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…
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 both knowledge and attitudinal favorability than a less intensive intervention (p < .01). Lastly, the level of career indecision, undergraduate class, and gender did not have a significant relationship with attitudinal favorability towards teaching. Based on these findings, the researcher made recommendations for future research and policy, in particular urging more communication between schools of education and liberal arts.
Developing Mathematical Content Knowledge for Teaching Elementary School Mathematics
ERIC Educational Resources Information Center
Thanheiser, Eva; Browning, Christine A.; Moss, Meg; Watanabe, Tad; Garza-Kling, Gina
2010-01-01
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other…
Prospective Secondary Mathematics Teachers' Perspectives and Mathematical Knowledge for Teaching
ERIC Educational Resources Information Center
Karagz-Akar, Glseren
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
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.…
Mathematics Knowledge for Understanding and Problem Solving.
ERIC Educational Resources Information Center
Putnam, Ralph T.
1987-01-01
Two important aspects of transfer in mathematics learning are the application of mathematical knowledge (MK) to problem solving and the acquisition of more advanced concepts. General assumptions and themes of current cognitive research on mathematics learning in schoolchildren are discussed, focusing on issues facilitating the transfer of MK. (TJH)
Technological Pedagogical Content Knowledge in the Mathematics Classroom
ERIC Educational Resources Information Center
Guerrero, Shannon
2010-01-01
Teacher knowledge has long been a focus of many educational researchers. Current conceptualizations of teacher knowledge are beginning to reflect the knowledge and skills teachers need to successfully navigate increasingly technologically-rich mathematical classrooms with the addition of knowledge domains such as technological pedagogical content…
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…
Mathematical and Scientific Knowledge: An Overview.
ERIC Educational Resources Information Center
Resnick, Lauren B.; Gelman, Rochel
Most of the research on mathematical and scientific thinking has been concerned with uncovering knowledge structures and reasoning processes in people of different levels of competence. How these structures and processes are acquired has only recently become a major concern. Thus, some of the major research on mathematical and scientific thinking…
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…
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…
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.
Emergence of Mathematical Knowledge Structures. Introspection
ERIC Educational Resources Information Center
Stehlikova, Nada
2003-01-01
In the study, a part of longitudinal research focused on the emergence of mathematical knowledge structures in a learner's mind is presented. It concentrates on the analysis of introspective data gained from the author's study of a non-standard arithmetic structure in terms of the model of abstraction in context (Hershkowitz, Schwarz and Dreyfus).…
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.
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…
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…
Knowledge concerning the mathematical horizon: a close view
NASA Astrophysics Data System (ADS)
Guberman, Raisa; Gorev, Dvora
2015-06-01
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 teachers who responded to an open-ended questionnaire. Findings of this study illustrate that KMH can be considered as a separate category according to teachers' voice. An analysis of teachers' utterances resulted in three KMH characteristics: insight of subject matter, mathematical connections, and understanding of meta-mathematics.
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…
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
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…
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
ERIC Educational Resources Information Center
Zazkis, Rina; Zazkis, Dov
2011-01-01
Our study investigates perspectives of mathematics teacher educators related to the usage of their mathematical knowledge in teaching "Methods of Teaching Elementary Mathematics" courses. Five mathematics teacher educators, all with experience in teaching methods courses for prospective elementary school teachers, participated in this study. In a…
Examining Mathematics Teacher Content Knowledge: Policy and Practice
ERIC Educational Resources Information Center
Esprivalo Harrell, Pamela; Eddy, Colleen McLean
2012-01-01
This study examines mathematics teacher content knowledge in terms of state and national policymaker recommendations, college coursework and the Mathematics Texas Examination of Educator Standards (TExES) score. Results indicate differences between state and national policy recommendations and college degrees in mathematics. A statistically…
Contrasting Knowledge for Elementary and Secondary Mathematics Teaching
ERIC Educational Resources Information Center
Rowland, Tim
2012-01-01
This paper describes and analyses two mathematics lessons, one with very young pupils, about subtraction, the other for lower secondary school pupils, about gradients [slopes] and graphs. The focus of the analysis is on teacher knowledge, and on the fundamental mathematical and mathematics-pedagogical prerequisites that underpin teaching these…
How Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics
NASA Astrophysics Data System (ADS)
Mosvold, Reidar; Jakobsen, Arne; Jankvist, Uffe Thomas
2013-07-01
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 points for discussing how the different domains of teachers' MKT—to a larger or smaller degree—can profit from the history of 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 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…
Prospective Middle Grade Mathematics Teachers' Knowledge of Algebra for Teaching
ERIC Educational Resources Information Center
Huang, Rongjin; Kulm, Gerald
2012-01-01
This study examined prospective middle grade mathematics teachers' knowledge of algebra for teaching with a focus on knowledge for teaching the concept of function. 115 prospective teachers from an interdisciplinary program for mathematics and science middle teacher preparation at a large public university in the USA participated in a survey. It…
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…
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
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…
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
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…
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
Gutirrez, Rochelle
2013-01-01
Rochelle Gutirrez has spent 15 years researching effective, urban high school mathematics departments that served Black, Latin@ and low-income adolescents (see, e.g., Gutirrez, 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
Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine
2012-01-01
This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…
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…
ERIC Educational Resources Information Center
Hartman, David R.
2010-01-01
This study offers an analysis of the learning of practicing teachers as they acquire a deeper knowledge of mathematics. While some professional developers have shifted part of their focus to helping practicing teachers acquire a deeper knowledge of mathematics (e.g., Stein & Silver, 1996), the results from studies often describe what translates…
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…
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
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…
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…
"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…
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…
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
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
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
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
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…
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…
Connecting Science and Mathematics Instruction: Pedagogical Context Knowledge for Teachers
ERIC Educational Resources Information Center
Frykholm, Jeffrey; Glasson, George
2005-01-01
Although the reform literature in mathematics and science is replete with calls for the integration of math and science, there remain precious few empirical studies examining the prerequisite skills, beliefs, knowledge bases, and experiences necessary for teachers to implement integrated instruction. The initial intent of this study was to examine…
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…
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
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…
On In-Service Mathematics Teachers' Content Knowledge on Kinematics
ERIC Educational Resources Information Center
Toh, Tin-Lam
2005-01-01
This paper reports a preliminary study on in-service Additional mathematics teachers' knowledge of kinematics concepts. A survey consisting of TRUE/FALSE questions was issued to the participating teachers. The questions were collations of the common misconceptions identified by some local Physics teachers among the local Physics students. The…
Learning and Teaching Engineering Mathematics for the Knowledge Society
ERIC Educational Resources Information Center
Booth, S.
2008-01-01
This paper addresses the issue of teaching and learning engineering mathematics in order to support a future of life-long learning in the knowledge society, based on a form of understanding that goes beyond facts, theorems and algorithms. Drawing on three research studies, the importance is shown of students' experience of reflection on study,
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…
The Effective Mathematics Department: Adding Value and Increasing Participation?
