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an investegation of the effectiveness of demonestrating mathematics activities for graduate students with respect to mathematcial content , students\ involement , and instructional goals
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an investegation of the effectiveness of demonestrating mathematics activities for graduate students with respect to mathematcial content , students\ involement , and instructional goals
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an investegation of the effectiveness of demonestrating mathematics activities for graduate students with respect to mathematcial content , students\ involement , and instructional goals
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Journal Article
an investegation of the effectiveness of demonestrating mathematics activities for graduate students with respect to mathematcial content , students\ involement , and instructional goals
2007
Overview
The main purpose of this qualitative study was to compare how graduate students who enrolled in a mathematics curricula and teaching methods course implemented mathematics activities in classrooms with how the activities were demonstrated to them in the university. The comparison was based on three dimensions and several sub-dimensions: mathematical content, students' involvement, and instructional goals. The research questions are: 1) to what extent and why are the mathematical content of the demonstrated activities maintained or altered by the graduate students in the classroom activities? 2) To what extent and why is the level of student's involvement of the demonstrated activities maintained or altered by the graduate students in the classroom activities? And 3) to what extent and why are the instructional goals of the demonstrated activities maintained or altered by the graduate students in the classroom activities? The thirteen participants of this study were six high school teachers, and seven middle school teachers. Three instruments were employed in collecting the data for this study. It was evident that substantial portions of the demonstrated activities time were spent on the three dimensions and their sub-dimensions. However, data collection, coordinate graphing, and slope dominated the classroom activities time. Also physically acting out the activity and doing seatwork dominated the classroom activities time. Furthermore, addressing skills dominated the classroom activities time.
Publisher
جامعة آل البيت - عمادة البحث العلمي
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