Search results for "Mathematics EDucation"
showing 10 items of 1280 documents
El teorema de Pitàgores en segon d’ESO
2012
El teorema de Pitàgores és un contingut fonamental en l’assignatura de matemàtiques en el currículum d’Educació Secundària. Per tal de conèixer els continguts concrets que pertoquen a este curs, analitzem el que s’establix per Reial Decret al currículum oficial de l’Estat i al de la Comunitat Valenciana. Tindrem també en compte els continguts dels cursos anteriors i posteriors per tal d’evitar repeticions o insuficiències en la matèria. En el primer curs d’ESO s’estudia la fórmula i s’utilitza per a calcular el valor d’un costat d’un triangle rectangle coneguts els altres dos. En segon es demostra esta fórmula i s’utilitza per a determinar l’àrea de polígons; determinar si un triangle és re…
MANIPULATION OF OBJECTS AS INTEGRATION ACTIVITY
2016
The visual disability assumes, in the processes of teaching and learning, a particular connotation for the specificity that over the years the vision in the overall structure of knowledge has had. The whole western tradition on the knowledge stood on a "oculocentric" vision of knowledge. The view has always been considered the “sense for excellence". An educational activity, therefore, that emphasizes and promotes strategies of inclusion / integration of students with visual impairment is significant and essential to the whole class group. We present here an experimentation with primary school children: in a closed bag, there are objects of everyday life: every time a child extracts an obje…
Fostering sustained teacher learning: a longitudinal assessment of the influence of vision building and goal interdependence on information sharing
2020
To support school improvement, understanding the mechanisms that enhance teachers’ engagement in professional learning activities within schools over time is paramount. The purpose of this three-wave longitudinal study is to examine the role of workplace conditions (school leaders’ vision building and teams’ shared goals), in supporting teachers’ engagement in information sharing over time. To test the directionality of the relationships between the concepts, we analyzed survey data from 655 vocational education and training teachers in the Netherlands using a cross-lagged panel model. Results suggest that teachers’ engagement in information sharing remains stable over time, and the results…
What is important in history teaching? Student class teachers’ conceptions
2020
In Finland, history is taught in comprehensive schools at both primary and secondary levels. In primary schools, teachers are qualified class teachers who study one or two history courses during their teacher education. The amount of history taught in teacher education is limited, but student class teachers have studied history while at comprehensive school and general upper secondary school, and they have lived experience of historical cultures as members of different groups and communities. Thus, they have conceptions of what history teaching in school is, and what it should be. In this article, student class teachers’ conceptions of teaching history were examined using data (n=92) consi…
Narrative inquiry and historical skills. A study in teacher training
2017
This paper addresses narrative thinking and literacy levels in future primary school teachers in Spain. It uses the study of a historical synthesis of one of the main narratives in Spanish history: the Christian expansion through Muslim territories in the Iberian Peninsula in the Middle Ages. Accounts by 283 students of the degree in elementary school teaching at the universities of Valencia and Murcia were studied. The aim was to ascertain the students' discursive abilities with respect to their historical thinking skills. The results reveal poor narrative skills in future teachers and a very low level of historical literacy.
The home literacy model in a highly transparent orthography
2019
We investigated the extent to which home literacy activities during the preschool year would predict the development of children’s language and literacy skills in primary school, in a highly transparent Finnish language. Also, the correlates of maternal literacy activities during preschool were examined. Literacy and language skills of 1,880 children (6-year-olds at the baseline) were tested at 5 time points from the beginning of preschool to the end of Year 2; mothers filled in questionnaires at the end of preschool. The results showed that home teaching of reading at preschool age predicted children’s emergent literacy (letter knowledge, word reading fluency) in primary school, while shar…
Prospective elementary teachers’ perceptions of the processes of modeling: A case study
2012
In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a specially designed questionnaire are analyzed on the basis of an a priori analysis made using a general scheme of reference on the epistemology of mathematics and physics. The study is performed by using quantitative data analysis methods, i.e. factorial analysis of the correspondences and implicative analysis. A qualitative analysis of key words and terms used by students during interviews is also used to examine some aspects that emerged from the quantitative analysis. The students have been classified on the basis…
Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education
2021
Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs…
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equa…
2018
Abstract This study aims to explore relationships between teachers' attitudes, self-efficacy, and background variables regarding inclusive education by using a sample of 359 Japanese and 872 Finnish teachers. A multi-group structural equation modelling was conducted to find similarities and differences in how the background variables predict teachers' attitudes and self-efficacy. Experience in teaching students with disabilities had a positive effect on teachers' attitudes and self-efficacy in both countries. However, teachers' teaching career and the amount of inclusive education training affected them differently in Japan and Finland. The findings could be used to improve inclusive educat…
Measuring pre-service teachers' attitudes towards inclusive education: Psychometric properties of the TAIS scale
2015
The Teachers’ Attitudes towards Inclusive Education (TAIS) scale was designed to measure pre-service teachers’ attitudes towards inclusion, as defined in the Salamanca Statement of UNESCO. The 10-item scale was developed using a sample of 185 final-year pre-service subject teachers. It was validated in four subsequent studies with various samples of teachers and pre-service teachers. The unidimensionality of the scale was established in all samples except the first-year students, and its validity was confirmed in psychometric analyses. The scale is suggested for use in intervention studies aiming to develop positive attitudes towards inclusion among teachers and pre-service teachers. peerRe…