=-2.5, p=0.01). Prior to the training, there was a significant difference in Ebola knowledge based on the VHAs education only (p<0.01). After training, education was no longer significant for Ebola knowledge. Existing community health programs can be used as a platform to train VHAs in times of epidemics for quick dissemination of vital health information in areas lacking adequate health infrastructure and
Ebola Outbreak in Nigeria: Increasing Ebola Knowledge of Volunteer Health Advisors.
Patel, Unnati; Pharr, Jennifer R; Ihesiaba, Chidi; Oduenyi, Frances U; Hunt, Aaron T; Patel, Dina; Obiefune, Michael; Chukwumerije, Nkem; Ezeanolue, Echezona E
2016-01-01
In many low-income countries, volunteer health advisors (VHAs) play an important role in disseminating information, especially in rural or hard-to-reach locations. When the world's largest outbreak of Ebola virus disease (EVD) occurred in 2014, a majority of cases were concentrated in the West African countries of Guinea, Liberia, and Sierra Leone. Twenty cases were reported in Nigeria initially and there was a need to rapidly disseminate factual information on Ebola virus. In southeast Nigeria, a group of VHAs was being used to implement the Healthy Beginning Initiative [HBI], a congregation based intervention to increase HIV testing among pregnant women and their male partners. The purpose of this study was to assess the baseline and post EVD training knowledge of VHAs during the outbreak in Nigeria. In September 2014, 59 VHAs attending a HBI training workshop in the Enugu State of Nigeria participated in an Ebola awareness training session. Participants completed a 10-item single-answer questionnaire that assessed knowledge of Ebola epidemiology, symptoms, transmission, prevention practices, treatment and survival prior to the Ebola awareness training. After the training, the VHAs repeated the questionnaire. Answers to pre and post questionnaires were analyzed using paired t-tests. Multiple linear regression was used to examine the relationship between pre and post total questionnaire scores and age, education, current location and employment. The average pre-test score was 7.3 and average post-test score was 7.8 which was a significant difference (t=-2.5, p=0.01). Prior to the training, there was a significant difference in Ebola knowledge based on the VHAs education only (p<0.01). After training, education was no longer significant for Ebola knowledge. Existing community health programs can be used as a platform to train VHAs in times of epidemics for quick dissemination of vital health information in areas lacking adequate health infrastructure and personnel
A School-Hospital Partnership Increases Knowledge of Pedestrian and Motor Vehicle Safety.
Bachman, Shelby L; Arbogast, Helen; Ruiz, Pearl; Farag, Mina; Demeter, Natalie E; Upperman, Jeffrey S; Burke, Rita V
2015-12-01
Pedestrian and motor vehicle-related injuries are leading causes of morbidity and mortality in children. Trauma centers have specialized resources to conduct interventions that improve the safety of whole communities. In the present study, we evaluated the effectiveness of a school-hospital partnership in increasing knowledge of pedestrian and motor vehicle safety among students and parents in a large, urban community. Staff from a Level I pediatric trauma center conducted educational interventions in an urban public school district. Elementary school students participated in a pedestrian safety program, middle school students completed a community safety program, and high school students learned about the dangers of drunk and distracted driving. Students completed pre- and post-tests. Parents in the neighboring community received child passenger safety education at two child restraint (CR) inspection events. A total of 2203 students participated at a total of nine schools. Post-test scores were significantly higher than pre-test scores for students in all three age groups and within each grade level. At CR inspection events, 67 CRs were inspected, 49 (73 %) of which were replaced with new age- and weight- appropriate CRs. The most common instance of improper CR use was loose CR fit in vehicle seat (33 %). All 120 observed instances of misuse were corrected by a certified Child Passenger Safety Technician. Educational interventions effectively increased knowledge of pedestrian and motor vehicle safety among students and parents. We have demonstrated the utility of a school-hospital partnership for furthering knowledge of safety in an urban community. PMID:25925719
ERIC Educational Resources Information Center
James, Susanne M.
2011-01-01
Special educators' knowledge of reading concepts are not only influenced by their understanding of the subject matter, but also by an amalgam of content and pedagogy that enables teachers to integrate this information to meet the diverse needs of students with disabilities. This study documented the conceptual knowledge that special education…
ERIC Educational Resources Information Center
Winstead, Lisa
2004-01-01
The overlap of cognitive principles and inherently motivational strategies used to increase memory retention can be seen in reading, writing, and math. These are just of the few principles and corresponding strategies described in this report that can be used to increase academic motivation as well as increased cognition -- strategies that are…
Jones, J A; Wahlgren, D R; Meltzer, S B; Meltzer, E O; Clark, N M; Hovell, M F
2001-01-01
We tested an asthma education program in 204 underserved Latino families with an asthmatic child. The education program consisted of one or two sessions delivered in each family's home in the targeted participant's preferred language by a bilingual, bicultural educator. We encouraged, but did not require, attendance by the child. The curriculum was culturally-tailored, and all participants received education on understanding asthma, preventing asthma attacks, and managing asthma. Outcomes included change in asthma knowledge and change in home environment asthma management procedures. Asthma knowledge increased significantly (39 to 50% correct from pre- to post-test, P < 0.001) and participants made significant changes to the child's bedroom environment (mean number of triggers decreased from 2.4 to 1.8, P < 0.001; mean number of controllers increased from 0.7 to 0.9, P < 0.001). The results support the value of asthma education and its importance in the national agenda to reduce health disparities among minorities. PMID:11080607
Publications on Peripheral Nerve Injuries during World War I: A Dramatic Increase in Knowledge.
Koehler, Peter J
2016-01-01
Publications from French (Jules Tinel and Chiriachitza Athanassio-Bénisty), English (James Purves-Stewart, Arthur Henry Evans and Hartley Sidney Carter), German (Otfrid Foerster and Hermann Oppenheim) and American (Charles Harrison Frazier and Byron Stookey) physicians from both sides of the front during World War I (WWI) contributed to a dramatic increase in knowledge about peripheral nerve injuries. Silas Weir Mitchell's original experience with respect to these injuries, and particularly causalgia, during the American Civil War was further expanded in Europe during WWI. Following the translation of one of his books, he was referred to mainly by French physicians. During WWI, several French books were in turn translated into English, which influenced American physicians, as was observed in the case of Byron Stookey. The establishment of neurological centres played an important role in the concentration of experience and knowledge. Several eponyms originated during this period (including the Hoffmann-Tinel sign and the Froment sign). Electrodiagnostic tools were increasingly used. PMID:27035152
ERIC Educational Resources Information Center
Mitchell, Rebecca Noelle
2009-01-01
This paper reports on findings from a five-teacher, exploratory case study, critically observing their implementation of a technology-intensive, augmented reality (AR) mathematics curriculum unit, along with its paper-based control. The unit itself was intended to promote multiple proportional reasoning strategies to urban, public middle school…
ERIC Educational Resources Information Center
Jaffe, Louise
2014-01-01
The adoption and implementation of the Common Core State Standards and Smarter Balanced assessments in mathematics are intended to provide all students in California with the knowledge and skills required to transition from high school to college-level coursework. This implementation will take time. Concurrent with these efforts, policymakers and…
ERIC Educational Resources Information Center
Engel, Mimi; Claessens, Amy; Finch, Maida
2011-01-01
This study describes children's early math skills and the kindergarten mathematics content to which they are exposed. The authors focus specifically on teacher survey responses to items about content coverage that align most closely with the content covered on the ECLS-K kindergarten mathematics achievement test. They examine the influence…
ERIC Educational Resources Information Center
Engel, Mimi; Claessens, Amy; Finch, Maida A.
2013-01-01
Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students' school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast…
Pilot Study of a Physician-Delivered Education Tool to Increase Patient Knowledge About CKD
Nunes, Julie Wright; Greene, Jane; Wallston, Kenneth; Eden, Svetlana; Shintani, Ayumi; Elasy, Tom; Rothman, Russell; İkizler, T. Alp; Cavanaugh, Kerri
2013-01-01
associated with higher patient kidney disease knowledge. Further examination of physician delivered education interventions for increasing patient disease understanding should be tested through randomized trials. PMID:23540261
Harrison, Lindsay
2012-01-01
Led by the agency director, the agency engaged in a Strategic Review, based on a comprehensive assessment of agency performance that identified strategies to improve organizational effectiveness through increased data-informed practice and knowledge management. The Strategic Review gathered information on staff perceptions, perceptions of external stakeholders, changing citywide and neighborhood demographics, policy mandates, and budget and workload issues. The need for the review was based upon multiple, substantial changes not addressed in the 2000 Strategic Plan, including the 2004 merger of the Department of Human Services and the Department of Aging and Adult Services, changes among the executive management team, transitions among key political entities, new policy mandates and changing budget allocations. This case study describes the Strategic Review process and content, summarizing key challenges and lessons related to addressing workload demands, fostering positive staff attitudes, balancing internal and external information needs, and integrating data use and planning processes across the agency. PMID:22409611
Selected Resources for Encouraging Females in Mathematics.
ERIC Educational Resources Information Center
Wiest, Lynda R.