ERIC Educational Resources Information Center
Noyes, Andrew
2013-01-01
Given the commonly accepted view that having a mathematically well-educated populace is strategically important, there is considerable international interest in raising attainment, and increasing participation, in post-compulsory mathematics education. In this article, multilevel models are developed with the use of datasets from the UK Department…
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
Hourigan, Mairéad; O'Donoghue, John
2015-01-01
There is international dissatisfaction regarding the standard of mathematics subject matter knowledge (MSMK) evident among both qualified and prospective elementary teachers. Ireland is no exception. Following increasing anecdotal evidence of prospective elementary teachers in one Irish College of Education (provider of initial teacher education…
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
Hourigan, Mairad; O'Donoghue, John
2015-01-01
There is international dissatisfaction regarding the standard of mathematics subject matter knowledge (MSMK) evident among both qualified and prospective elementary teachers. Ireland is no exception. Following increasing anecdotal evidence of prospective elementary teachers in one Irish College of Education (provider of initial teacher education
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…
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
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.
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,
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.
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
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…
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…
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
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…
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
ERIC Educational Resources Information Center
Khoule, Alioune
2013-01-01
The study investigated the relationship between conceptual knowledge and mathematics anxiety of remedial mathematics students in an urban community college. The impact that conceptual understanding has on mathematics achievement was also examined. The study sample consisted of 105 remedial mathematics students from four elementary algebra courses.…
Building Knowledge Structures by Testing Helps Children with Mathematical Learning Difficulty
ERIC Educational Resources Information Center
Zhang, Yiyun; Zhou, Xinlin
2016-01-01
Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by…
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
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…
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
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'…
An Analysis of the Research on K-8 Teachers' Mathematical Knowledge.
ERIC Educational Resources Information Center
Mewborn, Denise S.
This paper provides a summary and a critique of the empirical literature on elementary teachers' mathematical knowledge. The empirical evidence addresses four major issues surrounding teachers' mathematical knowledge: 1) What is the nature of teachers' content knowledge, particularly with regard to the domain of number? 2) How does teachers'…
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…
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…
Using Differentiated Instruction to Increase Mathematics Achievement in Elementary Students
ERIC Educational Resources Information Center
Faulkner, Jennifer H.
2013-01-01
As evidenced by the poor mathematics performance in American schools, specifically in the school district in the current study, providing identical educational opportunities for diverse students does not necessarily increase academic achievement for everyone. Differentiation is an instructional method that has been found to be successful in…
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.…
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
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
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
Basaran, Mehmet; zalp, Glmser; 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
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
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…
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…
Curricular Knowledge and the Work of Mathematics Teacher Educators
ERIC Educational Resources Information Center
Chauvot, Jennifer B.
2008-01-01
"Mathematics teacher educator-researcher-mentor" is a mouthful, but an accurate title to describe the range of roles of mathematics teacher educators across the nation and around the world. There is limited research about the professional development of teacher educators and even less research specific to mathematics teacher educators. This…
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…
ERIC Educational Resources Information Center
Yksel, 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 12years. The study was designed to consider the impact of prior knowledge, self-regulation, prior attitude,
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
Silverman, Jason
2011-01-01
In this paper, we report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between online mathematical collaboration…
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
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
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
Chapman, Olive
2007-01-01
Mathematical tasks, centered on arithmetic word problems, are discussed as the basis of an approach to facilitate preservice elementary teachers' development of mathematical knowledge for teaching arithmetic operations. The approach consists of three groups of tasks that allow students to reflect on their initial knowledge, explore arithmetic word…
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…
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
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…
A Framework for Examining Mathematics Teacher Knowledge as Used in Error Analysis
ERIC Educational Resources Information Center
Peng, Aihui; Luo, Zengru
2009-01-01
Error analysis is a basic and important task for mathematics teachers. Unfortunately, in the present literature there is a lack of detailed understanding about teacher knowledge as used in it. Based on a synthesis of the literature in error analysis, a framework for prescribing and assessing mathematics teacher knowledge in error analysis was…
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…
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
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…
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
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
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
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…
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
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…
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…
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
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
Evans, Brian R.
2010-01-01
The purpose of this study was to understand the relationships between mathematical content knowledge, perceptions of teaching self-efficacy, and attitudes toward mathematics in one cohort of Teach for America teachers who took the New York State Content Special Test in mathematics at the start of their program, and a mathematics attitude…
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…
The Mathematical Content Knowledge and Attitudes of New Zealand Pre-Service Primary Teachers
ERIC Educational Resources Information Center
Young-Loveridge, Jenny; Bicknell, Brenda; Mills, Judith
2012-01-01
This paper presents data on the mathematical content knowledge and attitudes of pre-service primary teacher education students. The assessment consisted of nine tasks, including 2-digit computations and proportional reasoning. Students rated their liking for mathematics at three time points: primary, secondary, .and when assessed. Fewer than half…
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
Merrill, Chris; Devine, Kevin L.; Brown, Joshua W.; Brown, Ryan A.
2010-01-01
In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science
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…
Long-Term Retention of Basic Mathematical Knowledge and Skills with Engineering Students
ERIC Educational Resources Information Center
Engelbrecht, J.; Harding, A.; Preez, J. Du
2007-01-01
This study focuses on the long-term retention of basic mathematical techniques in a first-year calculus course, involving a sample group of engineering students at the University of Pretoria. The study investigates which and how much of the basic mathematical knowledge and rote skills acquired in the first year of study is retained after a further…
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
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
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…
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
Mtetwa, D. K. J.
2006-01-01
Current renewed interest in the epistemological, socio-cultural, and educational aspects of indigenous knowledge systems (IKSs) has also had some impact on research and practice in the area of mathematics education. Located in the intersection of culture, mathematics, and classroom learning, this position article proposes that the socio-cultural…
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.
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…
ERIC Educational Resources Information Center
Sullivan, Peter; Clarke, Doug; Clarke, Barbara
2009-01-01
As part of a research and professional development project that focused on the opportunities and constraints provided by different kinds of mathematical tasks, a group of 67 primary and 40 secondary practising teachers of mathematics were asked to complete a survey focusing on their use of tasks. In this article, we discuss responses to one…
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…
Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry
ERIC Educational Resources Information Center
Fernandez, Maria Lorelei
2008-01-01
This article describes the use of microteaching lesson study as an approach to promoting collaboration and learning among teachers, particularly those in prospective-teacher education programs, through a repeated cyclic process of developing, implementing, analyzing, and revising mathematics lessons and reporting their experience. (Contains 3…
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
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…
Community Elders, Traditional Knowledge, and a Mathematics Curriculum Framework.
ERIC Educational Resources Information Center
Yamamura, Brian; Netser, Saimanaaq; Qanatsiaq, Nunia
2003-01-01
In Nunavut, where most residents are Inuit, Inuit elders are helping develop a new mathematics curriculum based on Inuit philosophy. Students will be involved in cultural, experiential activities during on-the-land trips. Such trips involve other community members, and the resulting interactions and informal teaching by individuals other than…
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.
