排序方式: 共有35条查询结果,搜索用时 593 毫秒
1.
Beatriz S. D'Ambrosio William J. Boone Shelly Sheats Harkness 《School science and mathematics》2004,104(1):5-15
This paper describes the mechanism used to gain insights into the state of the art of mathematics instruction in a large urban district in order to design meaningful professional development for the teachers in the district. Surveys of close to 2,000 elementary, middle school, and high school students were collected in order to assess the instructional practices used in mathematics classes across the district. Students were questioned about the frequency of use of various instructional practices that support the meaningful learning of mathematics. These included practices such as problem solving, use of calculators and computers, group work, homework, discussions, and projects, among others. Responses were analyzed and comparisons were drawn between elementary and middle school students' responses and between middle school and high school responses. Finally, fifth‐grade student responses were compared to those of their teachers. Student responses indicated that they had fewer inquiry‐based experiences, fewer student‐to‐student interactions, and fewer opportunities to defend their answers and justify their thinking as they moved from elementary to middle school to high school. In the elementary grades students reported an overemphasis on the use of memorization of facts and procedures and sparse use of calculators. Results were interpreted and specific directions for professional development, as reported in this paper, were drawn from these data. The paper illustrates how student surveys can inform the design of professional development experiences for the teachers in a district. 相似文献
2.
3.
4.
Charles E. Carraher Jr. George F. Peterson John E. Sheats Ted Kirsch 《高分子科学杂志,A辑:纯化学与应用化学》2013,50(6):1009-1022
The synthesis of oligomeric tin poly(cobalticinium esters) is presented as a function of the particular reaction variables stirring rate, pH and amount of added base, mole ratio of reactants, concentration of reactants, and volume of organic phase. Factors which decrease the solubility of the stannane apparently act to increase the yield of polyester. The thermal characterization of I was carried out via DSC and TGA. The products generally exhibit endotherms below 150 to 200[ddot]C which may be related to Tg. Above 200[ddot]C, degradation occurs in air by an oxidative mode. 相似文献
5.
6.
7.
8.
Kevin Stinson Shelly Sheats Harkness Helen Meyer James Stallworth 《School science and mathematics》2009,109(3):153-161
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 continue to be significant obstacles to an integrated approach to instruction. In this study we report the results of a survey containing six instructional scenarios administered to thirty-three middle grades science and math teachers. Analysis of teacher responses revealed that while teachers applied similar criteria in their reasoning, they did not possess common characterizations for integration. Furthermore, analysis suggested that content knowledge serves as a barrier to recognizing integrated examples. Implications for professional development planners include the need to develop and provide teachers with constructs and parameters for what constitutes mathematics and science integration. Continued emphasis on improving teacher content knowledge in both mathematics and science is also a prerequisite to enabling teachers to integrate content. 相似文献
9.
10.
This article describes the use of a case report, Multiplication as original sin (Corwin, R. B. (1989). Multiplication as original sin. Journal of Mathematical Behavior, 8, 223-225), as an assignment in a mathematics course for preservice elementary teachers. In this case study, Corwin described her experience as a 6th grader when she revealed an invented algorithm. Preservice teachers were asked to write reflections and describe why Corwin’s invented algorithm worked. The research purpose was: to learn about the preservice teachers’ understanding of Corwin’s invented multiplication algorithm (its validity); and, to identify thought-provoking issues raised by the preservice teachers. Rather than using mathematical properties to describe the validity of Corwin’s invented algorithm, a majority of them relied on procedural and memorized explanations. About 31% of the preservice teachers demonstrated some degree of conceptual understanding of mathematical properties. Preservice teachers also made personal connections to the case report, described Corwin using superlative adjectives, and were critical of her teacher. 相似文献