2001-01-01
Offers selected resources that educators can use to increase their knowledge of ways to help girls and young women succeed in mathematics, integrate information into classroom instruction, and bring self-help opportunities to their female students' awareness. (KHR)
Increasing Aspiring Principals' Readiness to Serve: Knowledge and Skill Application Laboratories
ERIC Educational Resources Information Center
Eiseman, Jeffrey W.; Militello, Matthew
2008-01-01
Most leadership programs emphasize knowledge over skills, being skillful over how to be skillful, knowledge about skills over skill application, and ad hoc and hard-to-assess field activities over focused and observable skill practice. "Knowledge and skill application laboratories" provide opportunities to experiment with--and receive…
ERIC Educational Resources Information Center
Lince, Ranak
2016-01-01
Mathematical ability of students creative thinking is a component that must be mastered by the student. Mathematical creative thinking plays an important role, both in solving the problem and well, even in high school students. Therefore, efforts are needed to convey ideas in mathematics. But the reality is not yet developed the ability to…
Thiele, Ines; Hyduke, Daniel R.; Steeb, Benjamin; Fankam, Guy; Allen, Douglas K.; Bazzani, Susanna; Charusanti, Pep; Chen, Feng-Chi; Fleming, Ronan MT; Hsiung, Chao A.; De Keersmaecker, Sigrid CJ; Liao, Yu-Chieh; Marchal, Kathleen; Mo, Monica L.; Özdemir, Emre; Raghunathan, Anu; Reed, Jennifer L.; Shin, Sook-Il; Sigurbjörnsdóttir, Sara; Steinmann, Jonas; Sudarsan, Suresh; Swainston, Neil; Thijs, Inge M.; Zengler, Karsten; Palsson, Bernhard O.; Adkins, Joshua N.; Bumann, Dirk
2011-01-01
Metabolic reconstructions (MRs) are common denominators in systems biology and represent biochemical, genetic, and genomic (BiGG) knowledge-bases for target organisms by capturing currently available information in a consistent, structured manner. Salmonella enterica subspecies I serovar Typhimurium is a human pathogen, causes various diseases and its increasing antibiotic resistance poses a public health problem. Here, we describe a community-driven effort, in which more than 20 experts in S. Typhimurium biology and systems biology collaborated to reconcile and expand the S. Typhimurium BiGG knowledge-base. The consensus MR was obtained starting from two independently developed MRs for S. Typhimurium. Key results of this reconstruction jamboree include i) development and implementation of a community-based workflow for MR annotation and reconciliation; ii) incorporation of thermodynamic information; and iii) use of the consensus MR to identify potential multi-target drug therapy approaches. Finally, taken together, with the growing number of parallel MRs a structured, community-driven approach will be necessary to maximize quality while increasing adoption of MRs in experimental design and interpretation.
Remedial Mathematics for Quantum Chemistry
ERIC Educational Resources Information Center
Koopman, Lodewijk; Brouwer, Natasa; Heck, Andre; Buma, Wybren Jan
2008-01-01
Proper mathematical skills are important for every science course and mathematics-intensive chemistry courses rely on a sound mathematical pre-knowledge. In the first-year quantum chemistry course at this university, it was noticed that many students lack basic mathematical knowledge. To tackle the mathematics problem, a remedial mathematics…
Cernusak, Lucas; Winter, Klaus; Dalling, James; Holtum, Joseph; Jaramillo, Carlos; Korner, Christian; Leakey, Andrew D.B.; Norby, Richard J; Poulter, Benjamin; Turner, Benjamin; Wright, S. Joseph
2013-01-01
Elevated atmospheric [CO2] (ca) will undoubtedly affect the metabolism of tropical forests worldwide; however, critical aspects of how tropical forests will respond remain largely unknown. Here we review the current state of knowledge about physiological and ecological responses, with the aim of providing a framework that can help to guide future experimental research. Modelling studies have indicated that elevated ca can potentially stimulate photosynthesis more in the tropics than at higher latitudes, because suppression of photorespiration by elevated ca increases with temperature. However, canopy leaves in tropical forests could also potentially reach a high temperature threshold under elevated ca that will moderate the rise in photosynthesis. Belowground responses, including fine root production, nutrient foraging, and soil organic matter processing, will be especially important to the integrated ecosystem response to elevated CO2. Water-use efficiency will increase as ca rises, potentially impacting upon soil moisture status and nutrient availability. Recruitment may be differentially altered for some functional groups, potentially decreasing ecosystem carbon storage. Whole-forest CO2 enrichment experiments are urgently needed to test predictions of tropical forest functioning under elevated ca. Smaller scale experiments in the understory and in gaps would also be informative, and could provide stepping stones toward stand-scale manipulations.
Mathematical Analysis of Space Radiator Segmenting for Increased Reliability and Reduced Mass
NASA Technical Reports Server (NTRS)
Juhasz, Albert J.
2001-01-01
Spacecraft for long duration deep space missions will need to be designed to survive micrometeoroid bombardment of their surfaces some of which may actually be punctured. To avoid loss of the entire mission the damage due to such punctures must be limited to small, localized areas. This is especially true for power system radiators, which necessarily feature large surface areas to reject heat at relatively low temperature to the space environment by thermal radiation. It may be intuitively obvious that if a space radiator is composed of a large number of independently operating segments, such as heat pipes, a random micrometeoroid puncture will result only in the loss of the punctured segment, and not the entire radiator. Due to the redundancy achieved by independently operating segments, the wall thickness and consequently the weight of such segments can be drastically reduced. Probability theory is used to estimate the magnitude of such weight reductions as the number of segments is increased. An analysis of relevant parameter values required for minimum mass segmented radiators is also included.
Assessing Mathematical Problem Solving Using Comparative Judgement
ERIC Educational Resources Information Center
Jones, Ian; Swan, Malcolm; Pollitt, Alastair
2015-01-01
There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical…
ERIC Educational Resources Information Center
Kersting, Nicole B.; Sutton, Taliesin; Kalinec-Craig, Crystal; Stoehr, Kathleen Jablon; Heshmati, Saeideh; Lozano, Guadalupe; Stigler, James W.
2016-01-01
In this article we report further explorations of the classroom video analysis instrument (CVA), a measure of usable teacher knowledge based on scoring teachers' written analyses of classroom video clips. Like other researchers, our work thus far has attempted to identify and measure separable components of teacher knowledge. In this study we take…
Finding the Sweet Spot: Network Structures and Processes for Increased Knowledge Mobilization
ERIC Educational Resources Information Center
Briscoe, Patricia; Pollock, Katina; Campbell, Carol; Carr-Harris, Shasta
2015-01-01
The use of networks in public education is one of many knowledge mobilization (KMb) strategies utilized to promote evidence-based research into practice. However, challenges exist in the ability to mobilize knowledge through networks. The purpose of this paper is to explore how networks work. Data were collected from virtual discussions for an…
ERIC Educational Resources Information Center
Paadre, Taimi H.
2011-01-01
This mixed methods outcomes study investigated a summer school mathematics program for all incoming 9th grade students at a suburban New England vocational technical high school. Qualitative data was gathered via survey and interview from administration, faculty, and students involved with the newly introduced online learning program.…
ERIC Educational Resources Information Center
Niess, Margaret L.; van Zee, Emily H.; Gillow-Wiles, Henry
2011-01-01
Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their pedagogical content knowledge (PCK) toward technology, pedagogy, and content knowledge (TPACK) in an online…
Students as Mathematics Consultants
ERIC Educational Resources Information Center
Jensen, Jennifer L.
2013-01-01
If students are going to develop reasoning and thinking skills, use their mathematical knowledge, and recognize the relevance of mathematics in their lives, they need to experience mathematics in meaningful ways. Only then will their mathematical skills be transferrable to all other parts of their lives. To promote such flexible mathematical…
ERIC Educational Resources Information Center
Chen, Ho-Yuan; Jang, Syh-Jong
2013-01-01
This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers' reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers' reasons…
ERIC Educational Resources Information Center
Czaplewski, John Robert
2014-01-01
A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats: face-to-face and blended. Previously the course was offered only through a face-to-face instructional format while currently, it is only offered…
ERIC Educational Resources Information Center
Zwiep, Susan Gomez; Benken, Babette M.
2013-01-01
This paper examines upper elementary and middle school teachers' learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers' learning experiences relative to content domain. This…
ERIC Educational Resources Information Center
Rosales, Javier; Vicente, Santiago; Chamoso, Jose M.; Munez, David; Orrantia, Josetxu
2012-01-01
Word problem solving involves the construction of two different mental representations, namely, mathematical and situational. Although educational research in word problem solving has documented different kinds of instruction at these levels, less is known about how both representational levels are evoked during word problem solving in day-to-day…
ERIC Educational Resources Information Center
Bannister, Vanessa R. Pitts
2014-01-01
The concept of multiple representations of functions and the ability to make translations among representations are important topics in secondary school mathematics curricula (Moschkovich, Schoenfeld, & Arcavi, 1993; NCTM, 2000). Research related to students in this domain is fruitful, while research related to teachers is underdeveloped. This…
ERIC Educational Resources Information Center
Steele, Michael D.
2013-01-01
While recent national and international assessments have shown mathematical progress being made by US students, little to no gains are evident in the areas of geometry and measurement. These reports also suggest that practicing teachers have traditionally had few opportunities to engage in content learning around topics in geometry and…
ERIC Educational Resources Information Center
Kinach, Barbara M.
2002-01-01
Describes an experiment designed to change prospective teachers' views of what constitutes a good explanation of a mathematics topic, presenting examples of participants' explanations at three stages of the experiment using a "levels of subject-matter understanding" framework, and suggesting that to effectively teach a topic, teachers'…
ERIC Educational Resources Information Center
Woodward, George; Galagedera, Don
2006-01-01
A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables…
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Thorson, Annette, Ed.
2001-01-01
The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) helps teachers by offering a broad assortment of services to enable them to quickly locate educational resources. This theme issue of the serial "ENC Focus" is designed to give educators information on curriculum resources available for teaching math and science in…
ERIC Educational Resources Information Center
Paddack, Megan
2009-01-01
The purpose of this study was to investigate and describe how middle school mathematics teachers "make meaning" of proofs and the process of proving in the context of their classroom practices. A framework of "making meaning," created by the researcher, guided the data collection and analysis phases of the study. This framework describes the five…
ERIC Educational Resources Information Center
Boakes, Norma J.