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
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…
The Effects of Teacher Mathematics Knowledge and Pedagogy on Student Achievement in Rural Guatemala
ERIC Educational Resources Information Center
Marshall, Jeffery H.; Sorto, M. Alejandra
2012-01-01
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…
ERIC Educational Resources Information Center
Wilburne, Jane M.; Long, Michael
2010-01-01
Seventy secondary mathematics pre-service teachers from two universities were assessed on their content knowledge, vocabulary knowledge, and their perceived confidence in teaching the content addressed on the eleventh grade state assessment. The results indicate the pre-service teachers had significant content weakness in data analysis, algebra,…
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
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…
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
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…
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…
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
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…
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 knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to 'think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the 'side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom. (Abstract shortened by UMI.).
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…
Ewing, Bronwyn
2014-01-01
This paper focuses on a pilot study that explored the situated mathematical knowledge of mothers and children in one Torres Strait Islander community in Australia. The community encouraged parental involvement in their children's learning and schooling. The study explored parents' understandings of mathematics and how their children came to learn about it on the island. A funds of knowledge approach was used in the study. This approach is based on the premise that people are competent and have knowledge that has been historically and culturally accumulated into a body of knowledge and skills essential for their functioning and well-being (TIP 31:132, 1992). The participants, three adults and one child are featured in this paper. Three separate events are described with epiphanic or illuminative moments analysed to ascertain the features that enabled an understanding of the nature of the mathematical events. The study found that Indigenous ways of knowing of mathematics were deeply embedded in rich cultural practices that were tied to the community. This finding has implications for teachers of children in the early years. Where school mathematics is often presented as disembodied and isolated facts with children seeing little relevance, learning a different perspective of mathematics that is tied to the resources and practices of children's lives and facilitated through social relationships, may go a long way towards improving the engagement of children and their parents in learning and schooling. PMID:24505557
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
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
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…
[Four numbers and a bit more basic knowledge of mathematics].
Günther, Judith; Briel, Matthias; Suter, Katja
2015-02-01
In addition to relative risk, relative risk reduction and absolute risk reduction there circulates another effect size for binary endpoints in the scientific medical literature: the odds ratio. Relative risk and odds ratio are alternative ways of reflecting study results. Both, relative risk (RR) and odds ratio (OR), can easily be calculated from the "2 x 2-table". Advantage of OR: odds ratios can be calculated in every type of controlled study design, including retrospective studies. Furthermore, odds ratios--the biostatisticians are swarming--offer beautiful mathematical properties and therefore are often used in meta-analysis as an effect size for calculating a pooled estimate of the results of different studies with the same clinical question. Disadvantage of OR: In clinical studies the presentation of the results as "odds ratios" may result in an overestimation of the intervention effect. This article shows the difference between "chance" and "risk" and how odds ratio and relative risk are associated. PMID:26376541
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 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
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…
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…
Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.
Zhang, Yiyun; Zhou, Xinlin
2016-03-01
Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. PMID:24948617
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 in almost the entire teaching and learning sessions. In terms of using technology in teaching and learning process, all respondents were more likely to use PowerPoint presentation as well as assisted by the use of a scientific calculator. The use of PowerPoint was limited in explaining the title and its content and the calculators were used during practice sessions. The four trainee teachers were still at the recognizing and acceptance levels of TPCK integration during their teaching practice. This study indicates that UPSI trainee teachers should be given exposure in the use of information and communication technology and trained to provide alternative teaching strategies in more creative ways if there are obstacles when integrating technology in teaching and learning process.
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…
ERIC Educational Resources Information Center
Walker, Jessica M.
2011-01-01
Traditional mathematics education focuses on teaching rote procedures to solve problems, though these procedures are not usually motivated by goals. As a result, students have trouble flexibly using procedures and generalizing their knowledge to solve novel problems that differ from the problems they practice during instruction. In the following…
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…
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
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…
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
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
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…
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
Kelly, Ronald R.; Gaustad, Martha G.
2007-01-01
This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and…
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…
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,…
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…
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
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…
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…
Preservice Mathematics Teachers' Knowledge of Students about the Algebraic Concepts
ERIC Educational Resources Information Center
Tanisli, Dilek; Kose, Nilufer Yavuzsoy
2013-01-01
The aim of this study was to evaluate preservice primary mathematics teachers' ability to discuss and investigate students' thinking process about the concepts of variable, equality and equation, to analyse their ability to predict student difficulties and misconceptions and, in this respect, to present their subject-matter knowledge and…
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)…
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
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
ERIC Educational Resources Information Center
Niess, M.L.
2005-01-01
Preservice teachers' pedagogical content knowledge (PCK) development was investigated with respect to integrating technology. Four components of PCK were adapted to describe technology-enhanced PCK (TPCK). The study examined the TPCK of student teachers in a multi-dimensional science and mathematics teacher preparation program that integrated…
Knowledge Dissemination and Use in Science and Mathematics Education: A Literature Review.
ERIC Educational Resources Information Center
Hutchinson, Janet; Huberman, Michael
Dissemination of educational research and effective practice has burgeoned in the past two decades. This report reviews the research on knowledge use in science and mathematics education and highlights approaches and strategies for dissemination which might be particularly useful to the National Science Foundation. In particular, the influence of…
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…
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
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…
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.
ERIC Educational Resources Information Center
Montague, Marjorie
1991-01-01
Three gifted and three learning-disabled gifted students (ages 13-15) viewed themselves on videotape solving mathematical problems and responded to questions pertaining to their problem-solving strategies. The non-learning-disabled students applied substantially more cognitive and metacognitive knowledge to the problem-solving task. (Author/DB)
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)…
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
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
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…
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
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
Evans, Brian R.
2011-01-01
The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample
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
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
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…
Iterating between Lessons on Concepts and Procedures Can Improve Mathematics Knowledge
ERIC Educational Resources Information Center
Rittle-Johnson, Bethany; Koedinger, Kenneth
2009-01-01
Background: Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. Aims: The purpose of the current study was to evaluate the…
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…
NASA Astrophysics Data System (ADS)
Lowery, Maye Norene Vail
1998-12-01
The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning; classroom management; and application of standards-based instruction. Prolonged, extensive classroom involvement provided familiarity with the ability levels of elementary students. Gains in positive attitudes and confidence in teaching mathematics and science were identified as direct results of this experience. This may be attributed to the immersion in the school-based setting (hands-on) and the standards-based approach (minds-on) methods course. The results are written in case study form using thick description with an emphasis on preservice teachers.
Widening and Increasing Post-16 Mathematics Participation: Pathways, Pedagogies and Politics
ERIC Educational Resources Information Center
Noyes, Andrew; Wake, Geoff; Drake, Pat
2011-01-01
This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation in advanced mathematical study through the creation of a new qualification for 16- to 18-year-olds. This proposed qualification pathway--"Use of Mathematics"--sits in parallel with long-established, traditional advanced…
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.
