Body fractions: A physical approach to fraction learning

Many students experience great difficulty understanding the meaning of fractions (Anthony & Walshaw, 2007; Behr, Lesh, Post & Silver, 1983; Davis, Hunting & Pearn, 1993; Lamon, 2007; Verschaffel, Greer & Torbeyns, 2006; Young-Loveridge, Taylor, Hawera & Sharma, 2007). For many students who have spent their early mathematics lessons focusing on counting (whole) numbers, recognising that there are many numbers between those whole numbers called fractional numbers, is quite revolutionary. The foundation of understanding fractions is the idea that they are parts of a whole. The fact that one whole object can be divided into many equal parts, with each part having a name relative to the original whole, opens up a whole new realm of number understanding for the students

Deepening students' understanding of multiplication and division by exploring divisibility by nine

This paper explores how a focus on understanding divisibility rules can be used to help deepen students’ understanding of multiplication and division with whole numbers. It is based on research with seven Year 7–8 teachers who were observed teaching a group of students a rule for divisibility by nine. As part of the lesson, students were shown a way of proving why the divisibility rule for nine works, using materials grouped in tens and hundreds. After the lesson, students’ understanding of multiplication and division was considerably deepened

Why Do They Stay? A Qualitative Study on the Motivation of South Carolina Elementary Self-Contained Special Education Teachers Who Persist in the Classroom

The purpose of this qualitative phenomenological study was to explore the motivational factors that have influenced South Carolina (SC) elementary self-contained special education teachers to remain in the profession beyond the 5-year mark, while despite having the same experiences, many others quickly leave the profession behind. Based on the theoretical framework of Ryan and Deci’s (2018) motivational theory of self-determination, this study sought to explore the lived experiences of 10 special education teachers. Data were collected through interviews, member-checked, coded, and analyzed for common themes. The results indicated that student growth and success; relationships with students, parents, and colleagues; collaboration and planning; and a mindset of perseverance were the top four reasons these teachers have persisted in the classroom. The goal of this study was to identify motivational factors that may assist in keeping special education teachers in the profession beyond the 5-year mark

The mathematical content knowledge and attitudes of New Zealand pre-service primary teachers

This paper presents data on the mathematical content knowledge and attitudes of pre-service primary teacher education students. The assessment consisted of nine tasks, including 2-digit computations and proportional reasoning. Students rated their liking for mathematics at three time points: primary, secondary, .and when assessed. Fewer than half the students liked mathematics, currently. Those with positive attitudes tended to perform well on mathematics tasks, but some low scorers were positive and some high' scorers were negative about mathematics. Most students used algorithmic procedures to solve problems and several consistent misconceptions were identified. Performance was noticeably poor on adding common fractions and converting fractions to percentages using knowledge of common factors. The implications of these findings for Initial Teacher Education (ITE) providers are presented

Inclusion: A Sense of Belonging

The purpose of this professional development module is to improve knowledge and skills in order to facilitate individual, school-wide, and district-wide improvements for the purpose of increasing academic and social achievement of students with disabilities in the inclusive setting. View professional learning module.https://digitalcommons.gardner-webb.edu/improve/1021/thumbnail.jp

Understanding the Impact of Extrinsic and Intrinsic Motivation on Knowledge Sharing

Organisations invest heavily in knowledge management technologies and initiatives which are entirely dependent on the willingness of employees to share their knowledge. Educational and reward programs need to be informed by an understanding of what motivates people to share their knowledge at work. Prior research based on motivational theories suggests the importance of intrinsic and extrinsic motivators to encourage voluntary pro-social behaviours such as knowledge sharing. However, the literature on motivation in the context of knowledge sharing is still emerging and fragmented. This research-in-progress paper therefore proposes an integrated model that brings together theoretical insights from motivational research to explain the influence of key intrinsic and extrinsic motivators on knowledge sharing. Then the paper reports the results of the assessment of the model based on data collected across 8 organisations in New Zealand. The preliminary discussion of the results contributes to the understanding of motivational factors influencing attitude and intention to share knowledge and their relative importance