2009-01-01
Within the study of geometry in the middle school curriculum is the natural development of students' spatial visualization, the ability to visualize two- and three-dimensional objects. The national mathematics standards call specifically for the development of such skills through hands-on experiences. A commonly accepted method is through the…
Knowledge brokerage - potential for increased capacities and shared power in impact assessment
Rosario Partidario, Maria; Sheate, William R.
2013-02-15
Constructive and collaborative planning theory has exposed the perceived limitations of public participation in impact assessment. At strategic levels of assessment the established norm can be misleading and practice is illusive. For example, debates on SEA effectiveness recognize insufficiencies, but are often based on questionable premises. The authors of this paper argue that public participation in strategic assessment requires new forms of information and engagement, consistent with the complexity of the issues at these levels and that strategic assessments can act as knowledge brokerage instruments with the potential to generate more participative environments and attitudes. The paper explores barriers and limitations, as well as the role of knowledge brokerage in stimulating the engagement of the public, through learning-oriented processes and responsibility sharing in more participative models of governance. The paper concludes with a discussion on building and inter-change of knowledge, towards creative solutions to identified problems, stimulating learning processes, largely beyond simple information transfer mechanisms through consultative processes. The paper argues fundamentally for the need to conceive strategic assessments as learning platforms and design knowledge brokerage opportunities explicitly as a means to enhance learning processes and power sharing in IA. - Highlights: Black-Right-Pointing-Pointer Debates on SEA recognize insufficiencies on public participation Black-Right-Pointing-Pointer We propose new forms of engagement consistent with complex situations at strategic levels of decision-making Black-Right-Pointing-Pointer Constructive and collaborative planning theories help explain how different actors acquire knowledge and the value of knowledge exchange Black-Right-Pointing-Pointer Strategic assessments can act as knowledge brokerage instruments Black-Right-Pointing-Pointer The paper argues for strategic assessments as learning
ERIC Educational Resources Information Center
Roth, Wolff-Michael
2014-01-01
Traditional (e.g., constructivist) accounts of knowledge ground its origin in the "intentional construction" on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a…
NASA Astrophysics Data System (ADS)
Doukakis, Spyros; Koilias, Christos; Chionidou-Moskofoglou, Maria
During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course "Teaching Mathematics-Practicum Phase". The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents course satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course's weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. The findings raise a number of research questions regarding ICT integration in undergraduate primary teachers' teaching practice.
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Pianta, Robert C.; Hitz, Randy; West, Blake
2010-01-01
This is the second of two reports commissioned by the National Council for the Accreditation of Teacher Education (NCATE) intended to address the dire need for teacher preparation policy and programs to reflect recent advances in scientific knowledge of child and adolescent development. In the first report, "Principles and Exemplars for…
ERIC Educational Resources Information Center
Gillespie-Lynch, Kristen; Brooks, Patricia J.; Someki, Fumio; Obeid, Rita; Shane-Simpson, Christina; Kapp, Steven K.; Daou, Nidal; Smith, David Shane
2015-01-01
College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma…
Importance of Health-Related Fitness Knowledge to Increasing Physical Activity and Physical Fitness
ERIC Educational Resources Information Center
Ferkel, Rick C.; Judge, Lawrence W.; Stodden, David F.; Griffin, Kent
2014-01-01
Physical inactivity is expanding across all ages in the United States. Research has documented a deficiency in health-related fitness knowledge (HRFK) among elementary- through college-aged students. The need for a credible and reliable resource that provides research-based information regarding the importance of HRFK is significant. The purpose…
Increasing Knowledge of Sexual Abuse: A Study with Elementary School Children in Hawai'i
ERIC Educational Resources Information Center
Baker, Charlene K.; Gleason, Kristen; Naai, Rachel; Mitchell, Jennifer; Trecker, Christine
2013-01-01
Objective: Child sexual abuse is a significant health problem with potential long-term consequences for victims. Therefore, prevention and education programs are critical. This preliminary study evaluates changes in children’s knowledge of sexual abuse using a school-based train-the-trainer curriculum. Emphasis was placed on developing a…
Obulaney, Patricia A; Gilliland, Irene; Cassells, Holly
2016-01-01
This evidence-based initiative assessed the impact of language-appropriate cervical cancer and human papillomavirus (HPV) prevention education on knowledge level and HPV vaccine uptake among mothers and their daughters. Forty-one mother/daughter dyads from a low-cost, faith-based clinic for the uninsured in southeastern Texas participated in the nurse practitioner-led cervical cancer prevention educational sessions. Spanish was the primary language for the majority of participating mothers. The project produced appreciable knowledge increase and HPV vaccine uptake intent. Aggregate HPV vaccine uptake numbers for the clinic increased considerably compared to HPV vaccine administration prior to educational intervention. PMID:26813054
Technology Transfer Automated Retrieval System (TEKTRAN)
Metabolic reconstructions (MRs) are common denominators in systems biology and represent biochemical, genetic, and genomic (BiGG) knowledge-bases for target organisms by capturing currently available information in a consistent, structured manner. Salmonella enterica subspecies I serovar Typhimurium...
Salazar, A; Howells, J
2000-01-01
This paper explores the specific trend and challenges facing the pharmaceutical industry regarding the exploitation of Internet e-commerce technology and virtual organisation to develop and maintain competitive advantage. There are two important facets of the current trend. One is the rapid development of a complex network of alliances between the established pharmaceutical companies and the specialised biotechnology company start-ups. The other is the rapid growth of internet e-commerce companies dedicated to developing specialised technological platforms for acquiring and selling genetic and biochemical knowledge. The underlying challenge is how big pharmaceutical companies can emulate some of the innovation processes of smaller biotechnology company start-ups, and how they can appropriate and applied new technological knowledge on the development of new drugs. Pharmaceutical companies in order to retain competitive advantage need to continuously monitor all aspects of knowledge management with regard to the R&D and manufacturing process (as well as customer management and marketing). Technological change and organisational restructuring should be aimed at boosting the capacity of large firms to innovate rapidly. PMID:11214458
Blair, Clancy; Ursache, Alexandra; Greenberg, Mark; Vernon-Feagans, Lynne
2015-04-01
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children's effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter-word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self-regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed. PMID:25688999
Daniluk, J.C.; Koert, E.
2015-01-01
STUDY QUESTION How effective is online education in increasing knowledge of fertility and assisted reproductive technologies (ART), and changing beliefs about the timing of parenthood? SUMMARY ANSWER Exposure to an online educational intervention resulted in immediate changes in participants' beliefs about the ideal timing of parenthood, and a significant increase in their knowledge of fertility and ART treatments and options; most of these changes were not sustained over time, particularly for men. WHAT IS KNOWN ALREADY Research has identified significant gaps in men's and women's knowledge of fertility and ART, contributing to the trend to delay childbearing. Effective educational programs need to be developed, to support informed fertility and child-timing decisions. STUDY DESIGN, SIZE, DURATION Pre-post intervention study of 199 currently childless men and women, and a 6-month follow-up of 110 of these participants. PARTICIPANTS/MATERIALS, SETTING, METHODS One hundred and ninety-nine childless participants between the ages of 18 and 35 were asked to complete 4 beliefs and 22 knowledge questions prior to, and immediately after, reading 10 online posts related to: fertility testing and preservation, fertility history and lifespan, the effects of health and fitness on fertility, and assisted reproduction. Six months later, 110 of the original sample repeated the 26-item survey. MAIN RESULTS AND THE ROLE OF CHANCE Participants' fertility and ART knowledge scores increased significantly immediately after the intervention, as did their confidence in their fertility and ART knowledge. Participants' beliefs about the ideal and latest age a woman or man should consider producing a child decreased. However, 6 months later, participants' beliefs and knowledge levels largely returned to their pre-intervention levels, particularly for the men in the study. LIMITATIONS, REASONS FOR CAUTION The sample size and the recruitment methods may limit the generalizability of these
ERIC Educational Resources Information Center
Pearson, Elissa; Dorrian, Jillian; Litchfield, Carla
2011-01-01
Many animals are currently facing extinction. Conservation education which highlights the impacts of our behaviour on other species survival is crucial. This study provides evidence for the use of visual media to increase knowledge, attitudes and conservation behaviours regarding the highly endangered orangutan. University students (n = 126) were…
ERIC Educational Resources Information Center
Portnoi, Lisette; Guichard, Jean; Lallemand, Noelle
2004-01-01
This paper reports a study that used a quasi-experimental design to examine if a career intervention designed to increase self-knowledge enabled self-discovery or self-construction, determined by the structure of the personality inventory used. This study, situated within the theoretical model of Markus's research in self-schemata (1977), used…
ERIC Educational Resources Information Center
Krawczyk, Andrea; Lau, Elsa; Perez, Samara; Delisle, Vanessa; Amsel, Rhonda; Rosberger, Zeev
2012-01-01
Objective: To compare the efficacy of 2 human papillomavirus (HPV) educational interventions on increasing HPV knowledge and vaccination intentions in college students. Participants: Male (n = 60) and female (n = 140) undergraduates (M[subscript age] = 20.4, SD = 2.3) recruited from a university in Montreal, Quebec, Canada, from October 2009 to…
ERIC Educational Resources Information Center
Richman, Alice R.; Maddy, LaDonna; Torres, Essie; Goldberg, Ellen J.
2016-01-01
Objective: To evaluate an intervention aimed at increasing human papillomavirus (HPV) vaccine completion of the 3-dose series and knowledge. Participants: Two hundred sixty-four male and female US college students 18-26 years old who were receiving HPV vaccine dose 1. Methods: Students were randomly assigned to the intervention or control group.…
ERIC Educational Resources Information Center
Meunier, Ryan A.; Talbert, B. Allen; Latour, Mickey A.
2003-01-01
Agricultural literacy materials on incubators in the classroom were used by 373 Indiana fourth graders and 19 teachers. Comparison of the treatment group's pretest/postest results with those of controls (363 students, 20 teachers) showed the materials increased student and teacher knowledge of agricultural professions; students were significantly…
ERIC Educational Resources Information Center
Ferrara, Margaret M.
