Página 1 dos resultados de 746 itens digitais encontrados em 0.032 segundos

Currículo, cultura e educação matemática: uma aproximação possivel?; Curriculum, culture and mathematics education: a possible approach?

Godoy, Elenilton Vieira
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 11/10/2011 Português
Relevância na Pesquisa
87.79432%
O presente estudo insere-se na linha de pesquisa Currículos, ensino e aprendizagem em Matemática, do Grupo de Estudos e Pesquisa em Educação Matemática e Educação (GEPEME), da área de Ensino de Matemática e Ciências do Programa de Estudos Pós-Graduados em Educação da Faculdade de Educação da Universidade de São Paulo (USP) e tem como objetivo investigar em que medida o conhecimento matemático é usado na sociedade contemporânea e como se manifesta nas relações de poder; e compreender sobre e como as práticas de significação interferem na organização e construção do currículo da Matemática da Educação Básica. Metodologicamente, inclui-se numa abordagem qualitativa de pesquisa, na modalidade ensaio teórico e articula práticas discursivas que têm sido pouco confrontadas com a Educação Matemática, mais precisamente, com o currículo da Matemática escolar, ao longo dos últimos anos. Teoricamente, fundamenta-se em estudos sobre as diferentes teorias de currículo procurando analisar o papel que as disciplinas escolares ocupam em cada uma dessas teorias; em estudos sobre a centralidade da cultura para discutir as questões da contemporaneidade; e em estudos na área de Educação Matemática, tais como Etnomatemática...

Creative litle scientists : enabling creativity through science and mathematics in preschool and first years of primary education

Costa, Manuel F. M.
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Relatório
Publicado em 30/09/2013 Português
Relevância na Pesquisa
87.55786%
The aim of this report is to provide a detailed analysis of evidence gathered through fieldwork in the nine European countries (Belgium, Finland, France, Germany, Greece, Malta, Portugal, Romania and the UK) participating in the Creative Little Scientists project. The Report builds on Country Reports (D4.3) that drew together data gathered from each partner country to examine and illustrate the potential for creativity and the role of inquiry in the classroom realities of preschool and early primary school science and mathematics education. It includes a selection of exemplary episodes of learning and teaching from each partner country illustrating the variety of approaches observed and the possibilities identified for creativity in early science and mathematics. Analysis of findings from fieldwork is grounded in concepts and synergies identified in the Conceptual Framework (D2.2) and operationalised in the List of Mapping and Comparison Factors (D3.1) developed previously in the project. Moreover, the contents of this report aim to complement those of the Report on Mapping and Comparing Recorded Practices (D3.2) and the Report on First Survey of School Practice (D3.3), previous project deliverables that addressed the same goals through the analysis of relevant policy records and teacher survey data respectively.; Comissão Europeia

Science and mathematics teachers of the future

Michelsen, Claus; Nielsen, Jan; Petersen, Morten
Fonte: Instituto Politécnico de Santarém, Escola Superior de Educação Publicador: Instituto Politécnico de Santarém, Escola Superior de Educação
Tipo: Artigo de Revista Científica
Publicado em //2008 Português
Relevância na Pesquisa
77.805337%
This paper presents the project Science and Mathematics Teachers of the Future. The aim of the project is to develop and implement a graduate level equivalent degree program in mathematics and science instruction for in-service teachers of lower secondary education. This aim is achieved in the programme through involving the teachers in design, implementation and evaluation of innovative instructional sequences, which deals with a wide range of aspects of mathematics and science, e.g. modern science and the importance of science in society. In the program contemporary science and mathematics education research serves as a basis for the design and development of warranted practices with which the teachers may experiment in their classroom. We will focus on the outcomes of offering a program which is intimately tied to (i) contemporary science and mathematics education research, (ii) modern science and mathematics and (iii) the teacher’s practices in the classroom. - Este artigo apresenta o projecto Professores de Ciência e de Matemática do Futuro. O objectivo deste projecto consiste em desenvolver e implementar um programa de graduação em educação de matemática e ciências destinado a professores dos primeiros anos do ensino secundário (3º ciclo do ensino básico em Portugal). Este objectivo é alcançado no programa através do envolvimento dos professores na concepção...