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
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
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…
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…
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
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
Lavy, Ilana; Shriki, Atara
2010-01-01
In the present study we explore changes in perceptions of our class of prospective mathematics teachers (PTs) regarding their mathematical knowledge. The PTs engaged in problem posing activities in geometry, using the "What If Not?" (WIN) strategy, as part of their work on computerized inquiry-based activities. Data received from the PTs'…
ERIC Educational Resources Information Center
Silverman, Jason
2012-01-01
We report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between teachers' participation in professional…
ERIC Educational Resources Information Center
Nikolakaki, Maria; Dossa, Katerina; Moraiti, Tzeni
2012-01-01
Through analysis of exercises offered in mathematics textbooks, this article investigates the discursive practice of cross-curricularity and group work teaching that was advocated in the 2007 reform of mathematics education in Greek primary schools. The conclusion of the research is that the organisation of school knowledge is vertical, and strong…
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
Erskine, Brian Marshall
2010-01-01
This study attempts to explain the substantial differences in mathematical achievement of elementary students in a Delaware school district by analyzing the level of content and pedagogical knowledge of elementary math teachers. I examined tenth graders' longitudinal state test results in mathematics and found that performance in the primary years…
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
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
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
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 teachers' practice. In concluding this work, a set of four recommendations are presented for others who are engaged in similar measure development efforts. These recommendations focus on the areas of construct definition, item design and development, rater recruitment and training, and the validation process.
How do students learn to apply their mathematical knowledge to interpret graphs in physics?
NASA Astrophysics Data System (ADS)
Woolnough, Jim
2000-09-01
This paper describes a laboratory-based program in physics designed to help students build effective links between the mathematical equations used to solve problems in mechanics and the real world of moving objects. Through the analysis of straight line graphs derived from their own data students have been able to achieve a considerable development towards a concept of slope, or gradient, and how it relates to the concept of proportionality, but they continue to demonstrate a great resistance to applying their mathematical knowledge to physics. A model designed to help us apply current research ideas to this problem is described. The work described in this paper was carried out at Dickson College, a government senior secondary college (Years 11 and 12) in the Australian Capital Territory, where the author taught physics and biology.
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,…
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,
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.
Multilingualism in an EFL Practicum: Increasing Student Teachers' Pedagogical Knowledge
ERIC Educational Resources Information Center
Olivero, Mara 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
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…
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.
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
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
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…
ERIC Educational Resources Information Center
DeSimone, Janet R.
2004-01-01
The purpose of this study was to investigate middle school general education mathematics teachers' beliefs and knowledge of inclusive instruction and to assess whether or not teachers' classroom practices reflect their beliefs and knowledge. Administrative support and higher education teacher preparation programs were also examined. Data were…
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…
NASA Astrophysics Data System (ADS)
Venville, Grady; Rennie, Lonie; 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.
Morgan, Paul L.; Farkas, George; Wu, Qiong
2015-01-01
We used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study – Kindergarten Cohort to estimate kindergarten children’s academic achievement growth trajectories in reading and mathematics. We 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 non-disabled children. However, and over the subsequent five years of elementary school, only children with SLI lagged increasingly behind non-disabled peers in their reading skills growth. We observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind non-disabled children in their mathematics skills growth. We 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 socio-economic status (SES) families, who were African-American, and who more frequently displayed learning-related behaviors 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 compensatory cycle of achievement growth. PMID:21856991
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…
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
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,…
ERIC Educational Resources Information Center
Crawford, Douglas H.
Mathematics curricula in Canadian schools, especially at the secondary level, have until now derived much of their content and ways of teaching largely from university mathematics and mathematicians. This feasibility study represents a first step in collecting and analyzing data from hi-tech industries, businesses and organizations. In Phase I, a…
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…
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…
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.
A Theory of Mathematical Knowledge: Can Rules Account for Creative Behavior?
ERIC Educational Resources Information Center
Scandura, Joseph M.
1971-01-01
The paper discusses how complex mathematical behaviors might possibly be accounted for in terms of a finite set of rules. Behaviors involved in knowing mathematical systems are extended to logical interrelationships between properties of mathematical systems. (JG)
NASA Astrophysics Data System (ADS)
Barthel, Margaret Gorjanc
This study was designed to investigate the relationship between achievement in Chem 33 (a third semester general chemistry course) and the following predictor variables: prior knowledge (Chem 32 grade), level of Piagetian intellectual development, number of college mathematics courses previously completed, grades received in prior college mathematics courses, science ACT scores, mathematics ACT scores, and composite ACT scores. During the winter semester of the 1994--1995 school year, the students who were enrolled in two sections of Chem 33, taught by the same professor, were given the TOLT test. In addition, their student records were examined in order to determine the grade they received in Chem 32, the number of mathematics courses Completed in college, the GPA for the mathematics courses completed in college, the science ACT score, mathematics ACT score, and the composite ACT score. A Pearson Correlation was performed on these variables to determine to what extent they were able to predict the student's achievement, measured by the grade in Chem 33. What was found in respect to achievement in Chem 33 was: prior knowledge was r = 0.67, GPA of mathematics courses completed in college was r = 0.58, mathematics ACT was r = 0.50, composite ACT was r = 0.40, and TOLT was r = 0.33. A stepwise multiple regression was also performed to see what interactions could be found between the variables themselves. There was no single predictor variable that adequately serves as a dominant predictor variable for success in Chem 33. It can be concluded that the Chem 32 grade (prior knowledge) coupled with the GPA of the college mathematics courses completed in college as well as the mathematics ACT score are the best predictors for achievement in Chem 33.
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 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…
ERIC Educational Resources Information Center
American Univ., Washington, DC. Mid-Atlantic Equity Center.
This publication is a practical guide to implementing the Mathematics, Science, and Minorities: K-6 (MSM: K-6) Project, a program to increase minority student participation in mathematics and sciences in the kindergarten through sixth grade levels. The guide is organized into five parts. Part 1 is an introduction that explains why minority…
ERIC Educational Resources Information Center
Australian Association of Mathematics Teachers, Adelaide.
In a multicultural society such as Australia, it can be difficult to acquire a strong mathematics education because of language, locale, or other differences including access to technology. The widespread use of devices such as calculators and computers has changed the nature of work. It has become more important for students to have the…
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
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
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
Kim, Rae Young; Ham, Seung-Hwan; Paine, Lynn W.
2011-01-01
As a comparative analysis of teacher preparation in its sociohistorical contexts, this study examines the official educational aims and curricula of 49 mathematics teacher preparation programs in South Korea and the United States, where substantial differences have been observed in both student achievement and teacher knowledge. Overall, the…
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
Meng, Chew Cheng; Sam, Lim Chap
2013-01-01
The purpose of this study was to develop pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP) through Lesson Study (LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was a significant difference in the…
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
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
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
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
Boston, Melissa D.
2013-01-01
This investigation describes secondary mathematics teachers' learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004-2005), specifically focused on the selection and implementation of cognitively challenging mathematical…
ERIC Educational Resources Information Center
Mac Lane, Saunders
1980-01-01
This is a review of the current research in mathematics involving breadth of ideas. Research includes topics in number theory, classification of all finite simple groups, the representation of group aids in their application to the study of symmetry. (Author/SA)
ERIC Educational Resources Information Center
Costellano, Janet; Scaffa, Matthew
The product of a Special Studies Institute, this teacher developed resource guide for the emotionally handicapped (K-6) presents 37 activities designed to develop mathematics concepts and skills utilizing the urban out-of-doors. Focus is on experiencing math models, patterns, problems, and relationships found in an urban environment. Activities…
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
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
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
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
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
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…
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
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.