2009-01-01
This study describes various strategies used by a university educator to integrate parent involvement curriculum into pre-existing teacher preparation courses. This curriculum infusion was not only effective in increasing preservice teacher knowledge but also in raising course instructors' level of awareness about the importance and necessity of…
ERIC Educational Resources Information Center
Kildan, Abdullah Oguzhan; Incikabi, Lutfi
2015-01-01
This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…
ERIC Educational Resources Information Center
Yilmaz, Ismail
2012-01-01
The purpose of this case study is to reveal prospective science teachers' knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics…
ERIC Educational Resources Information Center
Vos, Pauline
2009-01-01
When studying correlations, how do the three bivariate correlation coefficients between three variables relate? After transforming Pearson's correlation coefficient r into a Euclidean distance, undergraduate students can tackle this problem using their secondary school knowledge of geometry (Pythagoras' theorem and similarity of triangles).…
Eme'lianova, G F; Pavlov, V A; Patoka, G A
1989-01-01
Fifth-year students of the medical faculty prepare one of the course of lectures on the subject of healthy lifestyle promotion, using methodological literature supplied by the Chair and the necessary information. This work is carried out during hours reserved for independent training under the supervision of teachers. The students deliver these lectures to schoolchildren during days and hours specified by the timetable. The lecturing includes demonstration of visual aids. Independent training and lecturing, on the one hand, promotes positive motivation in students in relation to the most important part of their future activity--dissemination of medical and hygienic knowledge and, on the other, raises the level of hygienic education among schoolchildren. PMID:2595448
ERIC Educational Resources Information Center
Houser, Chris; Garcia, Sonia; Torres, Janet
2015-01-01
Summer research experiences are an increasingly popular means of increasing awareness of, and developing interest in, the geosciences and other science, technology, engineering, and math programs. We describe and report the preliminary results of a 1-wk Geosciences Exploration Summer Program in the College of Geosciences at Texas A&M…
Mathematics Case Methods Project.
ERIC Educational Resources Information Center
Barnett, Carne S.
1998-01-01
Presents an overview and analysis of the Mathematics Case Methods Project, which uses cases in order to examine and reflect upon teaching. Focuses on a special kind of teacher knowledge, coined pedagogical-content knowledge. (ASK)
ERIC Educational Resources Information Center
Moyer, Patricia S.; Dockery, Kim; Jamieson, Spencer; Ross, Julie
2007-01-01
This study examined a focused remediation and enrichment effort among school and university faculty to affect the mathematics achievement of a group of third-grade students in a Title I elementary school. A total of 87 students participated in the Code RED (Remediation and Enrichment Days) Project. During the Code RED Project, student assessment…
Mathematical Epistemologies at Work.
ERIC Educational Resources Information Center
Noss, Richard
In this paper, I draw together a corpus of findings derived from two sources: studies of students using computers to learn mathematics, and research into the use of mathematics in professional practice. Using this as a basis, I map some elements of a theoretical framework for understanding the nature of mathematical knowledge in use, and how it is…
Mathematics in Masons' Workplace
ERIC Educational Resources Information Center
Moreira, Darlinda; Pardal, Eugénia
2012-01-01
This paper presents masons' professional practices, which are related to mathematics. It aims to contribute to the area of adult mathematics education and to enlarge knowledge about how mathematics is used at the workplace. Methodologically it was followed an ethnographic approach. The key informants of the study were four masons aged between 40…
2012-01-01
Background Recent advances in sequencing technologies offer promising tools for generating large numbers of genomes, larger typing databases and improved mapping of environmental bacterial diversity. However, DNA-based methods for the detection of Francisella were developed with limited knowledge about genetic diversity. This, together with the high sequence identity between several Francisella species, means there is a high risk of false identification and detection of the highly virulent pathogen Francisella tularensis. Moreover, phylogenetic reconstructions using single or limited numbers of marker sequences often result in incorrect tree topologies and inferred evolutionary distances. The recent growth in publicly accessible whole-genome sequences now allows evaluation of published genetic markers to determine optimal combinations of markers that minimise both time and laboratory costs. Results In the present study, we evaluated 38 previously published DNA markers and the corresponding PCR primers against 42 genomes representing the currently known diversity of the genus Francisella. The results highlight that PCR assays for Francisella tularensis are often complicated by low specificity, resulting in a high probability of false positives. A method to select a set of one to seven markers for obtaining optimal phylogenetic resolution or diagnostic accuracy is presented. Conclusions Current multiple-locus sequence-typing systems and detection assays of Francisella, could be improved by redesigning some of the primers and reselecting typing markers. The use of only a few optimally selected sequence-typing markers allows construction of phylogenetic topologies with almost the same accuracy as topologies based on whole-genome sequences. PMID:23009728
Kunitomo, Muneyoshi; Ekuni, Daisuke; Mizutani, Shinsuke; Tomofuji, Takaaki; Irie, Koichiro; Azuma, Tetsuji; Yamane, Mayu; Kataoka, Kota; Taniguchi-Tabata, Ayano; Mizuno, Hirofumi; Miyai, Hisataka; Iwasaki, Yoshiaki; Morita, Manabu
2016-03-01
In Japan, comprehensive food education (shokuiku) programs are carried out with the aim of improving dietary practices and thereby reducing the incidence of lifestyle-related diseases, including dental caries. The purpose of this prospective cohort study was to investigate the association between knowledge about shokuiku and the increase in dental caries among Japanese university students who had attended a shokuiku program while in junior/senior high school. A total of 562 students volunteered to undergo oral examinations over a three-year follow-up period, during which the number of cases of dental caries were recorded. Additional information was collected using a questionnaire survey regarding knowledge about shokuiku, dietary habits, and oral health behaviors. In logistic regression analysis, males who lacked knowledge about shokuiku had significantly higher odds for dental caries than those who did not (odds ratio (OR), 2.00; 95% confidence interval (CI), 1.12-3.58; p = 0.019). On the other hand, among females, those who frequently consumed sugar-sweetened soft drinks had significantly higher odds for dental caries than those who did not (OR, 1.89; 95% CI, 1.05-3.42; p = 0.035). These results suggest that having no knowledge about shokuiku is associated with a risk of increase in dental caries in Japanese male university students. PMID:26927163
Kunitomo, Muneyoshi; Ekuni, Daisuke; Mizutani, Shinsuke; Tomofuji, Takaaki; Irie, Koichiro; Azuma, Tetsuji; Yamane, Mayu; Kataoka, Kota; Taniguchi-Tabata, Ayano; Mizuno, Hirofumi; Miyai, Hisataka; Iwasaki, Yoshiaki; Morita, Manabu
2016-01-01
In Japan, comprehensive food education (shokuiku) programs are carried out with the aim of improving dietary practices and thereby reducing the incidence of lifestyle-related diseases, including dental caries. The purpose of this prospective cohort study was to investigate the association between knowledge about shokuiku and the increase in dental caries among Japanese university students who had attended a shokuiku program while in junior/senior high school. A total of 562 students volunteered to undergo oral examinations over a three-year follow-up period, during which the number of cases of dental caries were recorded. Additional information was collected using a questionnaire survey regarding knowledge about shokuiku, dietary habits, and oral health behaviors. In logistic regression analysis, males who lacked knowledge about shokuiku had significantly higher odds for dental caries than those who did not (odds ratio (OR), 2.00; 95% confidence interval (CI), 1.12–3.58; p = 0.019). On the other hand, among females, those who frequently consumed sugar-sweetened soft drinks had significantly higher odds for dental caries than those who did not (OR, 1.89; 95% CI, 1.05–3.42; p = 0.035). These results suggest that having no knowledge about shokuiku is associated with a risk of increase in dental caries in Japanese male university students. PMID:26927163
The land potential knowledge system (LandPKS): Increasing land productivity and resilience
Technology Transfer Automated Retrieval System (TEKTRAN)
Africa must significantly increase agricultural production to meet the needs of a growing population. Current efforts focus on intensifying production on currently used lands and expanding to un- or under-utilized lands. The success of both strategies requires understanding the land’s potential prod...
Classroom Experience about Cartooning as Assessment in Pre-Service Mathematics Content Course
ERIC Educational Resources Information Center
Cho, Hoyun; Osborne, Carolyn; Sanders, Tobie
2015-01-01
Elementary Education pre-service teachers are noted for disliking and even fearing mathematics, so a teaching strategy that increases their enjoyment of mathematics learning must be a powerful one, indeed. When the same strategy can also support problem posing and assess mathematical knowledge and reasoning, providing an occasional alternative to…
Maton, Kenneth I; Pollard, Shauna A; McDougall Weise, Tatiana V; Hrabowski, Freeman A
2012-01-01
The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering, and mathematics PhDs. The current article provides an overview of the program and the institution-wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are 5× more likely than comparison students to pursue a science, technology, engineering, and mathematics PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development, and emphasizing the importance of academic skills. Among Meyerhoff students, several precollege and college factors have emerged as predictors of successful entrance into a PhD program in the science, technology, engineering, and mathematics fields, including precollege research excitement, precollege intrinsic math/science motivation, number of summer research experiences during college, and college grade point average. Limitations of the research to date are noted, and directions for future research are proposed. PMID:22976367
Jordan, Scott A.; Cunningham, David G.; Marles, Robin J.