Pharmacy Students’ Perceptions of Natural Science and Mathematics Subjects

Prescott, Julie; Wilson, Sarah Ellen; Wan, Kai-Wai
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/08/2014 Português
Relevância na Pesquisa
76.937656%
Objective. To determine the level of importance pharmacy students placed on science and mathematics subjects for pursuing a career in pharmacy.

Etnomatemática, educação matemática crítica e pedagogia dialógico-libertadora: contextos e caminhos pautados na realidade sociocultural dos alunos; Ethnomatematics, mathematics education and critical pedagogy dialogical-liberation: backgrounds and paths guided by the sociocultural reality of the students

REIS, Jaqueline Ferreira dos
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Educação em Ciências e Matemática; Ciências Exatas e da Terra
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
77.72536%
The presented research is in line of search Teaching and Learning of Science and Mathematics of Postgraduate Program on Education in Science and Mathematics of Pro- Rectory for Research and Postgraduate Studies (PRPPG) of Federal University of Goiás. The developed study aimed investigate and reflect about the possibilities of articulation in between the mathematic knowledge and social, political, cultural and economic realities, through contextualized activities with aim in to valorize the students life contexts (background) and give voice to your yearnings, hopes and dreams (foreground). The central problem in the research is constituted as follows: can that articulation contribute to a learning with social meanings and culturally contextualized from mathematics, as to a critical reading and aware of the reality surrounding which encourage the student autonomy? Linked to this question, lies the research goal: investigate if the act of seeking meanings to a effective learning of mathematics through contextualized activities in the students sociocultural reality, plus your interests, contributes to that their knowledge be directed to a critical conscience and to a autonomous exercise of citizenship. This study is constituted by a qualitative approach of research...

The impact of integrated programming on student attitude and achievement in grade 9 academic mathematics and science

Cosentino, Cindy.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
67.751426%
This research studioo the effect of integrated instruction in mathematics and~ science on student achievement in and attitude towards both mathematics and science. A group of grade 9 academic students received instruction in both science and mathematics in an integrated program specifically developed for the purposes of the research. This group was compared to a control group that had received science and mathematics instruction in a traditional, nonintegrated program. The findings showed that in all measures of attitude, there was no significant difference between the students who participated in the integrated science and mathematics program and those who participated in a traditional science and mathematics program. The findings also revealed that integration did improve achievement on some of the measures used. The performance on mathematics open-ended problem-solving tasks improved after participation in the integrated program, suggesting that the integrated students were better able to apply their understanding of mathematics in a real-life context. The performance on the final science exam was also improved for the integrated group. Improvement was not noted on the other measures, which included EQAO scores and laboratory practical tasks. These results raise the issue of the suitability of the instruments used to gauge both achievement and attitude. The accuracy and suitability of traditional measures of achievement are considered. It is argued that they should not necessarily be used as the measure of the value of integrated instruction in a science and mathematics classroom.

Republic of Sierra Leone : Higher and Tertiary Education Sector Policy Note

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
67.83089%
Chapter one provides background and context for these policy notes. It includes information on the history of Higher and Tertiary Education (HTEs), learning structures, the economy, relevant legal frameworks, and the general education sector. Chapter two deals with quality assurance: the structures of administration, legal framework, monitoring Commissions, internal and external quality assurance, policies, accreditation and participants. Chapter three highlights issues of academic Relevance to economic, social and national development. It reviews the Government of Sierra Leone (GOSL) priorities, the labor market, skills and competencies and employment status and opportunities for Higher and Tertiary Education Institution, or HTI graduates. The chapter further explores the supply of programs and courses while identifying gaps in offerings. Recommendations are provided. Chapter Four provides insight into the Cost and Financing of HTIs. The report highlights the financing of institutions, public financing, subventions...

Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline

Joseph, Esther
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
67.969624%
As of 1999, high school teachers without majors in their subject areas number 37% of biology teachers, 59% of physical science teachers, and 60% of mathematics teachers. These discouraging statistics grow more extreme in middle schools and high poverty public high schools, especially regarding mathematics and physical sciences instruction. The statistics are especially worrisome given the strong correlation between thorough teacher subject matter preparation and higher student performance. Unfortunately, the literature is limited in terms of a direct comparison between mathematics and science majors and individuals who become mathematics and science teachers. This study was undertaken to add to the body of literature in hopes of informing universities and school districts of the characteristics of individuals who enter the mathematics and science teacher pipeline. The purpose of this study was to determine whether predictive relationships exist among the independent variables and the dependent variable, and whether certain attributes account for significant differences between mathematics and science degree earners who choose to enter the mathematics and science teacher pipeline and those who show no interest in mathematics and science teaching. This study provided a snapshot of the characteristics of both groups of individuals. The sample for this investigation came from the Baccalaureate and Beyond Longitudinal Study (B&B: 08/09) cohort of approximately 19...

Socio-Scientific Issues: A transdisciplinary approach for engaging pre-service teachers in Science and Mathematics education

Paige, Kathryn; Hardy, Graham
Fonte: Universidad Autónoma de Madrid. Grupo de Investigación "Cambio Educativo para la Justicia Social" (GICE); Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE) Publicador: Universidad Autónoma de Madrid. Grupo de Investigación "Cambio Educativo para la Justicia Social" (GICE); Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (RINACE)
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
77.15922%
Over the past decade, primary/middle pre-service teachers at the University of South Australia have been employing socio-scientific issues (SSIs) as the basis of planning meaningful and connected science and mathematics experiences for students in low socio economic schools. We have used the philosophic and pragmatic challenges associated with exploring SSIs to help our pre-service teachers conceptualize ways in which they, as teachers of science and mathematics, can better help their students to understand how they can live and operate in a more socially and ecologically just world. This case study of a cohort of primary/middle undergraduate students utilizes two sources of data to evaluate the efficacy of these learning experiences in meeting the desired outcomes; firstly, a debriefing analysis following a formal ‘roundtable’ assessment of pairs of pre-service teachers, and secondly, a collection of direct student evaluation data by means of an online survey. The outcomes show that the challenges presented by adopting these strategies were particularly acute in the professional journey of non-specialist primary and primary/middle pre-service teachers, and meeting these challenges directly through participation in authentic experiences incorporating...

Creative Little Scientists: enabling creativity through science and mathematics in preschool and first years of primary education: guidelines and curricula for teacher training (D5.2)

Almeida, A. M.; Varela, Paulo Idalino Balça; Costa, Manuel F. M.; Creative Little Scientists
Fonte: CreativeLittleScientists Consortium Publicador: CreativeLittleScientists Consortium
Tipo: Relatório
Publicado em //2013 Português
Relevância na Pesquisa
67.745396%
One of the key objectives of the Creative Little Scientists project is to propose a set of curriculum design principles as guidelines for European initial teacher education (ITE) and continuous professional development (CPD) programmes that will foster creative approaches to science and mathematics learning in preschool and the first years of primary education in the frame of inquiry-based educational environments. Work Package 5 is based on the findings of the theoretical review (Work Package 2), comparative studies (Work Package 3), and in-depth field research (Work Package 4). In addition it has been informed by the involvement of communities of stakeholders – teachers, student teachers, school staff members, teacher educators, researchers, out-of-the box thinkers, policy makers and experts in the field of inquiry, creativity or science – in online and face-to-face focus groups. This document offers teacher education policy makers and institutions a set of curriculum design principles and accompanying conceptual recommendations in order to design and apply curricula that will foster creative approaches to science and mathematics learning in preschool and first years of primary education. Furthermore it offers teacher education institutions a related set of teacher outcomes about what teachers should know and be able to do in order to develop such creative approaches. These can be seen as concrete recommendations for teacher educators and teacher education institutions to frame their sessions...

