Global ETD Search

1	The relationship between the beliefs of early childhood teachers and their use of scaffold, instruction and negotiation as teaching strategies Bernstone, Helen January 2007 (has links) This study investigates the relationship between the beliefs of early childhood education teachers and their use of the teaching strategies instruction and negotiation in relation to the scaffold process. Consideration of thinking skills and the ability to problem solve through the vehicle of play provided the background to the research focus. The research was undertaken in two differently structured early childhood education centres in New Zealand with a case study design framing the gathering of data through observations and interviews. It is a small qualitative study driven by socio-cultural theory and therefore considered from a social constructivist position. The main findings from observations and interviews revealed that not all teachers had congruency between their beliefs and practice, that instruction could be the only mediation within a scaffolding process and by considering the power relations in the learning and teaching situation, a model of how different teaching strategies could be related to different states of thinking. A key finding was that of a definition of negotiation as a teaching strategy. 372.102
2	A Comparison of Math Teaching and Learning in China and the United States -: Problem Solving Skills in Geometry of Chinese and U.S. Students Lu, Yaomingxin 28 September 2016 (has links) No description available. Mathematics Education Mathematics
3	Digitala lärresurser i problemlösningsundervisningen : En kvalitativ undersökning om matematiklärares uppfattningar om digitala lärresurser i problemlösningsundervisningen / Digital resources in problem-solving teaching : A qualitative study about mathematics teacher’s view on digital resources in problem-solving teaching Crepulja, Maria, Larsson, Sofia January 2023 (has links) Syftet med denna studie är att undersöka hur matematiklärare beskriver digitala lärresursers användbarhet i sin problemlösningsundervisning. För att undersöka detta har flera kvalitativa semistrukturerade intervjuer genomförts. De genomförda intervjuerna med lärarna har analyserats med hjälp av TPACK-ramverket och visar att problemlösning med digitala lärresurser har både fördelar och nackdelar. De fördelar som lärarna lyfter fram berör i huvudsak individualisering och differentiering, exempelvis att det är enkelt att hitta och anpassa uppgifter till respektive elevs nivå. Nackdelarna handlar främst om digitala läromedlens funktion, bland annat att det finns för få och för enkla problemuppgifter. Digitala lärresurser möter delvis lärarnas förväntningar, men resultatet visar också på vilken utvecklingspotential som finns. / The purpose of this study is to examine how mathematical teachers describe digital teaching resources usefulness in their problem-solving teaching. To examine this, we have conducted several qualitative semi-structured interviews. The completed interviews with the teachers have been analyzed using the TPACK-framework and show that problem-solving using digital resources have both pros and cons. According to the teachers the advantages are mainly connected to individualization and differentiation, for example it is easy to find and adjust tasks to each pupil’s level. The disadvantages concern the function of digital teaching aids, among other things, there are too few and too simple problem-solving tasks. Overall digital resources match the teacher’s expectations, but the result also indicate the potential for development. Digital resources problem-solving problem-solving teaching teacher’s digital competence TPACK-framework primary school teachers 4-6 Digitala lärresurser problemlösning problemlösningsundervisning lärares digitala kompetens TPACK- ramverket grundskollärare 4–6 Pedagogy Pedagogik
4	Preparing Math Deficient University Students for STEM Achievement and Sustainable Learning George, John H. 30 May 2013 (has links) No description available. Education Philosophy Educational Evaluation Educational Theory Engineering Higher Education Mathematics Education Science Education Teaching Engineering Technology STEM Achievement Sustainable Adult Learning Higher Education Math Development John Tagg John Hattie Susan Lesik student motivation engagement feedback creativity problem solving teaching homework cooperative learning

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