2010-03-01
Although herbal medicinal products (HMP) have been perceived by the public as relatively low risk, there has been more recognition of the potential risks associated with this type of product as the use of HMPs increases. Potential harm can occur via inherent toxicity of herbs, as well as from contamination, adulteration, plant misidentification, and interactions with other herbal products or pharmaceutical drugs. Regulatory safety assessment for HMPs relies on both the assessment of cases of adverse reactions and the review of published toxicity information. However, the conduct of such an integrated investigation has many challenges in terms of the quantity and quality of information. Adverse reactions are under-reported, product quality may be less than ideal, herbs have a complex composition and there is lack of information on the toxicity of medicinal herbs or their constituents. Nevertheless, opportunities exist to capitalise on newer information to increase the current body of scientific evidence. Novel sources of information are reviewed, such as the use of poison control data to augment adverse reaction information from national pharmacovigilance databases, and the use of more recent toxicological assessment techniques such as predictive toxicology and omics. The integration of all available information can reduce the uncertainty in decision making with respect to herbal medicinal products. The example of Aristolochia and aristolochic acids is used to highlight the challenges related to safety assessment, and the opportunities that exist to more accurately elucidate the toxicity of herbal medicines.
Computer Assisted Vocational Mathematics Workshops, Final Report 1981-82.
ERIC Educational Resources Information Center
Manchester Township District, Lakehurst, NJ.
This final report contains some narrative material and the products of a project to design and conduct inservice training for vocational educators to enable them to incorporate the Computer Assisted Vocational Mathematics Program into their curriculum. (Computer Assisted Vocational Mathematics is designed to increase students' knowledge of applied…
NASA Astrophysics Data System (ADS)
Cook, G. W.
2014-12-01
Conflict minerals, including their uses and methods of extraction, are associated with significant societal and environmental issues in today's world. Minerals such as columbite-tantalite (also referred to as COLTAN), wolframite, cassiterite and gold are important in electronics manufacturing and have a wide variety of other usages. Mining practices are frequently unsustainable and have significant impacts on the environment; moreover, in many locations, such as the Democratic Republic of the Congo—the epicenter of the conflict mineral trade—major human rights violations are associated with the extraction and production of these minerals. Because conflict minerals represent a relatively new issue, students in geology classes are frequently unfamiliar with the topic and commonly have little understanding of the concerns. In some cases they are completely unaware of the issues. In an introductory mineralogy class at the University of California, San Diego I have introduced a content module into my otherwise traditional curriculum that introduces students to conflict minerals, explains the issues, and delineates the problems our society will face with the continued uses of these natural resources. Most significantly, an assignment has been created and implemented in class that is paired with the content module and is designed to enhance and reinforce student learning. Its goal is to increase awareness of the societal and environmental issues surrounding conflict minerals. Initial results suggest (based on pre and post-tests) that our students have learned significantly from the combination of content, exercise, and assessment and that they are much better informed on the issues of conflict minerals. This model, including the exercise, can be modified and adapted for other introductory classes and learning settings.
Malkevitch, J. ); McCarthy, D. )
1990-01-01
The papers in this volume represent talks given at the monthly meetings of the Mathematics Section of the New York Academy of Sciences. They reflect the operating philosophy of the Section in its efforts to make a meaningful contribution to the mathematical life of a community that is exceedingly rich in cultural resources and intellectual opportunities. Each week during the academic year a dazzling abundance of mathematical seminars and colloquia is available in the New York metropolitan area. Most of these offer highly technical treatments intended for specialists. At the New York Academy we try to provide a forum of a different sort, where interesting ideas are presented in a congenial atmosphere to a broad mathematical audience. Many of the Section talks contain substantial specialized material, but we ask our speakers to include a strong expository component aimed at working mathematicians presumed to have no expert knowledge of the topic at hand. We urge speakers to try to provide the motivating interest they themselves would like to find in an introduction to a field other than their own. The same advice has been given to the authors of the present papers, with the goal of producing a collection that will be both accessible and stimulating to mathematical minds at large. We have tried to provide variety in the mathematical vistas offered; both pure and applied mathematics are well represented. Since the papers are presented alphabetically by author, some guidance seems appropriate as to what sorts of topics are treated, and where. There are three papers in analysis: those by Engber, Narici and Beckenstein, and Todd. Engber's deals with complex analysis on compact Riemann surfaces; Narici and Beckenstein provide an introduction to analysis on non-Archimendean fields; Todd surveys an area of contemporary functional analysis.
MacCarthy, Sarah; Reisner, Sari L; Nunn, Amy; Perez-Brumer, Amaya; Operario, Don
2015-12-01
Attention to transgender health has dramatically increased in the U.S. Scientific knowledge gaps in empirical research, however, remain and act as barriers to achieving transgender-related health equity. We conducted a search using PubMed and PsycINFO to identify gaps in empirical, peer-reviewed publications related to adult transgender health in the U.S. between 1981 and 2013. We synthesized these findings and commented on opportunities for improving health research. Reducing health disparities and advancing transgender-related health equity requires greater investment in research that addresses current gaps to more comprehensively respond to the diverse health needs of transgender people. PMID:26788768
ERIC Educational Resources Information Center
Congress of the U.S., Washington, DC. House.
This hearing was held to examine the current state of mathematics, science, and engineering education at the undergraduate level by focusing on the demands of a knowledge-based economy. Contents include opening statements by Representative Nick Smith, Chairman, Subcommittee on Research, Committee in Science, U.S. House of Representatives;…
Rodenbusch, Stacia E; Hernandez, Paul R; Simmons, Sarah L; Dolan, Erin L
2016-01-01
National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score-matching to control for student-level differences, we tested the effect of participating in FRI on students' probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students' GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296
NASA Astrophysics Data System (ADS)
Gazizova, O. V.; Malafeyev, A. V.; Kondrashova, Y. N.
2016-04-01
The regulations of the energy saving policy, being implemented at present, require an enhanced reliability of the power supply systems and operations of the motive loading, actuating machines and mechanisms, for the purpose of reduction of power inputs under operating emergency conditions. The development of industrial units of the distributed generation enables putting the generators, equipped with motors of the comparable power, into the operation, which is non-parallel to a power system. To provide static stability under such conditions the complex approach is required since it allows estimating the stability of the generators and the load during parallel and non-parallel operations with the power system and a complex circuit configuration. The mathematical models of units of the distributed generation and motive loading considering the character of the given mechanism are developed. They are implemented in the software package allowing the operative-dispatch personnel of the industrial power stations to forecast similar modes and develop special measures to provide a stable operation of electrical machines.
Rodenbusch, Stacia E.; Hernandez, Paul R.; Simmons, Sarah L.; Dolan, Erin L.
2016-01-01
National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296
Hirsch, Ariel E. Mulleady Bishop, Pauline; Dad, Luqman; Singh, Deeptej; Slanetz, Priscilla J.
2009-03-15
Purpose: The Oncology Education Initiative was created to advance oncology and radiation oncology education by integrating structured didactics into the existing core radiology clerkship. We set out to determine whether the addition of structured didactics could lead to a significant increase in overall medical student knowledge about radiation oncology. Methods and Materials: We conducted a pre- and posttest examining concepts in general radiation oncology, breast cancer, and prostate cancer. The 15-question, multiple-choice exam was administered before and after a 1.5-hour didactic lecture by an attending physician in radiation oncology. Individual question changes, overall student changes, and overall categorical changes were analyzed. All hypothesis tests were two-tailed (significance level 0.05). Results: Of the 153 fourth-year students, 137 (90%) took the pre- and posttest and were present for the didactic lecture. The average test grade improved from 59% to 70% (p = 0.011). Improvement was seen in all questions except clinical vignettes involving correct identification of TNM staging. Statistically significant improvement (p {<=} 0.03) was seen in the questions regarding acute and late side effects of radiation, brachytherapy for prostate cancer, delivery of radiation treatment, and management of early-stage breast cancer. Conclusions: Addition of didactics in radiation oncology significantly improves medical students' knowledge of the topic. Despite perceived difficulty in teaching radiation oncology and the assumption that it is beyond the scope of reasonable knowledge for medical students, we have shown that even with one dedicated lecture, students can learn and absorb general principles regarding radiation oncology.
Van Stan, Stefanie; Dupont Phillips, Kate
2013-01-01
Abstract Background Childhood obesity has been recognized as a national problem of epidemic proportions. Child care represents an ideal venue in which to address this problem, as many young children spend a significant amount of time and consume the majority of their meals in this setting. Recognizing this opportunity, Delaware recently enacted reforms to statewide licensing regulations designed to improve the quality of the nutrition-, physical activity-, and screen viewing–related environments in child care settings. Methods To facilitate the translation of these regulations into practices, a series of broad-scale trainings was held throughout the state. Attendance was required for all Child & Adult Care Food Program (CACFP)-participating facilities, although child care providers from non-CACFP facilities also attended. Pre- and posttraining surveys were used to assess changes in providers' knowledge of the regulations and satisfaction with the training. Results In total 1094 presurveys and 1076 postsurveys were received. Participants were highly satisfied with the training format and content, including the instructors, materials, and schedule. Data analysis demonstrates improved knowledge of all 26 regulation components from presurvey to postsurvey. Family child care providers, providers with more years of experience, CACFP-participating facilities, and facilities with food service personnel scored significantly higher than their center staff, less experienced and non-CACFP counterparts, as well as those without food service personnel. Conclusions Broad-scale, in-person training can effectively increase child care providers' knowledge of the regulations and is well received by this audience. Other states and jurisdictions seeking to improve nutrition, physical activity, and screen-viewing practices in child care settings should consider this model of quality improvement. PMID:23327747
ERIC Educational Resources Information Center
Bettencourt, Connie Lynn
2009-01-01
Studies report that U.S. students rank among the lowest in the area of mathematical knowledge of all industrialized countries. Schools in the United States are producing graduates ill-prepared to be successful at jobs which require mathematical competency. To increase mathematical understanding, this study examined the inclusion of writing in…
NASA Astrophysics Data System (ADS)
Gharari, S.; Hrachowitz, M.; Fenicia, F.; Gao, H.; Savenije, H. H. G.