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…
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…
Mathematical Knowledge of Technology and Design Student Teachers: Diagnosis and Remediation
ERIC Educational Resources Information Center
Bell, Irene Teresa; Gibson, Ken
2009-01-01
This research examines how e-assessment and e-resources were used to assess and support the mathematics of Technology and Design students undertaking a B.Ed. (post-primary) teacher education course. The students participated in two similar tests in order to ascertain if their mathematical difficulties were in the underlying concepts of the…
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
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…
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
Truth and the Renewal of Knowledge: The Case of Mathematics Education
ERIC Educational Resources Information Center
Brown, Tony
2010-01-01
Mathematics education research must enable adjustment to new conditions. Yet such research is often conducted within familiar conceptualisations of teaching, of learning and of mathematics. It may be necessary to express ourselves in new ways if we are to change our practices successfully, and potential changes can be understood in many…
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
Boston, Melissa D.; Smith, Margaret S.
2009-01-01
Mathematics teachers' selection and implementation of instructional tasks were analyzed before, during, and after their participation in a professional development initiative that focused on selecting and enacting cognitively challenging mathematical tasks. Data collected from 18 secondary mathematics teacher participants included tasks and…
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…
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…
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…
A web-based educational module increases burn prevention knowledge over time.
Lehna, Carlee; Ramos, Pedro; Myers, John; Coffey, Rebecca; Kirk, Elizabeth
2011-11-01
Unfortunately, burn prevention knowledge is low among nurses. Establishing efficient ways in which to increase burn prevention knowledge in nurses is warranted. The current multi-center study evaluated whether a web-based educational module was successful at increasing burn prevention immediately and whether the knowledge was retained over time. A valid, reliable burn prevention knowledge exam was administered to nurse at three time points (prior to receiving the educational module, immediately following receiving the educational module, and at least a minimum of two weeks after receiving the educational module). Generalized linear mixed effects modeling methods were used to evaluate whether scores on the burn prevention knowledge exam increased over time, while adjusting for traditional covariates (e.g., specialty area, years as a nurse, and years in current work area). Mean scores on the burn prevention knowledge exam increased over time (p=0.003); establishing that the educational module significantly improves scores over time. Mean score prior to receiving the educational module was 82.3%; the mean score was 83.8% immediately following receiving the educational module, and 86.1% two weeks after receiving the educational module. The educational module developed by the authors (www.burnpreventionstudy.org) is an efficient way in which to increase burn prevention knowledge and is available at their convenience. This education module could be used as a training module with nurses involved in burn prevention outreach, and with nurse practitioners, physicians, and emergency responders involved in primary care across the life span. PMID:21726946
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
Ben-Chaim, David; Keret, Yaffa; Ilany, Bat-Sheva
2007-01-01
In this study we created, implemented, and evaluated the impact of proportional reasoning authentic investigative tasks on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of…
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.
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.
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.
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
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…
Higher Education in Sint Maarten: Fostering Growth of Teacher Knowledge in Mathematics and Science
ERIC Educational Resources Information Center
Sargeant, Marcel A.; Burton, Larry D.; Bailey, Andel
2010-01-01
A needs analysis conducted as part of the foundation-based education (FBE) innovation on the island territory of Sint Maarten indicated the need for additional training of early primary teachers (PK-2) in mathematics and science education. Seven in-service workshops, designed around the Joyce-Showers' Training Model, were implemented over the…
The Effects of Overlearning and Distributed Practice on the Retention of Mathematics Knowledge
ERIC Educational Resources Information Center
Rohrer, Doug; Taylor, Kelli
2006-01-01
In two experiments, 216 college students learned a mathematical procedure and returned for a test either one or four weeks later. In Experiment 1, performance on the four-week test was virtually doubled when students distributed 10 practice problems across two sessions instead of massing the same 10 problems in one session. This finding suggests…
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
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…
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…
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…
ERIC Educational Resources Information Center
Jurges, Hendrik; Schneider, Kerstin; Senkbeil, Martin; Carstensen, Claus H.
2012-01-01
In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance and student attitudes. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical
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…
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
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
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…
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…
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 mathematicalbiological 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…
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
ERIC Educational Resources Information Center
Polly, Drew
2011-01-01
In recent years, educational technologists have advanced the construct Technological and Pedagogical Content Knowledge (TPACK) to describe teachers' knowledge related to effectively integrating technology. In this paper, I use the TPACK framework to examine elementary school teachers' experience in a year-long professional development program,…
ERIC Educational Resources Information Center
Gillentine, E. Paige
2013-01-01
Researchers have suggested that teachers use a specialized type of knowledge specifically attributed to the work of teaching. One aspect of this specific type of knowledge is the ability to analyze children's work. With continued emphasis on a teacher's ability to analyze their students' thought processes, teacher candidates will need to develop…
ERIC Educational Resources Information Center
Johnston-Wilder, Sue; Lee, Clare
2010-01-01
The term "mathematical resilience" is used to describe a learner's stance towards mathematics that enables pupils to continue learning despite finding setbacks and challenges in their mathematical learning journey. There are ways of working in mathematics that increase mathematical resilience and conversely there are ways of working that decrease
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
Engelberth, Haley; Teisl, Mario F; Frohmberg, Eric; Butts, Karyn; Bell, Kathleen P; Stableford, Sue; Smith, Andrew E
2013-10-01
Humans exposed to methylmercury (MeHg) can suffer from adverse health impacts, e.g., serious neurological damage; however, fish is also a good source of omega-3 fish oils which promotes infants' neurological development. Because eating fish is the primary mechanism of MeHg exposure, federal and state agencies issue fish consumption advisories to inform the public about the risks of eating contaminated fish. An advisory's purpose is to provide information to consumers to increase their knowledge of specific product attributes; however, the difficulty in communicating both the risks and benefits of eating fish leads readers of fish advisories to over-restrict their fish consumption. Because the effectiveness of fish consumption advisories are not often evaluated by states, we help fill this gap by evaluating the effectiveness of Maine's fish consumption advisory in terms of improving knowledge. The results suggest the advisory successfully increased women's knowledge of both the benefits and risks of consuming fish while pregnant. The advisory also increased their ability to differentiate fish by their MeHg content, knowledge of both low and high-MeHg fish and knowledge of detailed attributes of seemingly substitutable goods, such as white tuna, light tuna and pre-packaged salmon. People who did not read the advisory lack the knowledge of how to identify fish that provide: health benefits like Omega-3 fatty acids, or health risks like MeHg; reading the advisory reduces this lack of knowledge. Readers increased ability to make specific substitutions to minimize risk while maintaining the benefits of fish eating suggests the advisory has the potential of reducing MeHg-related health risks while avoiding the drop in fish consumption show in other studies. PMID:24074700
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
Suharwoto, Gogot; Lee, Kwang Ho
2005-01-01
The integration of knowledge of technology, content, and pedagogy is a model to prepare preservice teachers to integrate technology in teaching mathematics, known as Technology Pedagogical Content Knowledge (TPCK) (Pierson, 1999; Niess, 2005). The question in the study is "What components in program that integrate technology throughout the program…
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
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
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,…
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…
"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
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…
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,…
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…
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…
"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…
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,
Increasing Access to Evidence-Based Practices and Knowledge and Attitudes: A Pilot Study
ERIC Educational Resources Information Center
Leathers, Sonya J.; Strand, Tonya C.
