Building a Bridge for Inclusive Assessment of Newly-Arrived Migrants' Knowledge in Science and Mathematics

2022 ◽  
pp. 256-282
Author(s):  
Angelos Sofianidis ◽  
Nayia Stylianidou ◽  
Maria Meletiou-Mavrotheris ◽  
Marios Vryonides ◽  
Xenofon Chalatsis ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Prior Knowledge ◽  
Math Education ◽  
Visual Representations ◽  
Teaching Material ◽  
Migrant Students ◽  
Training Course ◽  
Inclusive Pedagogy ◽  
And Mathematics ◽  
Teachers Training

The Erasmus+/KA3 project Augmented Assessment “Assessing newly arrived migrants' knowledge in Science and Math using augmented teaching material” aims to address the gap that exists in assessing newly arrived migrant students' prior knowledge in the fields of science and mathematics caused by the linguistic obstacle between them and the teachers. To address this gap, the project will develop the Augmented Assessment Library as well as a teachers' training course focusing on inclusive assessment and augmented reality. The chapter outlines the theoretical orientations of the project (augmented assessment bridges) and discusses the elements that comprise them focusing on the connections among inclusive pedagogy, visual representations in science and math education, multimodality, and augmented reality. It also describes the pedagogical framework underpinning the design of the Augmented Assessment Training Course as well as the main innovation of the project which is the Augmented Assessment Library and its pedagogical value for assessment.

Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer
Keyword(s):  
Education Research ◽  
Math Education ◽  
Math Performance ◽  
Science Study ◽  
Science Technology ◽  
Women And Girls ◽  
Math Teaching ◽  
And Mathematics ◽  
Mathematics And Science

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

Employing 3D Printing to Fabricate Augmented Reality Headsets for Middle School STEM Education

2019 ◽  
pp. 241-261
Author(s):  
Daniel A. Tillman ◽  
Ross C. Teller ◽  
Paul E. Perez ◽  
Song A. An
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
3D Printing ◽  
Learning Science ◽  
3D Printer ◽  
School Students ◽  
Mathematics Content Knowledge ◽  
3D Printers ◽  
And Mathematics

This chapter examines the theories, strategies, and techniques for employing 3D printing technologies to fabricate education-appropriate augmented reality (AR) headsets and provides a concrete example of an AR headset that the authors developed. The chapter begins by discussing theories and historically relevant events that provide a context for the chapter's narrative about use of 3D printers to support AR in education. Next, the chapter presents the strategies that were employed while developing and 3D fabricating a custom-designed AR headset that was intended for supporting middle school students learning science and mathematics content knowledge. Afterward, the chapter provides directions and resources for the reader describing how to build the presented AR headset design themselves by using a 3D printer and affordable electronic components, as well as information about how to join the Maker community and participate in the designing and producing of similar projects. Lastly, the chapter delivers a summarization of all findings discussed.

A Study on the Relationship Between Preservice STEM Teachers’ Beliefs About Migrant Students and Teachers’ Roles in Chinese Urban Schools

2020 ◽  
pp. 001312452092767
Author(s):  
Jingying Wang ◽  
Mingyue Yang
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Urban Areas ◽  
After School ◽  
Migrant Students ◽  
Grade Levels ◽  
Teachers Beliefs ◽  
Survival And Development ◽  
And Mathematics ◽  
Development Orientation

The survival and development of migrant students in urban areas were always the focus of all sectors of society. Science, technology, engineering, and mathematics (STEM) subjects are most likely to cause learning difficulties for migrant students, and the beliefs of STEM teachers about migrant students and their role closely affect classroom teaching and after-school support and tutoring. This study focuses on 268 STEM-oriented preservice teachers majoring in elementary education in a normal university in Beijing, China. A questionnaire investigation has been conducted on their beliefs about migrant students’ and teachers’ role in urban elementary schools with metaphor method. The results show that there are significant differences among all the preservice STEM teachers at grade levels, and most of them hold the reality of development and the possibility of development beliefs about migrant students, and the facilitating orientation beliefs about teachers’ role as well. Grade factors are influenced by their curriculum, and beliefs about migrant students show an excessive trend from existence orientation to development orientation with the increasing grade levels. There is a significant correlation between beliefs about migrant students’ and teachers’ role, and preservice teachers with the reality of development beliefs about students are more inclined to the facilitating orientation beliefs about teachers’ role.