2013-12-01
Conceptual environmental systems models, such as rainfall runoff models, generally rely on calibration for parameter identification. Increasing complexity of this type of model for better representation of hydrological process heterogeneity typically makes parameter identification more difficult. Although various, potentially valuable, strategies for better parameter identification were developed in the past, strategies to impose general conceptual understanding regarding how a catchment works into the process of parameterizing a conceptual model has still not been fully explored. In this study we assess the effect of imposing semi-quantitative, relational expert knowledge into the model development and parameter selection, efficiently exploiting the complexity of a semi-distributed model formulation. Making use of a topography driven rainfall-runoff modeling (FLEX-TOPO) approach, a catchment was delineated into three functional units, i.e. wetland, hillslope and plateau. Ranging from simplicity to complexity, three model set-ups, FLEXA, FLEXB and FLEXC have been developed based on these functional units. While FLEXA is a lumped representation of the study catchment, the semi-distributed formulations FLEXB and FLEXC introduce increasingly more complexity by distinguishing 2 and 3 functional units, respectively. In spite of increased complexity, FLEXB and FLEXC allow modelers to compare parameters as well as states and fluxes of their different functional units to each other. Based on these comparisons, expert knowledge based, semi-quantitative relational constraints have been imposed on three models structures. More complexity of models allows more imposed constraints. It was shown that a constrained but uncalibrated semi-distributed model, FLEXC, can predict runoff with similar performance than a calibrated lumped model, FLEXA. In addition, when constrained and calibrated, the semi-distributed model FLEXC exhibits not only higher performance but also reduced
The NIST Digital Library of Mathematical Functions
NASA Astrophysics Data System (ADS)
Clark, Charles W.
1998-05-01
Not updated since its 1964 publication, the Handbook of Mathematical Functions (Handbook of Mathematical Functions with Formulas, Graphs, and Mathematical Tables), ed. M. Abramowitz and I. A. Stegun, National Bureau of Standards Applied Mathematics Series v. 55 (U. S. Government Printing Office, Washington DC, 1964) presents the state of applied mathematics 40 years ago, in a form suited for computation in an age of numerical tables and mechanical calculators. Yet it remains a workhorse reference of AMO physics and of other scientific fields, having been cited in archival literature over 26,000 times since 1974 (at a still-increasing rate). To incorporate subsequent advances in basic mathematical knowledge, in computational power and technique, and in dissemination of information, the National Institute of Standards and Technology has begun a project to provide a modern source of evaluated mathematical reference data: the NIST Digital Library of Mathematical Functions. The Digital Library is designed to serve the needs of users of applied mathematics via the World Wide Web. We shall demonstrate the operation of a prototype, and hope to elicit expressed needs of the AMO community.
Vanderbilt, Allison A.; Wright, Marcie S.; Brewer, Alisa E.; Murithi, Lydia K.; Coney, PonJola
2016-01-01
Introduction: Health disparities can negatively impact subsets of the population who have systematically experienced greater socioeconomic obstacles to health. For example, health disparities between ethnic and racial groups continue to grow due to the widening gap in large declines in infant and fetal mortality among Caucasians compared to Black non-Hispanic or African Americans. According to the American Congress of Obstetricians and Gynecologists, preterm birth remains a leading cause of infant morbidity and mortality. The purpose of our study is to determine if the computer-based educational modules related to preterm birth health literacy and health disparity with a pre-test and post-test can effectively increase health knowledge of our participants in targeted underserved communities within the Richmond-metro area. Methods: This was a pilot study in the Richmond-Metro area. Participants were required to be over the age of 18, and had to electronically give consent. Descriptive statistics, means and standard deviations, and Paired t-tests were conducted in SPSS 22.0. Results: There were 140 participants in the pilot study. P <.05 was set as significant and all four modules had a P <.000. The males were not significant with modules: Let’s Talk Patient & Provider Communication P <.132 and It Takes a Village P <.066. Preterm birth status yes all of the findings were statistically significant P<.000. Preterm birth status no Let’s Talk Patients & Provider Communication was not significant P <.106. Conclusion: Overall, researchers found that with a strong research methodology and strong content relevant to the community, the participants demonstrated an increase in their knowledge in health literacy and preterm birth. PMID:26234992
NASA Astrophysics Data System (ADS)
Gharari, S.; Hrachowitz, M.; Fenicia, F.; Gao, H.; Savenije, H. H. G.
2014-12-01
Conceptual environmental system models, such as rainfall runoff models, generally rely on calibration for parameter identification. Increasing complexity of this type of models for better representation of hydrological process heterogeneity, typically makes parameter identification more difficult. Although various, potentially valuable, approaches for better parameter estimation have been developed, strategies to impose general conceptual understanding of how a catchment works into the process of parameter estimation has not been fully explored. In this study we assess the effects of imposing semi-quantitative, relational inequality constraints, based on expert-knowledge, for model development and parameter specification, efficiently exploiting the complexity of a semi-distributed model formulation. Making use of a topography driven rainfall-runoff modeling (FLEX-TOPO) approach, a catchment was delineated into three functional units, i.e., wetland, hillslope and plateau. Ranging from simple to complex, three model setups, FLEXA, FLEXB and FLEXC were developed based on these functional units, where FLEXA is a lumped representation of the study catchment, and the semi-distributed formulations FLEXB and FLEXC progressively introduce more complexity. In spite of increased complexity, FLEXB and FLEXC allow modelers to compare parameters, as well as states and fluxes, of their different functional units to each other, allowing the formulation of constraints that limit the feasible parameter space. We show that by allowing for more landscape-related process heterogeneity in a model, e.g., FLEXC, the performance increases even without traditional calibration. The additional introduction of relational constraints further improved the performance of these models.
Learning Mathematics while Black
ERIC Educational Resources Information Center
Martin, Danny Bernard
2012-01-01
While research by scholars has contributed greatly to an emerging knowledge base on Black children and mathematics, there continues to be a dire need for insightful research that de-centers longstanding accounts that have contributed to the construction of Black children as mathematically illiterate and as less than ideal learners relative to…
Strengthen Your Mathematical Muscles
ERIC Educational Resources Information Center
Wohlhuter, Kay A.; Breyfogle, M. Lynn; McDuffie, Amy Roth
2010-01-01
Developing deep knowledge and understanding of mathematics is a lifelong process, and building the foundation for teachers' development must begin in preservice preparation and continue throughout one's professional life. While teaching mathematics content courses and methods courses, the authors have found that preservice elementary school…
Developing Mathematical Proficiency
ERIC Educational Resources Information Center
Groves, Susie
2012-01-01
It has long been recognised that successful mathematical learning comprises much more than just knowledge of skills and procedures. For example, Skemp (1976) identified the advantages of teaching mathematics for what he referred to as "relational" rather than "instrumental" understanding. More recently, Kilpatrick, Swafford and Findell (2001)…
Mathematics and Science Integration: Models and Characterizations
ERIC Educational Resources Information Center
Stinson, Kevin; Harkness, Shelly Sheats; Meyer, Helen; Stallworth, James
2009-01-01
The squeeze on instructional time and other factors increasingly leads educators to consider mathematics and science integration in an effort to be more efficient and effective. Unfortunately, the need for common understandings for what it means to integrate these disciplines, as well as the need for improving disciplinary knowledge, appears to…
Thiele, Ines; Jamshidi, Neema; Fleming, Ronan M. T.; Palsson, Bernhard Ø.
2009-01-01
Metabolic network reconstructions represent valuable scaffolds for ‘-omics’ data integration and are used to computationally interrogate network properties. However, they do not explicitly account for the synthesis of macromolecules (i.e., proteins and RNA). Here, we present the first genome-scale, fine-grained reconstruction of Escherichia coli's transcriptional and translational machinery, which produces 423 functional gene products in a sequence-specific manner and accounts for all necessary chemical transformations. Legacy data from over 500 publications and three databases were reviewed, and many pathways were considered, including stable RNA maturation and modification, protein complex formation, and iron–sulfur cluster biogenesis. This reconstruction represents the most comprehensive knowledge base for these important cellular functions in E. coli and is unique in its scope. Furthermore, it was converted into a mathematical model and used to: (1) quantitatively integrate gene expression data as reaction constraints and (2) compute functional network states, which were compared to reported experimental data. For example, the model predicted accurately the ribosome production, without any parameterization. Also, in silico rRNA operon deletion suggested that a high RNA polymerase density on the remaining rRNA operons is needed to reproduce the reported experimental ribosome numbers. Moreover, functional protein modules were determined, and many were found to contain gene products from multiple subsystems, highlighting the functional interaction of these proteins. This genome-scale reconstruction of E. coli's transcriptional and translational machinery presents a milestone in systems biology because it will enable quantitative integration of ‘-omics’ datasets and thus the study of the mechanistic principles underlying the genotype–phenotype relationship. PMID:19282977
ERIC Educational Resources Information Center
Starling, Tina T.
2011-01-01
This comparative study examined discourse and opportunities for interaction in two mathematics education methods classes, one face-to-face and one synchronous, online. Due to the content taught in the course, this study also sought to determine prospective mathematics teachers' understanding of variability and the role of discourse in each…
ERIC Educational Resources Information Center
McKenzie, Karen
2013-01-01
The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to…
Using Mathematics in Science: Working with Your Mathematics Department
ERIC Educational Resources Information Center
Lyon, Steve
2014-01-01
Changes to the mathematics and science curriculums are designed to increase rigour in mathematics, and place greater emphasis on mathematical content in science subjects at key stages 3, 4 and 5 (ages 11-18). One way to meet the growing challenge of providing increased emphasis on mathematics in the science curriculum is greater collaboration…
Mathematics in the Early Years.
ERIC Educational Resources Information Center
Copley, Juanita V., Ed.