2013-01-01
Objective: This pilot study examined the effect of increasing field instructors access to information about evidence-based practices (EBPs) on their level of knowledge and attitudes about EBPs. Method: Eighteen field instructors received training and access to a library with extensive online journals. Half were randomly selected to also receive a…
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…
Links between Content Knowledge and Practice in a Mathematics Teacher Education Course: A Case Study
ERIC Educational Resources Information Center
Brijlall, D.; Isaac, V.
2011-01-01
This qualitative study examined the link between content knowledge and classroom practice from the perceptions of two university lecturers. The study was contextualized at a higher education institution in South Africa where the two university lecturers were lecturing to a second year undergraduate teacher trainee class (n = 78). The research was…
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
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…
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 contribute to refine the evaluation of online and oﬄine learning of tasks with dual structure, and to extend understanding of increased behavioral variability in both normal and pathological conditions. PMID:26779047
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
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
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,…
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…
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,
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
Long, Gary W.
2010-01-01
Success rates in California community college developmental mathematics courses have hovered around 50% for decades. These gatekeeper courses have prevented many students from earning college degrees. Since community college is the starting point for the majority of California's potential college graduates and the majority of these students…
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…
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
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…
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, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.
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
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…
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
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…
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
Bailey, Lora B.
2010-01-01
This 3 year longitudinal study reports the feasibility of an "Improving Teacher Quality: No Child Left Behind" project for impacting teachers' content and pedagogical knowledge in mathematics in nine Title I elementary schools in the southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based…
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
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
Cankoy, Osman
2010-01-01
The aim of this study is to explore high-school school mathematics teachers' topic-specific pedagogical content knowledge. First, 639 high-school students were asked to give explanations about "a[superscript 0] = 1, 0! = 1" and "a [division] 0" where a [not equal to] 0. Weak explanations by the students led to a detailed research on teachers.…
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
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…
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
Johnson, Tracy L.
2011-01-01
This study examined pre-service teachers' development of mathematical knowledge for teaching (MKT) over their final year in a university based teacher education program. This was done through analyzing written reflections, focus group interviews, individual interviews, teaching observations, and post-observation interviews as well as through the…
ERIC Educational Resources Information Center
Shechtman, Nicole; Roschelle, Jeremy; Haertel, Geneva; Knudsen, Jennifer
2010-01-01
Using data collected in 125 seventh-grade and 56 eighth-grade Texas classrooms in the context of the "Scaling Up SimCalc" research project in 2005-07, we examined relationships between teachers' mathematics knowledge, teachers' classroom decision making, and student achievement outcomes on topics of rate, proportionality, and linear…
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…
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
Increase in medical knowledge during the final year of undergraduate medical education in Germany
Raupach, Tobias; Vogel, Daniela; Schiekirka, Sarah; Keijsers, Carolina; Ten Cate, Olle; Harendza, Sigrid
2013-01-01
Aims: In Germany, the final year of undergraduate medical education (‘practice year’) consists of three 16-week clinical attachments, two of which are internal medicine and surgery. Students can choose a specific specialty for their third 16-week attachment. Practice year students do not receive specific teaching to prepare them for the National Licensing Examination. It is unknown whether knowledge levels increase during this year. This study aimed at assessing knowledge at the beginning and the end of the final year of medical school. Methods: Three hundred pre-selected United States Medical Licensing Examination type items from ten medical disciplines were reviewed by ten recent medical graduates from the Netherlands and Germany. The resulting test included 150 items and was taken by 77 and 79 final year medical students from Göttingen and Hamburg at the beginning and the end of their practice year, respectively. Results: Cronbach’s α of the pre- and post-test was 0.75 and 0.68, respectively. Mean percent scores in the pre- and post-test were 63.9±6.9 and 69.4±5.7, respectively (p<0.001; effect size calculated as Cohen’s d: 0.87). In individual students, post-test scores were particularly high for items related to their specific chosen specialty. Conclusion: The knowledge test used in this study provides a suitable external tool to assess progress of undergraduate medical students in their knowledge during the practice year. The pre-test may be used to guide individual learning behaviour during this final year of undergraduate education. PMID:24062813
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. PMID:26234990
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. PMID:26234990
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)
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…
Multi-Media Educational Tool Increases Knowledge of Clinical Trials in Uganda
Castelnuovo, Barbara; Newell, Kevin; Manabe, Yukari C.; Robertson, Gavin
2014-01-01
Background Informed consent is premised on the participants’ understanding the scope of the research and the associated risks and benefits. The objective was to evaluate the improvement in knowledge in a population unfamiliar with clinical trial concepts about “what it means to be part of a clinical trial” using an innovative educational tool called the ‘Speaking Book’. Methods This was a randomized controlled trial conducted at a research site in Uganda. 201 participants were randomized to: 1) clinical trials information session control arm, or 2) clinical trials information session followed by instruction in the use of the Speaking Book with a take-home copy (intervention arm). After the session, participants of both groups completed a 22-item multiple-choice test on the rights and responsibilities of participants. Participants returned after one week to complete the same test to assess knowledge retention. The mean pre- and post-test score difference was assessed according to trial arm using an unpaired t-test of proportions. Results Ninety-one (90%) participants completed both the initial and follow-up tests in the control arm and 100 (100%) in the intervention arm. The average age of participants was 38 years, 53% were female and 67% were employed; 20% had previously been invited to participate in a clinical trial; of these, 19% had participated. The mean difference in proportion of correct responses from test 1 to test 2 was 2.7% (95%CI 0.3%–5.0%) for the control arm and 11.6% (95%CI 9.3%–13.7%) for the intervention arm (t-score= −5.3, p-value<0.0001). Conclusion Participants who had instruction in the use of the Speaking Book had a larger increase in knowledge than those who had no access to this tool. To better engage patients unfamiliar with clinical trial concepts, innovative educational techniques can assist to increase knowledge to make an informed decision about participation in a clinical trial. PMID:24795832
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
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
Bernstein, Daniel M; Whittlesea, Bruce W A; Loftus, Elizabeth F
2002-04-01
In recognition tests, items presented in unusual ways (e.g., degraded, revealed in stages, or presented as anagrams) are often judged to be old more than are intact items. This revelation effect has been observed only in episodic judgments about the occurrence or frequency of relatively recent events. The present work extends the boundary conditions of this effect. In three experiments, subjects unscrambled anagrams in the context of answering questions about their childhood (e.g., broke a dwniwo playing ball) or while answering questions pertaining to world knowledge (e.g.,fastest animal-elpraod). In each case, a revelation effect was observed: Solving an anagram increased confidence in remote autobiographical memories and in memory for world facts. These results contradict claims that the effect is an episodic memory phenomenon and challenge existing explanations of the revelation effect. PMID:12061763
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
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…
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
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 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…
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)
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.