scholarly journals The Effect of Augmented Reality on Students’ Learning Performance in Stem Education

Information ◽  
2020 ◽  
Vol 11 (4) ◽  
pp. 209
Author(s):  
Plamen D. Petrov ◽  
Tatiana V. Atanasova
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Stem Education ◽  
3D Visualization ◽  
Learning Performance ◽  
School Year ◽  
Science Technology ◽  
Enrichment Program ◽  
And Mathematics

The effect of one of the most popular 3D visualization and modelling technologies with haptic and touch feedback possibilities—augmented reality (AR)—is analysed herein. That includes a specific solution, incorporating augmented reality. A case study for delivering STEM (science, technology, engineering, and mathematics) content using this tool at one secondary school in Sofia is presented. The experience gained in one school year of using facilities for a STEM enrichment program has been examined.

Culturally Responsive Computing in Urban, After-School Contexts

2013 ◽  
Vol 48 (5) ◽  
pp. 629-656 ◽  
Author(s):  
Ron Eglash ◽  
Juan E. Gilbert ◽  
Valerie Taylor ◽  
Susan R. Geier
Keyword(s):  
Culturally Responsive ◽  
Math Education ◽  
Cultural Factors ◽  
After School ◽  
Direct Impact ◽  
School Contexts ◽  
School Settings ◽  
Science Technology ◽  
Economic Forces ◽  
And Mathematics

The academic performance and engagement of youth from under-represented ethnic groups (African American, Latino, and Indigenous) in science, technology, engineering, and mathematics (STEM) show statistically large gaps in comparison with their White and Asian peers. Some of these differences can be attributed to the direct impact of economic forces. But cultural factors also play a role. This essay will examine two culturally responsive math education technologies and report on evaluations of the technologies in urban out-of-school settings that suggest both approaches can be effective for integrating math education into urban, after-school contexts.

Comprehension of Mathematical Relationships Expressed in Graphs

1987 ◽  
Vol 18 (5) ◽  
pp. 382-393 ◽  
Author(s):  
Frances R. Curcio
Keyword(s):  
Reading Achievement ◽  
Mathematics Achievement ◽  
Prior Knowledge ◽  
Fourth Graders ◽  
Graphical Form ◽  
Seventh Graders ◽  
Mathematical Content ◽  
Graph Comprehension ◽  
And Mathematics ◽  
Mathematical Relationships

In this study, the schema-theoretic perspective of understanding general discourse was extended to include graph comprehension. Fourth graders (n=204) and seventh graders (n=185) were given a prior-knowledge inventory, a graph test, and the SRA Reading and Mathematics Achievement Tests during four testing sessions. The unique predictors of graph comprehension for Grade 4 included reading achievement, mathematics achievement, and prior knowledge of the topic, mathematical content, and form of the graph. The unique predictors for Grade 7 were the same except that prior knowledge of topic and graphical form were not included. The results suggest that children should be involved in graphing activities to build and expand relevant schemata needed for comprehension.

scholarly journals TV and reality: a proposal for teachers´ training

Comunicar ◽  
2008 ◽  
Vol 16 (31) ◽  
Author(s):  
Alejandro Martínez-González
Keyword(s):  
Social Communication ◽  
Critical Analysis ◽  
Critical Consciousness ◽  
Educational Process ◽  
Educational Method ◽  
Training Course ◽  
Complex Thinking ◽  
The Subject ◽  
Teachers Training ◽  
La Salle University

This paper describes an educational process which enables the participants to a critical analysis of television and its contents. This educational method has been developed at «La Salle» University centre, in a social educators and teachers training course, in the frame of the subject called «Techniques of Social Communication and Advertisement». It is based on a methodology that aims the development and promotion of complex thinking and critical consciousness. Reference to some techniques for the analysis of television in class may also be found. En la presente comunicación se describe el proceso de educación en la capacidad de análisis crítico y cuestionamiento de la televisión y sus contenidos que se viene desarrollando desde el centro universitario «La Salle» en la formación de educadores sociales y maestros dentro de la asignatura titulada «Técnicas de comunicación social y publicidad», a partir de una metodología centrada en la promoción y el desarrollo del pensamiento complejo y la conciencia crítica. Se hace mención, también, de algunas técnicas para el análisis del medio televisivo en el aula.

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