Noting that young children are capable of surprisingly complex forms of mathematical thinking and learning, this book presents a collection of articles depicting children discovering mathematical ideas, teachers fostering students' informal mathematical knowledge, adults asking questions and listening to answers, and researchers examining…
Toddlers' Opportunities to Learn Mathematics
ERIC Educational Resources Information Center
Bjorklund, Camilla
2008-01-01
Mathematical knowledge has developed from human activities through thousands of years and is bound to the world and cultures that men and women experience. One can say that mathematics is rooted in humans' everyday life, an environment where people reach agreement regarding principles in mathematics. Through interaction with worldly phenomena and…
Assessment and Learning of Mathematics.
ERIC Educational Resources Information Center
Leder, Gilah C., Ed.
This book addresses the link between student learning of mathematics, the teaching method adopted in the mathematics classroom, and the assessment procedures used to determine and measure student knowledge. Fifteen chapters address issues that include a review of different models of mathematics learning and assessment practices, three contrasting…
ERIC Educational Resources Information Center
Cetorelli, Nancy; And Others
The purpose of this project is to help teachers of mathematics get started using the computer to aid the teaching and learning of many mathematical concepts in a meaningful way. To this end, commercially available software packages are described which are versatile, cost effective, and easy to use. A review and several lessons, including homework…
ERIC Educational Resources Information Center
Cetorelli, Nancy; And Others
The purpose of this project is to help teachers of mathematics use the computer to aid the teaching and learning of many mathematical concepts in a meaningful way. To this end, commercially available software packages are described which are versatile, cost effective, and easy to use. A review and several lessons, each including homework…
NASA Astrophysics Data System (ADS)
Roberts, Simon J.
2014-01-01
The Faculty of Engineering at The University of Nottingham, UK, has developed interdisciplinary, hands-on workshops for primary schools that introduce space technology, its relevance to everyday life and the importance of science, technology, engineering and maths. The workshop activities for 7-11 year olds highlight the roles that space and satellite technology play in observing and monitoring the Earth's biosphere as well as being vital to communications in the modern digital world. The programme also provides links to 'how science works', the environment and citizenship and uses pixel art through the medium of digital photography to demonstrate the importance of maths in a novel and unconventional manner. The interactive programme of activities provides learners with an opportunity to meet 'real' scientists and engineers, with one of the key messages from the day being that anyone can become involved in science and engineering whatever their ability or subject of interest. The methodology introduces the role of scientists and engineers using space technology themes, but it could easily be adapted for use with any inspirational topic. Analysis of learners' perceptions of science, technology, engineering and maths before and after participating in ENGage showed very positive and significant changes in their attitudes to these subjects and an increase in the number of children thinking they would be interested and capable in pursuing a career in science and engineering. This paper provides an overview of the activities, the methodology, the evaluation process and results.
NASA Astrophysics Data System (ADS)
Whitfield, Frank Albert
The lack of an adequate supply of human resources in science and engineering has been well documented. Efforts from a number of agencies, such as the National Science Foundation, have been implemented to alleviate this national problem. However, it is unclear what concerted efforts state agencies are taking to increase the number of African American students' scientific literacy, and career choices in science and engineering. The purpose of this study was to select a talent pool of African American students who are academically able to pursue a career in a math-based major. The selection of this talent pool lead to the recommendation of an encouragement process model to be used by the Tennessee Board of Regents (TBR) system to encourage the selectees of this talent pool to enter math-based programs at TBR universities. An integrated literature review was conducted. This review includes perspectives on national, state, and local educational policy decisions which affect educational purposes, institutional governance and secondary-postsecondary linkages. Existing TBR system data were analyzed and tabulated. This tabulated data along with the recommended model will be offered to the TBR system for possible adoption. The results of these data support the methodological notion that there are an appreciable number of potential TBR system African American students academically able to enter math related majors who, however, may be reluctant to choose a career direction in a math-based career field. Implications of this study and suggestions for further research are discussed. On an applied level, the study might suggest to other states ways in which to deal with similar problems.
ERIC Educational Resources Information Center
Luther, Kenneth H.
2012-01-01
Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…
Klas, Karla S; Vlahos, Peter G; McCully, Michael J; Piche, David R; Wang, Stewart C
2015-01-01
Validation of program effectiveness is essential in justifying school-based injury prevention education. Although Risk Watch (RW) targets burn, fire, and life safety, its effectiveness has not been previously evaluated in the medical literature. Between 2007 and 2012, a trained fire service public educator (FSPE) taught RW to all second grade students in one public school district. The curriculum was delivered in 30-minute segments for 9 consecutive weeks via presentations, a safety smoke house trailer, a model-sized hazard house, a student workbook, and parent letters. A written pre-test (PT) was given before RW started, a post-test (PT#1) was given immediately after RW, and a second post-test (PT#2) was administered to the same students the following school year (ranging from 12 to 13 months after PT). Students who did not complete the PT or at least one post-test were excluded. Comparisons were made by paired t-test, analysis of variance, and regression analysis. After 183 (8.7%) were excluded for missing tests, 1,926 remaining students scored significantly higher (P = .0001) on PT#1 (mean 14.8) and PT#2 (mean 14.7) than the PT (mean 12.1). There was 1 FSPE and 36 school teachers with class size ranging from 10 to 27 (mean 21.4). Class size was not predictive of test score improvement (R = 0%), while analysis of variance showed that individual teachers trended toward some influence. This 6-year prospective study demonstrated that the RW program delivered by an FSPE effectively increased short-term knowledge and long-term retention of fire/life safety in early elementary students. Collaborative partnerships are critical to preserving community injury prevention education programs. PMID:25159554
Understanding Mathematics and Science Matters. Studies in Mathematical Thinking and Learning Series
ERIC Educational Resources Information Center
Romberg, Thomas A., Ed.; Carpenter, Thomas P., Ed.; Dremock, Fae, Ed.
2005-01-01
The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics…
NASA Astrophysics Data System (ADS)
Gaboardi, M.; Parker, W.; Rodriguez, D.
2010-12-01
Short-term field research projects were embedded into a two-week, Mathematics and Science Partnership-funded, teacher institute devoted to increasing content knowledge about the physical basis of climate change. Teams of four teachers were encouraged to ask any research question related to weather or climate, and create a data collection method that they thought might help answer their question. They were provided with a range of measurement devices, from simple immersible thermometers to light sensors, probeware, and carbon dioxide concentration sensors. Teams were expected to design data collection sites in a middle-school setting, present site designs to their peers, collect data, present initial results, and participate in peer-review about site design and data collected. Teachers were encouraged to generate research questions that could be replicated with their students at their schools. Design complexity ranged widely with some teachers deliberately choosing to model sites their students might design and others making full use of more sophisticated technology. On the third day of the institute, each group presented their research question and setup for data collection in poster format. Large gaps in understanding about testable questions and effective data collection methods were apparent. Instead of addressing errors as groups presented, facilitators encouraged participants to explore each groups’ presentation and make comments using post-it notes. Participants were then encouraged to respond to the comments and consider modifying their questions, site designs, or data collection methods. Teams gathered data up to three times daily and were fully responsible for choosing means of data organization; by the second week most were using and becoming familiar with Microsoft Excel. Final presentations were in Microsoft PowerPoint. Teams were expected to graphically report data, present possible interpretations, and discuss any problems related to their initial
Toward Improving the Mathematics Preparation of Elementary Preservice Teachers
ERIC Educational Resources Information Center
Cardetti, Fabiana; Truxaw, Mary P.
