Brief Report: A Comparison of Symbol-Precedence View in Investigative and Conventional Textbooks Used in Algebra Courses

2016 ◽  
Vol 47 (2) ◽  
pp. 134-146 ◽  
Author(s):  
Milan F. Sherman ◽  
Candace Walkington ◽  
Elizabeth Howell
Keyword(s):  
Algebra I ◽  
Student Thinking ◽  
Reform Movements ◽  
Making Meaning ◽  
Making Sense ◽  
Recent Reform ◽  
Curricular Materials ◽  
Algebra Textbooks ◽  
Concreteness Fading ◽  
Better Than

Recent reform movements have emphasized students making meaning of algebraic relationships; however, research on student thinking and learning often remains disconnected from the design of widely used curricular materials. Although a previous examination of algebra textbooks (Nathan, Long, & Alibali, 2002) demonstrated a preference for a symbols-first approach, research has demonstrated that Algebra I students' performance on verbally presented problems is better than on symbolic equations, consistent with cognitive theories suggesting the value of concreteness fading. The present study investigates whether current textbooks used in Algebra I courses demonstrate a formalisms-first approach using five different analyses. Results show that despite nearly 2 decades of research on student learning, the conventional textbooks used in most classrooms have been resistant to change and emphasize manipulation with symbols prior to making sense of verbal scenarios.

KARAKTERISTIK PENCAPAIAN KEMAMPUAN PEMBUKTIAN DAN KEPERCAYAAN DIRI MAHASISWA MELALUI METODE MOORE

2018 ◽  
Vol 4 (2) ◽  
pp. 72-82
Author(s):  
Iyon Maryono ◽  
Siska Amanda Lucita Dewi ◽  
Agus Hikmat Syaf
Keyword(s):  
Learning Outcomes ◽  
Mixed Method ◽  
Student Learning Outcomes ◽  
Student Thinking ◽  
Student Responses ◽  
Self Confidence ◽  
Teacher Students ◽  
Thinking Process ◽  
Better Than ◽  
Important Activity

Pembuktian dalam matematika adalah suatu aktivitas yang penting, tetapi aktivitas ini tergolong sulit bagi mahasiswa calon guru matematika. Masalah ini salah satunya dipengaruhi oleh kepercayaan-diri. Tujuan penelitian ini adalah untuk menganalisis karakteristik pencapaian kemampuan pembuktian matematis dan kepercayaan-diri mahasiswa melalui metode Moore. Penelitian ini menggunakan metode campuran bertahap yaitu tahap kuantitatif dan tahap kualitatif. Pada tahap kuantitatif disimpulkan bahwa kemampuan pembuktian pada kelas yang menggunakan metode Moore lebih baik daripada kelas yang menggunakan model pembelajaran langsung. Metode Moore dapat mengungkap proses perkembangan capaian pembelajaran mahasiswa dalam pembuktian, sehingga dosen dapat memberikan umpan balik untuk mengembangkannya. Pada tahap kualitatif, dihasilkan karakteristik kemampuan pembuktian beberapa mahasiswa. Karakteristik ini ditinjau berdasarkan respon mahasiswa terhadap masalah pembuktian. Pada pembelajaran dengan metode Moore, mahasiswa tidak diperbolehkan membuka bahan ajar, sehingga dosen harus mengikuti alur berpikir mahasiswa dan mengarahkan proses berpikirnya. Sebagai implikasi, metode Moore baik digunakan dengan catatan mahasiswa harus belajar terlebih dahulu sebelum pembelajaran di kelas.Proving in mathematics is an important activity, but this activity is classified as difficult for prospective mathematics teacher students. This problem is influenced by self-confidence. The purpose of this study was to analyze the characteristics of achievement of students' mathematical proving ability and self-confidence  through the Moore method. This study uses a phased mixed method, namely quantitative and qualitative stages. In the quantitative stage, it was produced: "Based on the overall and PAM categories, the ability to prove the class using the Moore method is better than the class that uses the direct learning model". Moore's method can reveal the process of developing student learning outcomes in proof, so that lecturers can provide feedback to develop it. In the qualitative stage, the characteristics of the ability of several students are produced. these characteristics are reviewed based on student responses to the problem of proof. In the Moore method of learning, students are not allowed to open teaching materials, so the lecturer must follow the flow of student thinking and direct the thinking process. As an implication of the results of this study, the Moore method is well used with the notes that students must study before learning in class.

Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering

2021 ◽  
pp. 002248712110565
Author(s):  
Jessica Watkins ◽  
Merredith Portsmore
Keyword(s):  
Teacher Education ◽  
Theory Development ◽  
Student Thinking ◽  
Online Course ◽  
Written Text ◽  
Making Sense ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Engineering Pedagogy ◽  
Supporting Teachers

Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’ thinking, we documented shifts in teachers’ framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education.

scholarly journals Biology education research: building integrative frameworks for teaching and learning about living systems

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Ross H. Nehm
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Biology Education ◽  
Theoretical Work ◽  
Student Thinking ◽  
Living Systems ◽  
Conceptual Frameworks ◽  
Making Sense ◽  
Starting Point ◽  
Challenges And Opportunities

AbstractThis critical review examines the challenges and opportunities facing the field of Biology Education Research (BER). Ongoing disciplinary fragmentation is identified as a force working in opposition to the development of unifying conceptual frameworks for living systems and for understanding student thinking about living systems. A review of Concept Inventory (CI) research is used to illustrate how the absence of conceptual frameworks can complicate attempts to uncover student thinking about living systems and efforts to guide biology instruction. The review identifies possible starting points for the development of integrative cognitive and disciplinary frameworks for BER. First, relevant insights from developmental and cognitive psychology are reviewed and their connections are drawn to biology education. Second, prior theoretical work by biologists is highlighted as a starting point for re-integrating biology using discipline-focused frameworks. Specifically, three interdependent disciplinary themes are proposed as central to making sense of disciplinary core ideas: unity and diversity; randomness, probability, and contingency; and scale, hierarchy, and emergence. Overall, the review emphasizes that cognitive and conceptual grounding will help to foster much needed epistemic stability and guide the development of integrative empirical research agendas for BER.

Using Learning Trajectories to Enhance Formative Assessment

2017 ◽  
Vol 22 (6) ◽  
pp. 368-372
Author(s):  
Caroline B. Ebby ◽  
Marjorie Petit
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Learning Trajectories ◽  
Making Sense ◽  
Interpretive Process ◽  
Improve Student Learning ◽  
Enhance Student Learning

Numerous research studies have shown that formative assessment is a classroom practice that when carried out effectively can improve student learning (Black and Wiliam 1998). Formative assessment is not just giving tests and quizzes more frequently. When assessment is truly formative, the evidence that is generated is interpreted by the teacher and the student and then used to make adjustments in the teaching and learning process. In other words, the formative assessment generates feedback, and that feedback is used to enhance student learning. Formative assessment is therefore fundamentally an interpretive process: It is less about the structure, format, or timing of the assessment and more about the function and use by both the teacher and student (Wiliam 2011). For teachers of mathematics, the heart of this process is making sense of and understanding student thinking in relation to content goals.

The Women of the Administration

2019 ◽  
pp. 174-213
Author(s):  
Elisabeth Israels Perry
Keyword(s):  
Social Justice ◽  
Sex Discrimination ◽  
Pay Equity ◽  
Reform Movements ◽  
Human Welfare ◽  
Progressive Reform ◽  
Electoral Campaigns ◽  
Career Opportunities ◽  
Better Than ◽  
As If

Many of the city’s women civic and political activists supported La Guardia during his many electoral campaigns. The women he appointed to his administration brought into his government the feminist and social justice ideals they had been espousing since the suffrage and progressive reform movements: an end to sex discrimination, an expansion of measures to benefit human welfare, and the achievement of pay equity and more career opportunities for women. They believed that they would carry out the mayor’s modernizing agendas as well as, if not better than, the men he had appointed as commissioners. This chapter highlights five women who made singular contributions to the success of the La Guardia administration: Rebecca Rankin, Eunice Hunton Carter, Jane Bolin, Elinore Herrick, and Anna Rosenberg.

scholarly journals Taming the UK's war prerogative: the rationale for reform

Legal Studies ◽  
2018 ◽  
Vol 38 (3) ◽  
pp. 500-513
Author(s):  
Tanzil Chowdhury
Keyword(s):  
Use Of Force ◽  
Recent Attempt ◽  
Normative Claim ◽  
Current State ◽  
Recent Reform ◽  
Force Reduction ◽  
Better Than

