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Épistémologie et méthodologie de l'observation de l'agir professoral : Didactique et pédagogie en formation d'enseignant.e.s de langue
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In: https://halshs.archives-ouvertes.fr/tel-03360854 ; Education. Cergy Paris Université, 2021 (2021)
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Maths was fine until they brought the alphabet into it: An examination of Irish 14-year-olds' knowledge of initial algebra
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Abstract:
The aim of this research is to establish what second-year students (age approximately 14 years) in Ireland know about initial algebra. To measure this knowledge, a standardised criterion referenced screener has been developed. No such standardised assessment for algebra exists in the Irish context, nor a comprehensive understanding of students’ algebraic knowledge. There has been a shift in the method of teaching initial algebra from the transformative-based to the functions-based approach, both nationally and internationally. Despite progress made with pedagogical approaches to initial algebra, it remains a difficult area of mathematics for students as they grapple with the many prerequisite and algebraic concepts required for proficiency. Evidence in Ireland shows that students here encounter the same difficulties as their international counterparts as reported by teachers and evidenced in state examinations and international testing. A mixed methods approach, framed within the post-positivist viewpoint, was utilised to explore the research problem. An exploratory sequential design was employed as is appropriate when development is an objective of a study. The qualitative approach was used to identify the construct of initial algebra and an appropriate conceptual model. Additionally, task items were identified in the literature and adapted for use in the screener. The quantitative approach, which was dominant, was used in the statistical analysis of the task items and to refine the screener, while providing a profile of the students’ knowledge of initial algebra. This research identifies key content areas with which students’ struggle. These include fractions, decimal number magnitude, exponents, integers, order of operations and variables, all of which are identified in the literature as difficult for students. This knowledge can help mathematics teachers by allowing them to focus on these areas in their instruction and development of resources, while the screener can be utilised as a formative assessment tool in the classroom. ; 2025-03-01
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Keyword:
Algebra; Arts; Assessment; Education; Formative Assessment; Initial Algebra; Mathematics; Screener; Social Sciences and Celtic Studies
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URL: http://hdl.handle.net/10379/16581
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La formation initiale et continue des enseignant-e-s à l’interculturel : discontinuités et injonctions paradoxales
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La conscience translinguistique des futurs enseignants de français de la Saskatchewan : le cas des déterminants possessifs
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Plurilingual and Intercultural Education in the Republic of Croatia
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La formation initiale et continue des enseignant-e-s à l'interculturel : discontinuités et injonctions paradoxales
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In: ISSN: 1718-8237 ; Formation et profession, Vol. 29, No 1 (2021) (2021)
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The adventure of an adventure videogame in French
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In: Digital Education Review; No 39 (2021): Number 39, June 2021 [Monographic] Techno-addiction among the young, adolescents and children; 257-269 ; 2013-9144 (2021)
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CLIL teacher’s initial education: a study of undergraduate and postgraduate student teachers ; La formación inicial del docente AICLE: un estudio de maestros estudiantes de grado y postgrado
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El juego como estrategia de estimulación para el desarrollo del lenguaje oral en los niños de 5 a 7 años
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Analyzing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 37, Iss 3 (2021) (2021)
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The construction of a collaborative language teacher education network ; A construção de uma rede colaborativa de formação de professores de línguas
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In: Revista Horizontes de Linguistica Aplicada; Vol. 20 No. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; AG2 ; Revista Horizontes de Linguistica Aplicada; v. 20 n. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; AG2 ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v20i1 (2021)
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Curricular Vulnerability of physical education teachers in Tunisia ; La formation des enseignants d'EPS dans les ISSEP tunisiens au prisme de la vulnérabilité
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In: https://tel.archives-ouvertes.fr/tel-03552985 ; Education. Université de Lyon, 2020. Français. ⟨NNT : 2020LYSE1342⟩ (2020)
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Former de futurs enseignants à l’interculturalité critique : proposition d’un dispositif pédagogique combinant réflexion théorique et mise en pratique
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.univ-lorraine.fr/hal-02483590 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2020, L’éducation à l’interculturalité à l’épreuve de la formation des enseignants, 41 (1), pp.31-48 (2020)
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Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education
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Walshe, K. - : Taylor & Francis (Routledge) / Christian Education, 2020
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Teachers’ beliefs about multilingual pedagogies and the role of initial training
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Differentiated homework: Impact on student engagement
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In: Journal of Practitioner Research (2019)
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Responsabilidad social universitaria: experiencia APyS en los grados de Maestro - UPNA
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Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools
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Sinergias entre educação literária e expressão e educação dramática: o texto poético ; Synergies entre éducation littéraire et expression et éducation dramatique: le texte poétique
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"Eu ia de cabeçudinho” - Diálogos entre Educação Artística e Educação Patrimonial
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