2014-01-01
Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK). However, there is no consensus on how best to prepare elementary preservice teachers…
Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches
ERIC Educational Resources Information Center
Erbas, Ayhan Kürsat; Kertil, Mahmut; Çetinkaya, Bülent; Çakiroglu, Erdinç; Alacaci, Cengiz; Bas, Sinem
2014-01-01
Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and…
Modularizing Remedial Mathematics
ERIC Educational Resources Information Center
Wong, Aaron
2013-01-01
As remedial mathematics education has become an increasingly important topic of conversation in higher education. Mathematics departments have been put under increased pressure to change their programs to increase the student success rate. A number of models have been introduced over the last decade that represent a wide range of new ideas and…
ERIC Educational Resources Information Center
Liu, Po-Hung
2010-01-01
College students' epistemological belief in their academic performance of mathematics has been documented and is receiving increased attention. However, to what extent and in what ways problem solvers' beliefs about the nature of mathematical knowledge and thinking impact their performances and behavior is not clear and deserves further…
Radical Embodiment and Semiotics: Toward a Theory of Mathematics in the Flesh
ERIC Educational Resources Information Center
Thom, Jennifer S.; Roth, Wolff-Michael
2011-01-01
The idea that mathematical knowledge is embodied is increasingly taking hold in the mathematics education literature. Yet there are challenges to the existing conceptualizations: There tend to be breaks between (a) the living and experienced body (flesh) and linguistic forms of thought, (b) individual and collective forms of knowing, and (c) the…
Simon, Uwe K; Gesslbauer, Lisa; Fink, Andreas
2016-01-01
Epilepsy is not a regular topic in many countries' schools. Thus many people harbor misconceptions about people suffering from this disease. It was our aim to a) examine what grade ten students know and believe about epilepsy, and b) to develop and test a teaching unit to improve their knowledge and attitude. The test group comprised eight grade ten classes from six different Austrian high schools (54 girls and 51 boys aged 14-17), the control group (no intervention) five grade ten classes from the same schools (26 girls and 37 boys aged 14-17). The teaching unit consisted of three 45-min lessons using different methods and material. Changes in knowledge about and attitude towards epilepsy as a result of the intervention were psychometrically assessed in a pre-test intervention post-test design (along with a follow-up assessment two months after the intervention) by means of a questionnaire capturing different facets of epilepsy-related knowledge and attitude. Across all knowledge/attitude domains, students of the test group had a significantly improved knowledge about and a more positive attitude towards epilepsy and people suffering from it after the teaching unit. However, starting levels were different between the five knowledge/attitude domains tested. Medical background knowledge was lowest and consequently associated with the highest increase after the intervention. This study shows that epilepsy-related knowledge of many grade ten high school students is fragmentary and that some harbor beliefs and attitudes which require improvement. Our comprehensive but concise teaching unit significantly increased knowledge about epilepsy and positively influenced attitude towards individuals with epilepsy. Thus we recommend implementing this unit into regular school curricula. PMID:26919557
Simon, Uwe K.; Gesslbauer, Lisa; Fink, Andreas
2016-01-01
Epilepsy is not a regular topic in many countries’ schools. Thus many people harbor misconceptions about people suffering from this disease. It was our aim to a) examine what grade ten students know and believe about epilepsy, and b) to develop and test a teaching unit to improve their knowledge and attitude. The test group comprised eight grade ten classes from six different Austrian high schools (54 girls and 51 boys aged 14–17), the control group (no intervention) five grade ten classes from the same schools (26 girls and 37 boys aged 14–17). The teaching unit consisted of three 45-min lessons using different methods and material. Changes in knowledge about and attitude towards epilepsy as a result of the intervention were psychometrically assessed in a pre-test intervention post-test design (along with a follow-up assessment two months after the intervention) by means of a questionnaire capturing different facets of epilepsy-related knowledge and attitude. Across all knowledge/attitude domains, students of the test group had a significantly improved knowledge about and a more positive attitude towards epilepsy and people suffering from it after the teaching unit. However, starting levels were different between the five knowledge/attitude domains tested. Medical background knowledge was lowest and consequently associated with the highest increase after the intervention. This study shows that epilepsy-related knowledge of many grade ten high school students is fragmentary and that some harbor beliefs and attitudes which require improvement. Our comprehensive but concise teaching unit significantly increased knowledge about epilepsy and positively influenced attitude towards individuals with epilepsy. Thus we recommend implementing this unit into regular school curricula. PMID:26919557
ERIC Educational Resources Information Center
Horner, Michelle S.; Miller, Susan Milam; Rettew, David C.; Althoff, Robert; Ehmann, Mary; Hudziak, James J.; Martin, Andres
2008-01-01
Objective: The authors assess changes in knowledge and feeling connected to the field of child and adolescent psychiatry (CAP) after participation in a brief mentoring program held at two CAP conferences. Methods: Similar mentorship programs were implemented at two CAP conferences, one national (N=119 participants), one international (N=53). The…
ERIC Educational Resources Information Center
Stark, Christina M.; Graham-Kiefer, Meredith L.; Devine, Carol M.; Dollahite, Jamie S.; Olson, Christine M.
2011-01-01
Objective: To assess the impact of an online continuing education course on the knowledge, skills, and self-efficacy of nutrition professionals to use an ecological approach to prevent childhood obesity. Design: Quasi-experimental design using intervention and delayed intervention comparison groups with pre/post-course assessments. Setting: Online…
Alio, Amina P.; Fields, Sheldon D.; Humes, Damon L.; Bunce, Catherine A.; Wallace, Stephaun E.; Lewis, Cindi; Elder, Heather; Wakefield, Steven; Keefer, Michael C.
2014-01-01
Men who sleep with men (MSM) and transgender individuals of color, the largest demographic in the House Ball community (HBC) are amongst the group at highest risk for HIV infection in the United States. The HBC have limited access to culturally appropriate HIV education. This study aimed to develop a partnership with HBC leaders to uncover strategies for increasing HIV prevention knowledge, including participation in HIV vaccine trials. To this end a research institution-community-HBC partnership was established. In-depth qualitative and quantitative data were collected from the 14 HBC leaders in western New York, revealing that knowledge of HIV and related vaccine trials was limited. Barriers to increasing HIV knowledge included fear of peer judgment, having inaccurate information about HIV, and lack of education. Among the HBC, community partnerships will further aid in the development of future HIV prevention programs and increase individuals’ willingness to participate in future HIV vaccine trials. PMID:25642120
Knowing Mathematics to Be a Teacher
ERIC Educational Resources Information Center
Meaney, Tamsin; Lange, Troels
2012-01-01
The limited mathematical knowledge of preservice primary teachers is an international concern. The areas of mathematical difficulties have been well documented, which has led to many universities instituting testing regimes to ensure that preservice teachers have appropriate knowledge of primary school mathematics. In our study, the preservice…
The Problem of Certainty in Mathematics
ERIC Educational Resources Information Center
Ernest, Paul
2016-01-01
Two questions about certainty in mathematics are asked. First, is mathematical knowledge known with certainty? Second, why is the belief in the certainty of mathematical knowledge so widespread and where does it come from? This question is little addressed in the literature. In explaining the reasons for these beliefs, both cultural-historical and…
Freedom Quilts: Mathematics on the Underground Railroad
ERIC Educational Resources Information Center
Neumann, Maureen D.
2005-01-01
A mathematics activity is presented which is a lesson frequently taught to upper elementary school students. It helps the students to see the connection of mathematics with a real-world activity, appreciate the mathematical knowledge required of quilt makers, reinforce their knowledge of the geometrical properties of different shapes and bring…
Cognitive Correlates of Performance in Advanced Mathematics
ERIC Educational Resources Information Center
Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin
2012-01-01
Background: Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic).Aims: To promote mathematical knowledge among college students, it is necessary to understand what factors…
Schiffer, Joshua T; Swan, David A; Magaret, Amalia; Schacker, Timothy W; Wald, Anna; Corey, Lawrence
2016-01-01
A signature feature of HIV infection is poor control of herpes virus infections, which reactivate from latency and cause opportunistic infections. While the general mechanism underlying this observation is deficient CD4+T-cell function, it is unknown whether increased severity of herpes virus infections is due primarily to poor immune control in latent or lytic sites of infection, or whether CD4+ immunodeficiency leads to more critical downstream deficits in humoral or cell-mediated immunologic responses. Here we compare genital shedding patterns of herpes simplex virus-2 (HSV-2) in 98 HIV infected and 98 HIV uninfected men matched on length of infection, HSV-1 serostatus and nationality. We demonstrate that high copy HSV-2 shedding is more frequent in HIV positive men, particularly in participants with CD4+ T-cell count <200/μL. Genital shedding is more frequent due to higher rate of shedding episodes, as well as a higher proportion of prolonged shedding episodes. Peak episode viral load was not found to differ between HIV infected and uninfected participants regardless of CD4+ T-cell count. We simulate a mathematical model which recapitulates these findings and identifies that rate of HSV-2 release from neural tissue increases, duration of mucosal cytolytic immune protection decreases, and cell-free viral lifespan increases in HIV infected participants. These results suggest that increased HSV-2 shedding in HIV infected persons may be caused by impaired immune function in both latent and lytic tissue compartments, with deficits in clearance of HSV-2 infected cells and extracellular virus. PMID:27285483
Schiffer, Joshua T.; Swan, David A.; Magaret, Amalia; Schacker, Timothy W.; Wald, Anna; Corey, Lawrence
2016-01-01
A signature feature of HIV infection is poor control of herpes virus infections, which reactivate from latency and cause opportunistic infections. While the general mechanism underlying this observation is deficient CD4+T-cell function, it is unknown whether increased severity of herpes virus infections is due primarily to poor immune control in latent or lytic sites of infection, or whether CD4+ immunodeficiency leads to more critical downstream deficits in humoral or cell-mediated immunologic responses. Here we compare genital shedding patterns of herpes simplex virus-2 (HSV-2) in 98 HIV infected and 98 HIV uninfected men matched on length of infection, HSV-1 serostatus and nationality. We demonstrate that high copy HSV-2 shedding is more frequent in HIV positive men, particularly in participants with CD4+ T-cell count <200/μL. Genital shedding is more frequent due to higher rate of shedding episodes, as well as a higher proportion of prolonged shedding episodes. Peak episode viral load was not found to differ between HIV infected and uninfected participants regardless of CD4+ T-cell count. We simulate a mathematical model which recapitulates these findings and identifies that rate of HSV-2 release from neural tissue increases, duration of mucosal cytolytic immune protection decreases, and cell-free viral lifespan increases in HIV infected participants. These results suggest that increased HSV-2 shedding in HIV infected persons may be caused by impaired immune function in both latent and lytic tissue compartments, with deficits in clearance of HSV-2 infected cells and extracellular virus. PMID:27285483
ERIC Educational Resources Information Center
McCoy, Wanda Linnette
2012-01-01
Over the past three decades, there has been growing interest in teaching mathematics in ways that encourage action for social justice. Social Justice Education (SJE) seeks to enable students to study existing forms of social injustices in their lives and to create a sense of social agency in the students. This study sought to understand the…
ERIC Educational Resources Information Center
Gierl, Mark J.; Alves, Cecilia; Majeau, Renate Taylor
2010-01-01
The purpose of this study is to apply the attribute hierarchy method in an operational diagnostic mathematics program at Grades 3 and 6 to promote cognitive inferences about students' problem-solving skills. The attribute hierarchy method is a psychometric procedure for classifying examinees' test item responses into a set of structured attribute…
ERIC Educational Resources Information Center
Kafyulilo, Ayoub C.
2010-01-01
This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be…
ERIC Educational Resources Information Center
Pagar, Dana
2013-01-01
Manipulatives have the potential to be powerful tools in helping children improve their number sense, develop advanced mathematical strategies, and build an understanding of the base ten number system. Physical manipulatives used in classrooms, however, are often not designed to promote efficient strategy use, such as counting on, and typically do…
ERIC Educational Resources Information Center
Bunch, James Charles
2012-01-01
The purpose of this study was twofold: 1) to compare the effectiveness of two teaching methods (i.e., lecture/discussion and digital game-based learning) on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma; 2) to…