1,009,068 research outputs found

    BetsyProof-Start

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    * The BetsyProof-Start video is a short segment that can be viewed as a streaming video (see the “via BlueStream” link below). In addition, background information about the lesson and video, a transcript of the video, and the teachers’ notes and reflections on the lesson are included below as pdf downloads.* INQUIRIES/USES: This footage comes from an actual third grade classroom and was collected as part of an NSF funded project (TPE-8954724). Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies, presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected] video segment, from a third grade mathematics class in Michigan, shows a little less than four minutes out of a longer discussion on a set of conjectures about even and odd numbers. Central here are the pupils’ efforts to prove something in mathematics. In the episode, Jeannie explains that she and her partner, Sheena, have been working together on Betsy’s conjecture (an odd number plus an odd number equals an even number) but they could not find an example where the conjecture was not true. So, she explains, they then tried “to prove that you can't prove that Betsy’s conjecture always works.” Jeannie explains their reasoning and the class goes on to discuss their ideas about proof.National Science Foundation, TPE-8954724http://deepblue.lib.umich.edu/bitstream/2027.42/65012/5/betsyproof-start_background.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65012/3/betsyproof-start_teacher-notebook.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65012/2/betsyproof-start.movhttp://deepblue.lib.umich.edu/bitstream/2027.42/65012/9/betsyproof-start-transcript.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/65012/12/betsyproof-start-xy_texttrack.srtDescription of betsyproof-start_background.pdf : Background information about the BetsyProof-Start videoDescription of betsyproof-start-transcript.pdf : Transcript of the BetsyProof-Start videoDescription of betsyproof-start.mov : BetsyProof-Start videoDescription of betsyproof-start_teacher-notebook.pdf : Teacher journal entry from January 26Description of betsyproof-start-xy_texttrack.srt : SubRip Subtitle fil

    Mamadou-Half-Rectangle

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    * The Mamadou-Half-Rectangle video is a short segment that can be viewed as a streaming video (see the “via BlueStream” link below). In addition, background information about the lesson and video, a transcript of the video, and an abridged lesson plan for the class are included below as pdf downloads.* INQUIRIES/USES: This footage comes from an actual fifth-grade classroom taught by Deborah Loewenberg Ball. Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies, presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected] video segment, from a fifth-grade mathematics summer program in Michigan, shows a five-minute excerpt of students discussing a math problem that asks them to identify the fraction of rectangle represented by a shaded region. A key feature of this particular problem is that the rectangle under consideration is divided into regions of different sizes and shapes. The segment focuses on one student’s (Mamadou’s) answer of one-half, his explanation, and the discussion that ensues about how his solution differs from solutions that produce an answer of one-eighth. Central in this discussion is the importance of the “whole” when identifying fractions.This material is based on work partly supported by the National Science Foundation under Grant No. 0227856. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.http://deepblue.lib.umich.edu/bitstream/2027.42/78024/4/eml2007_lessonplan_071707_abridged.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78024/3/mamadou-half-rectangle_background.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78024/2/mamadou-half-rectangle_transcript.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78024/1/mamadou-half-rectangle_subtitled.mo

    SeanNumbers-Ofala

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    * The SeanNumbers-Ofala video consists of three short segments, approximately 10 minutes long in total, that can be viewed as a single video stream (see the “via BlueStream” link below). In addition, background information about the lesson and video, a transcript of the video, and the teachers’ notes and reflections on the lesson are included below as pdf downloads.* INQUIRIES/USES: This footage comes from an actual third grade classroom and was collected as part of an NSF funded project (TPE-8954724). Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies, presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected] video segment, from a third grade mathematics class in Michigan, shows 10 minutes of a longer discussion about even and odd numbers. A boy named Sean comments that he has noticed something special about the number, six. He claims that it could be even and it could be odd. Sean explains his idea and the class goes on to discuss it, raising other perspectives, counterarguments, and questions.National Science Foundation, TPE-8954724http://deepblue.lib.umich.edu/bitstream/2027.42/65013/9/seannumbers-ofala-transcript.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65013/5/seannumbers-ofala_background.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/65013/3/seannumbers-ofala_teacher-notebook.pd