Creative Little Scientists: enabling creativity through science and mathematics in preschool and first years of primary education: exemplary teacher training materials (D5.3)

Almeida, A. M.; Varela, Paulo Idalino Balça; Costa, Manuel F. M.; Creative Little Scientists
Fonte: CreativeLittleScientists Consortium Publicador: CreativeLittleScientists Consortium
Tipo: Relatório
Publicado em //2014 Português
Relevância na Pesquisa
78.053706%
This report focuses on the Exemplary Teacher Training Materials. The aim of these materials is to illustrate the teacher education Curriculum Design Principles and related Teacher Outcomes, which were developed during Work Package 5 as part of D5.2 Guidelines and Curricula for Teacher Training and can also be found in this report. They are designed for teacher educators to use in Initial Teacher Education (ITE) and teacher Continuing Professional Development (CPD). They aim to extend professional understanding and enhance professional development in order to foster creativity in science and mathematics education in the early years. This report explains the methodology used to develop the materials, the nature and structure of the materials and includes suggestions for their use in all phases of teacher education. Methodology used to develop the exemplary teacher training materials In the Creative Little Scientists project, the comparative research and the in-depth fieldwork in particular identified significant issues that need to be tackled in teacher education in order to foster creativity in science and mathematics education in the early years. Based on these issues the teacher education Content Design Principles, created during the curriculum design research...

Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study

Nisbet, Leslie
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
77.39117%
This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman’s content knowledge, Graeber’s mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs’ perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

Science and mathematics teachers of the future

Michelsen, Claus; Instituto de Educação, Universidade de Lisboa; Nielsen, Jan Alexis; Center for Science and Mathematics Education, University of Southern Denmark; Petersen, Morten Rask; Center for Science and Mathematics Education, University of Southe
Fonte: Escola Superior de Educação do Instituto Politécnico de Santarém Publicador: Escola Superior de Educação do Instituto Politécnico de Santarém
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 06/04/2012 Português
Relevância na Pesquisa
117.97804%
This paper presents the project Science and Mathematics Teachers of the Future. The aim of the project is to develop and implement a graduate level equivalent degree program in mathematics and science instruction for in-service teachers of lower secondary education. This aim is achieved in the programme through involving the teachers in design, implementation and evaluation of innovative instructional sequences, which deals with a wide range of aspects of mathematics and science, e.g. modern science and the importance of science in society. In the program contemporary science and mathematics education research serves as a basis for the design and development of warranted practices with which the teachers may experiment in their classroom. We will focus on the outcomes of offering a program which is intimately tied to (i) contemporary science and mathematics education research, (ii) modern science and mathematics and (iii) the teacher’s practices in the classroom.

The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop

Yeung, A.; Pyke, S.; Sharma, M.; Barrie, S.; Buntine, M.; Burke Da Silva, K.; Kable, S.; Lim, K.
Fonte: Institute for Innovation in Science and Mathematics Education Publicador: Institute for Innovation in Science and Mathematics Education
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
77.242295%
Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students’ attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities. The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating the laboratory experience of students and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project has now expanded to include those disciplines. This paper will discuss the activities of ASELL and provide a report about the first ASELL science workshop held at the University of Adelaide in April 2010...

Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States

Fowler, Linda D
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
67.707393%
Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem. U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S. The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement. Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features...

The Effects of the Use of Technology In Mathematics Instruction on Student Acheivement

Myers, Ron Y
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
67.72373%
The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion...

Strengthening Mathematics Education in Sri Lanka

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
Relevância na Pesquisa
68.201216%
A well-informed and knowledgeable community is of vital importance for the economic and social development of a modem society. The knowledge and skills required for present day activities are much more complex than those required in the past. Today, many jobs require expert thinking and non-routine analytical skills, to identify and solve problems. Mathematics education focuses on developing a person's analytical and problem solving abilities. Thus a high quality mathematics education win ensure that students develop the skills that are essential not only in science and technology, but also in everyday life and the workplace. The government of Sri Lanka, recognizing the need for a high quality mathematics education has implemented several reforms in the recent past. Although the progress achieved is commendable, there is still room for improvement in certain important aspects of the learning teaching process. The main aim of the mathematics curriculum under these reforms is to create individuals who are able to think mathematically and apply mathematical knowledge effectively and responsibly in problem solving and decision making.