AbstractThis paper assesses the current state of the war prerogative, specifically focusing on deployment decisions. It outlines the constitutional position over troop deployments, scrutinises recent reform efforts and problematises the rationale underpinning those reforms. The paper proceeds along one simple normative claim: that against the backdrop of frequent interventions, the publication of theIraq Inquiryand a series of Bills that have sought to statutorise deployment decisions, less use-of-force is better than more use-of-force, and constitutional arrangements ought to reflect this. The paper begins with an exegesis of the most recent attempt to bring deployment decisions onto a statutory footing, focusing on: (a) the difficulties and concomitant problems in defining ‘conflict decisions’; and (b) whether it could make deployment decisions reviewable. The paper then seeks to examine the rationale for reform, arguing that the main impetus behind the series of efforts has been to democratise the process of troop deployments when instead they should focus on use-of-force reduction.

scholarly journals Making Sense of Coach Development Worldwide During the COVID-19 Pandemic

2020 ◽  
Vol 13 (3) ◽  
pp. 575-585
Author(s):  
Bettina Callary ◽  
Abbe Brady ◽  
Cameron Kiosoglous ◽  
Pekka Clewer ◽  
Rui Resende ◽  
...  
Keyword(s):  
Community Of Practice ◽  
University Professors ◽  
Making Meaning ◽  
Coach Education ◽  
Sport Science ◽  
Making Sense ◽  
The United Kingdom ◽  
Coach Development ◽  
The World ◽  
Shed Light

The commentary brings together the perspectives of a group of coach developers from across the globe who form a community of practice (CoP) from their involvement as “Cohort 5” in the International Council for Coaching Excellence and Nippon Sport Science University Coach Developer Academy. The CoP includes people from three types of organizations: university professors of sport coaching programs, national sport federations, and national multisport organizations’ directors of coach education. While this CoP existed prior to the pandemic, the forced isolation has created a new structure and purpose to the CoP: The authors are all making meaning of the landscape of coach development within which they work by understanding the perspectives of others who work in their domain from across the world and the similar realities that they face in North America, Europe, the United Kingdom, and New Zealand. The authors outline the key themes that emerged from their weekly CoP video conference meetings to shed light on how this pandemic has changed the way they think about coach development.

scholarly journals Are health problems systemic? Politics of access and choice under Beveridge and Bismarck systems

2010 ◽  
Vol 5 (3) ◽  
pp. 269-293 ◽  
Author(s):  
Zeynep Or ◽  
Chantal Cases ◽  
Melanie Lisac ◽  
Karsten Vrangbæk ◽  
Ulrika Winblad ◽  
...  
Keyword(s):  
Healthcare Reform ◽  
Waiting Times ◽  
Type Systems ◽  
Security Model ◽  
System Type ◽  
Structural Differences ◽  
Recent Reform ◽  
Copy And Paste ◽  
Industrialised Countries ◽  
Better Than

AbstractIndustrialised countries face similar challenges for improving the performance of their health system. Nevertheless, the nature and intensity of the reforms required are largely determined by each country’s basic social security model. Most reforms in Beveridge-type systems have sought to increase choice and reduce waiting times while those in major Bismarck-type systems have focused on cost control by constraining the choice of providers. This paper looks at the main differences in performance of five countries and reviews their recent reform experience, focusing on three questions: Are there systematic differences in performance of Beveridge and Bismarck-type systems? What are the key parameters of healthcare system, which underlie these differences? Have recent reforms been effective?Our results do not suggest that one system-type performs consistently better than the other. In part, this may be explained by the heterogeneity in organisational design and governance both within and across these systems. Insufficient attention to those structural differences may explain the limited success of a number of recent reforms. Thus, while countries may share similar problems in terms of improving healthcare performance, adopting a ‘copy-and-paste’ approach to healthcare reform is likely to be ineffective.

Making Sense of Integers through Storytelling

2014 ◽  
Vol 20 (4) ◽  
pp. 202-205 ◽  
Author(s):  
Nicole M. Wessman-Enzinger ◽  
Edward S. Mooney
Keyword(s):  
Student Thinking ◽  
Making Sense ◽  
Ways Of Thinking

Students process open-number problems through various ways of thinking. The patterns emerged from the authors' research on student thinking about integers and are connected to teaching tips for the classroom.

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