    Naming One-Third on the Number Line

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    The "Naming One-Third on the Number Line" video consists of a three-minute video segment that can be viewed as a streaming video on this page. In addition, background information about the lesson and video (including samples of students' work) and a transcript of the video with a seating chart are included as pdf downloads. *** INQUIRIES/USES: This footage comes from an actual fifth grade classroom. Although we cannot make the digital video available as a download here, you may request a copy for particular uses. Specifically, our agreements with students’ families and our institutional review board that oversees the protection of human research subjects allow the video to be used in ongoing, interactive work with pre-service and practicing teachers or other educators. Other uses, such as materials development efforts, research studies and presentations, as well as other types of educational uses require special permission. Please direct all inquiries to [email protected]. This three-minute video segment was taken from a summer mathematics class in Michigan for rising fifth graders. In the video, students are discussing a "warm up problem" focused on identifying fractions as points on a number line. The correct answer to the particular problem being discussed is 1/3, and the target explanation would draw on the notions of the whole (the interval from 0 to 1), equal partitions of that whole, naming one part, and naming the number of equal parts. Aniyah shares her solution of 1/7 and other students –Toni, Lakeya, and Dante – ask her questions about her solution and her thinking. The video ends just before the class begins discussing this and other solutions.http://deepblue.lib.umich.edu/bitstream/2027.42/134321/1/naming-one-third-on-the-number-line.movhttp://deepblue.lib.umich.edu/bitstream/2027.42/134321/2/naming-one-third-on-the-number-line_texttrack.srthttp://deepblue.lib.umich.edu/bitstream/2027.42/134321/3/naming-one-third-on-the-number-line_context.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/134321/4/naming-one-third-on-the-number-line_transcript.pdfDescription of naming-one-third-on-the-number-line.mov : Primary asset: Streaming video, "Naming One-Third on the Number Line"Description of naming-one-third-on-the-number-line_texttrack.srt : Subtitles for video, "Naming One-Third on the Number Line" (to be integrated within KMC)Description of naming-one-third-on-the-number-line_context.pdf : Background and context for video, "Naming One-Third on the Number Line"Description of naming-one-third-on-the-number-line_transcript.pdf : Transcript for video, "Naming One-Third on the Number Line

    Learning to Teach Reinforcement Learning Agents

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    In this article we study the transfer learning model of action advice under a budget. We focus on reinforcement learning teachers providing action advice to heterogeneous students playing the game of Pac-Man under a limited advice budget. First, we examine several critical factors affecting advice quality in this setting, such as the average performance of the teacher, its variance and the importance of reward discounting in advising. The experiments show the non-trivial importance of the coefficient of variation (CV) as a statistic for choosing policies that generate advice. The CV statistic relates variance to the corresponding mean. Second, the article studies policy learning for distributing advice under a budget. Whereas most methods in the relevant literature rely on heuristics for advice distribution we formulate the problem as a learning one and propose a novel RL algorithm capable of learning when to advise, adapting to the student and the task at hand. Furthermore, we argue that learning to advise under a budget is an instance of a more generic learning problem: Constrained Exploitation Reinforcement Learning

    Learning to Teach Writing Across Contexts

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    The purpose of this study is to examine how Jacob (pseudonyms are used), a preservice teacher, understood and implemented writing instruction during an early field experience and then again during his student teaching placement. This study contributes to the literature suggesting that the context where the teaching occurs significantly influences preservice or novice teachers’ instructional decision-making. Examining how Jacob appropriated conceptual and pedagogical tools during his early field experience with his implementation, or lack of, at his student teaching site, deepens the field’s understanding of how context influences instructional decisions and how preservice teachers may hold on to certain beliefs even when not consistent with the context

    Learning to teach : defining the challenge

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    Keynote address presented by Dr Nril Simco at ESCalates ITE Seminar Preparing students to teach in schools facing challenging circumstances: evidence from research and practice. The seminar was held at the University of Dervy on 26th January 2006. It is presented as a single PDF file of the presentation slides used for the addres

    Investigating mathematics and learning to teach mathematics

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    This paper deals with an idea that plays an increasing role in teaching and in teacher education—investigating as a powerful paradigm of knowledge construction. Investigations may be carried out both in learning mathematics and in learning how to teach mathematics at preservice and inservice levels. I look into investigations in mathematics and in the mathematics curriculum, pointing out some issues that teachers face proposing them in the classroom. Then, I discuss teacher education and professional development, stressing the value of investigations about practice as a means of developing knowledge. I conclude with examples of work done by preservice and inservice teachers and by teams of teachers and researchers focusing on pupils’ investigative work in mathematics classes that illustrate the educational value of this activity and discuss the roles of the teacher.Este artigo baseia-se numa ideia que desempenha um papel crescente no ensino e na formação de professores – investigar constitui um paradigma poderoso de construção do conhecimento. Tanto podem ser realizadas investigações no ensino da Matemática como na formação inicial e contínua do professor de Matemática. Assim, analiso o papel das investigações em Matemática e no currículo de Matemática, apontando algumas questões que os professores enfrentam quando as propõem na sala de aula. De seguida, discuto a formação de professores e o desenvolvimento profissional, dando ênfase ao valor das investigações sobre a prática como meio de desenvolver novo conhecimento. Concluo com exemplos de trabalho realizado por professores em formação inicial e contínua e por equipas de professores e investigadores que se centram no trabalho investigativo dos alunos realizado nas aulas de Matemática, exemplos esses que ilustram o valor educacional desta actividade e permitem discutir os papéis do professor
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