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…
AFT's Thinking Mathematics Program. Item Number 39-0462
ERIC Educational Resources Information Center
American Federation of Teachers, 2003
2003-01-01
This brochure highlights key concepts of the American Federation of Teachers (AFT) "Thinking Mathematics" courses. Citing adherence to No Child left Behind Act (NCLB) mandates, these courses are: (1) based on scientific research about how children learn mathematics; (2) designed to increase teacher mathematical knowledge; (3) provide a sustained,…
ERIC Educational Resources Information Center
Mizell, Jill A.; Cates, Janie
2004-01-01
Alarming studies indicating a lack of mathematical knowledge among elementary educators has led to increases in the number of mathematics courses required in teacher preparation programs. This study examines the impact newly required mathematics courses had on teacher candidates' beliefs regarding mathematics content and pedagogy in a large,…
Thiele, Ines; Hyduke, Daniel R.; Steeb, Benjamin; Fankam, Guy; Allen, Douglas K.; Bazzani, Susanna; Charusanti, Pep; Chen, Feng-Chi; Fleming, Ronan M.; Hsiung, Chao A.; De Keersmaecker, Sigrid C.; Liao, Yu-Chieh; Marchal, Kathleen; Mo, Monica L.; Ozdemir, Emre; Raghunathan, Anu; Reed, Jennifer L.; Shin, Sook Il; Sigurbjornsdottir, Sara; Steinmann, Jonas; Sudarsan, Suresh; Swainston, Neil; Thijs, Inge M.; Zengler, Karsten; Palsson, Bernhard O.; Adkins, Joshua N.; Bumann, Dirk
2011-01-18
BACKGROUND: 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. RESULTS: 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. CONCLUSION: 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…
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
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.…
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…
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 platforms as a means to enhance learning processes and power sharing in IA.
Stratton, R.C.; Town, G.G.
1985-01-01
In today's nuclear industry a principle concern is improving the operability of the power plant. Operability implies both economic and safety issues and is best reflected in plant factor. Operability deals with the degree to which the plant lends itself to ease and reliability of operation. This paper is concerned with improving the ease of operation by proper identification, representation, and utilization of required knowledge for operation and control. Additionally, this paper discusses a knowledge representation taxonomy, capabilities for Artificial Intelligence application, and a system that analyzes functional and administrative impact on plant objectives introduced by component state changes.
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
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…
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…
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
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
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
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
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
Brinson, Jesse A.; Brew, Leah; Denby, Ramona
2008-01-01
The purpose of this article is to describe a classroom approach for training counseling students in the area of cross-cultural competence. The authors describe real scenarios that form the foundation for an intensive classroom discussion and lecture format regarding cultural awareness, knowledge, and skills.
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…
ERIC Educational Resources Information Center
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…
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…
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 childrens knowledge of sexual abuse using a school-based train-the-trainer curriculum. Emphasis was placed on developing a
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
Effects of Increased Parental Knowledge of Development of Children with Disabilities
ERIC Educational Resources Information Center
Susman, Louisa
2012-01-01
This research addresses the link between parental competence, specifically the characteristic of parental knowledge, and its influence on their child with a disability's participation in age-appropriate activities through their influence on the physical and social home environment. This study examined pathways through which parents mediate…
An e-health intervention for increasing diabetes knowledge in African Americans.
Moussa, Mahaman; Sherrod, Dennis; Choi, Jeungok
2013-09-01
An evidence-based e-health program, eCare We Care, was developed to disseminate information on diabetes management through web-based interactive tutorials. This study examined the effect of the eCare We Care program on diabetes knowledge development in African American adults with low diabetes literacy. Forty-six African American adults with type 1 or type 2 diabetes and low diabetes literacy were recruited from two health-care centres in eastern Winston Salem, North Carolina. The eCare We Care program included four weekly sessions: introduction to diabetes; eye complications; foot care; and meal planning. Significant differences in scores on the diabetes knowledge survey were demonstrated between the eCare We Care program participants and the comparison group. Study findings indicate the eCare We Care program is more effective in improving diabetes knowledge of African American adults with low diabetes literacy than paper-based, text-only tutorials. The eCare We Care program can be an effective educational strategy for improving diabetes knowledge and decreasing diabetes disparities among African American adults. PMID:24090296
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…
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…
ERIC Educational Resources Information Center
Tchoshanov, Mourat A.
2011-01-01
The mixed method sequential nested study examines whether and how the cognitive type of teachers' content knowledge is associated with student achievement, and correlated with teaching practice. In the context of this study, the "cognitive type" refers to the kind of teacher content knowledge and thinking processes required to accomplish a task…
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
Sentences with core knowledge violations increase the size of N400 among paranormal believers.
Lindeman, Marjaana; Cederström, Sebastian; Simola, Petteri; Simula, Anni; Ollikainen, Sara; Riekki, Tapani
2008-01-01
A major problem in research on paranormal beliefs is that the concept of "paranormality" remains to be adequately defined. The aim of this study was to empirically justify the following definition: paranormal beliefs are beliefs in physical, biological, or psychological phenomena that contain core ontological attributes of one of the other two categories [e.g., a stone (physical) having thoughts (psychological)]. We hypothesized that individuals who believe in paranormal phenomena are slower in understanding whether sentences with core knowledge violations are literally true than skeptics, and that this difference would be reflected by a more negative N400. Ten believers and 10 skeptics (six men, age range 23-49) participated in the study. Event-related potentials (N400) were recorded as the participants read 210 three-word Finnish sentences, of which 70 were normal ("The house has a history"), 70 were anomalies ("The house writes its history") and 70 included violations of core knowledge ("The house knows its history"). The participants were presented with a question that contextualized the sentences: "Is this sentence literally true?" While the N400 effects were similar for normal and anomalous sentences among the believers and the skeptics, a more negative N400 effect was found among the believers than among the skeptics for sentences with core knowledge violations. The results support the new definition of "paranormality", because participants who believed in paranormal phenomena appeared to find it more difficult to construct a reasonable interpretation of the sentences with core knowledge violations than the skeptics did as indicated by the N400. PMID:18640667
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
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.
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 findings. WIDER IMPLICATIONS OF THE FINDINGS Previous studies have demonstrated the short-term efficacy of online educational approaches to increase fertility knowledge and support informed family planning decisions. Web-based approaches have the benefit of being easily and conveniently accessed by individuals worldwide. However, the findings of the current study call into question the long-term efficacy of online fertility education, and suggest that variables such as gender and relevance need to be considered in assessing the efficacy of online fertility education strategies. STUDY FUNDING/COMPETING INTERESTS This research was funded through a Canadian Institutes of Health Research Knowledge Translation Grant #KTB-117428. No competing interests. PMID:25480922
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...
