Learning from Self-Study: Gaining Knowledge about How Fourth Graders Move from Relational Description to Algebraic Generalization

2005 ◽  
Vol 75 (2) ◽  
pp. 202-221 ◽  
Author(s):  
LAURA GRANDAU
Keyword(s):  
Teaching And Learning ◽  
Critical Distance ◽  
Mentoring Relationships ◽  
Written Responses ◽  
Teaching Algebra ◽  
Algebraic Generalization ◽  
Self Study ◽  
Teacher Researchers ◽  
Fourth Grade Students ◽  
Critical Friend

In this article, Laura Grandau traces a self-study research project focused on teaching algebra to fourth-grade students. Facing a new curriculum and a new grade level, Grandau considers what good instruction and "good habits of practice" may be. Through journaling, videos, observations, analysis of students' verbal and written responses, and consultations with her "critical friend" Sean (also a teacher), Grandau develops a "critical distance" from her teaching. While doing this reflective work, she negotiates the ambiguities of teaching and learning. Although Grandau's work is of interest to teachers of mathematics, those in critical friend or peer mentoring relationships, and teacher researchers, it also serves as a model of how inquiry teaches, fostering growth in teachers, students, and communities of practice.

The Implementation Of Make A-Match Model In Social Science Learning To Improve Student Learning Outcomes In Class IV SDN 115 Manado

2019 ◽  
Vol Volume 2 Nomor 2 ◽  
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Science Learning ◽  
Design Activity ◽  
Test Results ◽  
Match Model ◽  
Fourth Grade Students ◽  
Improve Student Learning

There is a tendency in the education field today to return to the idea that children will learn better if the environment is created naturally. Learning will be more meaningful if children "experience" themselves what they are learning, not 'knowing' it. Target-oriented learning of material mastery proves to be successful in short-term 'remembering' competitions, but fails to equip children to solve problems in long-term life. The problems that would to be studied in this study are: (a) how is the improvement of Social Science learning outcomes by applying the Make A-Match Model to it? (b) how does the Make A-Match Model apply towards the learning motivation? The objectives of this study are: (a) want to know the improvement in Social Science learning achievement after the implemetation of the Make A-Match Model. (b) want to know the effect of Make A-Match Model towards students’ motivation of the subject after it is applied. This research is used two rounds of action research. In each round consists of four stages, namely: design, activity and observation, reflection and revision. The target of this research is the fourth grade students of Mongodow. The data obtained in the form of formative test results, observation sheets of teaching and learning activities. From the results of analysts obtained student achievement has increased from cycle I to cycle II namely, cycle I (65%), cycle II (83%). The conclusion of this research is the Make A-Match Model of Social Science learning could positively influence the motivation of learning of central students, and this learning model could be used as an alternative to Social Science learning.

scholarly journals FLAWS IN PROOF CONSTRUCTIONS OF POSTGRADUATE MATHEMATICS EDUCATION STUDENT TEACHERS

2019 ◽  
Vol 10 (3) ◽  
pp. 379-396
Author(s):  
Zakaria Ndemo
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Mathematical Proof ◽  
Education Student ◽  
Written Responses ◽  
Induction Strategy ◽  
Proof Comprehension ◽  
Analytic Induction

Intending to improve the teaching and learning of the notion of mathematical proof this study seeks to uncover the kinds of flaws in postgraduate mathematics education student teachers. Twenty-three student teachers responded to a proof task involving the concepts of transposition and multiplication of matrices. Analytic induction strategy that drew ideas from the literature on evaluating students’ proof understanding and Yang and Lin’s model of proof comprehension applied to informants’ written responses to detect the kinds of flaws in postgraduates’ proof attempts. The study revealed that the use of empirical verifications was dominant and in situations. Whereby participants attempted to argue using arbitrary mathematical objects, the cases considered did not represent the most general case. Flawed conceptualizations uncovered by this study can contribute to efforts directed towards fostering strong subject content command among school mathematics teachers.

scholarly journals Critical Self-Reflection as Disruption: A Black Feminist Self-Study

2020 ◽  
Vol 3 (1) ◽  
pp. 21-38
Author(s):  
Benikia Kressler
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Teacher Educator ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Self Reflection ◽  
White Middle Class ◽  
Self Study ◽  
Educators Of Color

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.    

Perspectives on Teacher Research

2017 ◽  
pp. 191-206
Author(s):  
Salika A. Lawrence ◽  
Rochelle G. Kaplan ◽  
Ellina Chernobilsky
Keyword(s):  
Professional Growth ◽  
Teaching And Learning ◽  
Teacher Research ◽  
Classroom Research ◽  
Limited Time ◽  
Teachers Perceptions ◽  
Self Study ◽  
Self Reports ◽  
Classroom Inquiry ◽  
The Relationship

Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

scholarly journals Reflective self-study for an integrated learning approach to early childhood mathematics teacher education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Makie Kortjass
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Learning Approach ◽  
Early Childhood Mathematics ◽  
Study Research ◽  
Self Study

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

A Study of Creative Figure Image Design for Computer Aided Design

2013 ◽  
Vol 346 ◽  
pp. 173-178
Author(s):  
Jing Chen Xie
Keyword(s):  
Computer Aided Design ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Design Method ◽  
Fourth Grade Students ◽  
Creative Products ◽  
Central Taiwan ◽  
Aided Design ◽  
Learning Team ◽  
School Team

The teachers of this study applied the cross-school team teaching method with 5 fourth-grade students from the Project Design Curriculum provided by the Department of Commercial Design of a Technology University in Central Taiwan to teaching and learning of creative ideas through discussions of a cooperative learning team. The humorous metaphorical design method of using office supplies to replace heads of figures was adopted with integration of virtual personalities of various roles in the job field to mock humans hypocrisy and pretense. Hand drawing was combined with computer graphics skills to create a series of creative figure image designs, as references for the vendor to develop and manufacture creative products.

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