The purpose of this study was to determine prospective teachers’ knowledge about the concept of division. One focus of interest was whether the prospective teachers were able to represent division of fractions. The participants were introduced to an alternative model for representation of fractions based on a rate or ratio model of division involving whole numbers. A second focus of interest wa...

Kim Beswick, University of Tasmania Email: [email protected] Telephone: +61 3 6324 3167 Facsimile: +61 3 6324 3048 Abstract: Forty-two middle school mathematics teachers were presented with two mathematics problems, one requiring a percentage of an amount to be calculated and the other involving the interpretation of a pie chart showing percents. The teachers were firstly asked to provide...

AIM OF THE STUDY Traumatic dental injuries including avulsed tooth is a tragic and ignored problem among school children. As children spend much of their time in schools, school teachers form the group who commonly supervise the physical activity of the children, so awareness about avulsed tooth emergency management among school teachers is an important concept for long-term success and to prev...

Geometrical notions and properties occur in real-world problems, thus Geometry has an important place in school Mathematics curricula. Primary school curricula lays the foundation of Geometry knowledge, pupils learn Geometry notions and properties by exploring their environment. Thus it is very important that primary school teachers have a good base in elementary Geometry. The aim of this paper...

This report compares the teacher knowledge of two early career primary school teachers (drawn from a study of four teachers) as it was needed in the classroom during the teaching of statistics through investigations. The study involved video recording a sequence of four or five lessons and audio recoding post-lesson stimulated recall interviews with the teachers. These interviews were based on ...

Technological, pedagogical and content knowledge (TPACK) provides a theoretical lens which attempts to identify the nature of knowledge required by teachers for technology integration in their teaching. While there have been hundreds of studies that have used TPACK to examine what teachers need to know about technology as part of their classroom practice, including the nationally funded teachin...

Teacher still has a prominent role in shaping the generations and teacher education institutions handle the responsibility of transformation of teachers. Teachers must have a thorough basis of the content and pedagogic practices for processing the knowledge to the level of students. This paper explores more effective ways of imparting content knowledge among elementary student teachers by compa...

Evidence on teachers' knowledge about somatic and mental chronic diseases among ID-adolescent compared to the knowledge parents and healthcare professionals have, is limited. The aim of this study is: (1) to assess the knowledge of teachers on the presence of chronic diseases in ID-adolescents; (2) to compare teachers with parents and healthcare professionals and parents with healthcare profess...

A convenient way to improve K-12 teachers’ understanding of engineering and technology is to use experts in these areas as resources. The Tufts University Student Teacher Outreach Mentorship Program (STOMP) model forms collaborations between undergraduate or graduate students and classroom teachers to take advantage of each party’s expertise. These undergraduate and graduate students, or STOMP ...