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
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
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
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
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
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
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…
Hall, Allison Cohen; Timmons, Jaimie Ciulla; Boeltzig, Heike; Hamner, Doris; Fesko, Sheila
2006-01-01
The Workforce Investment Act of 1998 (USA) mandates that partners in the One-Stop Career Center system be prepared to serve a diverse customer base. Effective service delivery depends in part on a focus on human resources and professional development. This article presents innovative strategies for One-Stop Career Center staff training related to serving customers with disabilities. Findings from case study research conducted in several One-Stops across the country revealed that staff struggled with both knowledge and attitudes around disability issues. To address these concerns, local leaders developed practices that provided opportunities to gain practical skills and put acquired knowledge to use. These included a formalized curriculum focused on disability issues; informal support and consultation from a disability specialist; and exposure and learning through internships for students with disabilities. Implications are offered to stimulate thinking and creativity in local One-Stops regarding the most effective ways to facilitate staff learning and, in turn, improve services for customers with disabilities. PMID:16788255
2010-01-01
Bracing is the main non-surgical intervention in the treatment of idiopathic scoliosis during growth, in hyperkyphosis (and Scheuermann disease) and occasionally for spondylolisthesis; it can be used in adult scoliosis, in the elderly when pathological curves lead to a forward leaning posture or in adults after traumatic injuries. Bracing can be defined as the application of external corrective forces to the trunk; rigid supports or elastic bands can be used and braces can be custom-made or prefabricated. The state of research in the field of conservative treatment is insufficient and while it can be stated that there is some evidence to support bracing, we must also acknowledge that today we do not have a common and generally accepted knowledge base, and that instead, individual expertise still prevails, giving rise to different schools of thought on brace construction and principles of correction. The only way to improve the knowledge and understanding of brace type and brace function is to establish a single and comprehensive source of information about bracing. This is what the Scoliosis Journal is going to do through the "Brace Technology" Thematic Series, where technical papers coming from the different schools will be published. PMID:20205874
Davis, Jonathon M; Searles, Veronica B; Anderson, Nathan; Keeney, Jonathon; Raznahan, Armin; Horwood, L John; Fergusson, David M; Kennedy, Martin A; Giedd, Jay; Sikela, James M
2015-01-01
DUF1220 protein domains exhibit the greatest human lineage-specific copy number expansion of any protein-coding sequence in the genome, and variation in DUF1220 copy number has been linked to both brain size in humans and brain evolution among primates. Given these findings, we examined associations between DUF1220 subtypes CON1 and CON2 and cognitive aptitude. We identified a linear association between CON2 copy number and cognitive function in two independent populations of European descent. In North American males, an increase in CON2 copy number corresponded with an increase in WISC IQ (R (2) = 0.13, p = 0.02), which may be driven by males aged 6-11 (R (2) = 0.42, p = 0.003). We utilized ddPCR in a subset as a confirmatory measurement. This group had 26-33 copies of CON2 with a mean of 29, and each copy increase of CON2 was associated with a 3.3-point increase in WISC IQ (R (2) = 0.22, p = 0.045). In individuals from New Zealand, an increase in CON2 copy number was associated with an increase in math aptitude ability (R (2) = 0.10 p = 0.018). These were not confounded by brain size. To our knowledge, this is the first study to report a replicated association between copy number of a gene coding sequence and cognitive aptitude. Remarkably, dosage variations involving DUF1220 sequences have now been linked to human brain expansion, autism severity and cognitive aptitude, suggesting that such processes may be genetically and mechanistically inter-related. The findings presented here warrant expanded investigations in larger, well-characterized cohorts. PMID:25287832
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
NASA Technical Reports Server (NTRS)
Bakhshiyan, B. T.; Nazirov, R. R.; Elyasberg, P. E.
1980-01-01
The problem of selecting the optimal algorithm of filtration and the optimal composition of the measurements is examined assuming that the precise values of the mathematical expectancy and the matrix of covariation of errors are unknown. It is demonstrated that the optimal algorithm of filtration may be utilized for making some parameters more precise (for example, the parameters of the gravitational fields) after preliminary determination of the elements of the orbit by a simpler method of processing (for example, the method of least squares).
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…
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
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
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).…
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
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
Niess, Margaret; Gillow-Wiles, Henry
2014-01-01
This study examined the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers' technological pedagogical content knowledge (TPACK). The study provides a rich description of how a learning trajectory, situated within a "social metacognitive-constructivist" instructional…
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
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
ERIC Educational Resources Information Center
Kapperman, Gaylen; Sticken, Jodi
2003-01-01
This article discusses the lack of preparation teachers of students with visual impairments have in the Nemeth Code (the Braille code for mathematics). It then describes a Windows-based tutorial for sighted persons to learn the Nemeth Code, a tutorial for teachers with blindness, and how to access the tutorials. (Contains 10 references.) (CR)
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…
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...
All Kidding Aside: Humor Increases Learning at Knowledge and Comprehension Levels
ERIC Educational Resources Information Center
Hackathorn, Jana; Garczynski, Amy M.; Blankmeyer, Katheryn; Tennial, Rachel D.; Solomon, Erin D.
2011-01-01
It has been argued that humor is beneficial in the classroom because it increases social bonding between instructor and student, salience of information, and ultimately recall and retention. The current study sought to add to the literature by empirically testing some assumptions about humor as a pedagogical tool. Specifically, we predicted that…
ERIC Educational Resources Information Center
Utah State Office of Education, 2011
2011-01-01
Utah has adopted more rigorous mathematics standards known as the Utah Mathematics Core Standards. They are the foundation of the mathematics curriculum for the State of Utah. The standards include the skills and understanding students need to succeed in college and careers. They include rigorous content and application of knowledge and reflect…
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…
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.
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.
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
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.
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;…
ERIC Educational Resources Information Center
Clark, Kathleen Michelle
2012-01-01
The use of the history of mathematics in teaching has long been considered a tool for enriching students' mathematical learning. However, in the USA few, if any, research efforts have investigated how the study of history of mathematics contributes to a person's mathematical knowledge for teaching. In this article, I present the results of…
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.
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 uncertainty for prediction, compared to the calibrated, lumped FLEXA model.
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)
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.
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.
Mini, GK; Nichter, Mark; Thankappan, KR
2014-01-01
BACKGROUND Data on quit rates among diabetes patients are limited. PURPOSE To find whether positive change in knowledge on smoking-related complications is associated with increased quit rates among diabetes patients. METHODS We randomized 224 male diabetes patients into intervention groups 1 and 2. Both groups received a standard diabetic-specific smoking cessation message from a doctor. Intervention group 2 additionally received counseling. We compared the positive change in knowledge and the quit rates between the two groups at 6 months. RESULTS Positive change in knowledge in group 2 was two times higher than that in group 1. The odds of quitting among patients who reported a positive change in knowledge was 2.65 times higher compared to those who reported no positive change in knowledge. CONCLUSIONS Increasing the knowledge of persons with diabetes about the risks of developing severe complications if they continue smoking leads to significantly higher quit rates. PMID:25741183
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…
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…
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)…