A Biotic Game Design Project for Integrated Life Science and Engineering Education

Cira, Nate J.; Chung, Alice M.; Denisin, Aleksandra K.; Rensi, Stefano; Sanchez, Gabriel N.; Quake, Stephen R.; Riedel-Kruse, Ingmar H.
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 25/03/2015 Português
Relevância na Pesquisa
77.22138%
Engaging, hands-on design experiences are key for formal and informal Science, Technology, Engineering, and Mathematics (STEM) education. Robotic and video game design challenges have been particularly effective in stimulating student interest, but equivalent experiences for the life sciences are not as developed. Here we present the concept of a "biotic game design project" to motivate student learning at the interface of life sciences and device engineering (as part of a cornerstone bioengineering devices course). We provide all course material and also present efforts in adapting the project's complexity to serve other time frames, age groups, learning focuses, and budgets. Students self-reported that they found the biotic game project fun and motivating, resulting in increased effort. Hence this type of design project could generate excitement and educational impact similar to robotics and video games.

Improving Learning in Science and Mathematics with Exploratory and Interactive Computational Modelling

Neves, Rui Gomes; Silva, Jorge Carvalho; Teodoro, Vítor Duarte
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 23/06/2010 Português
Relevância na Pesquisa
77.16152%
Scientific research involves mathematical modelling in the context of an interactive balance between theory, experiment and computation. However, computational methods and tools are still far from being appropriately integrated in the high school and university curricula in science and mathematics. In this chapter, we present a new way to develop computational modelling learning activities in science and mathematics which may be fruitfully adopted by high school and university curricula. These activities may also be a valuable instrument for the professional development of teachers. Focusing on mathematical modelling in the context of physics, we describe a selection of exploratory and interactive computational modelling activities in introductory mechanics and discuss their impact on student learning of key physical and mathematical concepts in mechanics.; Comment: 14 pages, latex, 5 jpeg figures, based on talk given by Rui Neves at the 14th International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA14), University of Hamburg, 27-31 July 2009. To be published on the Conference Proceedings: G. Kaiser, W. Blum, R. Borromeo Ferri & G. Stillman (Eds.), ICTMA14: Trends in teaching and learning of mathematical modelling...

TIMSS-R 1999: An Analysis of the Delaware Science Coalition Data

Cwikla, Julie
Fonte: Delaware Education Research & Development Center Publicador: Delaware Education Research & Development Center
Tipo: Relatório Formato: 681951 bytes; application/pdf
Português
Relevância na Pesquisa
77.6924%
The Third International Mathematics and Science Study (TIMSS) was conducted in 1995 and was the most comprehensive international study of student performance and schools ever conducted examining fourth, eighth, and twelfth grades. Classroom video data were also collected in Germany, Japan, and the United States. The TIMSS-R conducted in 1999 collected only data for eighth grade students and their schools. This provides longitudinal data for the students in fourth grade in 1995 and eighth grade in 1999. In addition to student performance data in mathematics and science, the study also collected survey data from the students, teachers, and administrators, to provide a context for students’ performance. The survey questions addressed issues ranging from curriculum content and instructional practice to beliefs about learning and issues of school climate. This report provides the data analysis completed with a grant from the Delaware Foundation for Science and Mathematics Education. Six research questions were explored: 1. How does Delaware’s student performance compare with other various States and consortia in mathematics and science, in the specific content strands, and on individual assessment items? 2. How is student performance on the TIMSS-R related to performance on the DSTP across students’ ethnicity? 3. How do Delaware students’ beliefs about their education and out of class activities compare with other States and consortia? 4. How do Delaware students describe their classroom experience? 5. How do Delaware teachers compare with other States and consortia? 6. How do teachers and students describe what goes on in their classroom?