sh.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Lecture attendance is a pivotal factor for improving prospective teachers’ academic performance in Teaching and Learning Mathematics
Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Matematikens didaktik.ORCID-id: 0000-0002-1104-6392
Södertörns högskola, Institutionen för kultur och lärande, Svenska.
Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Miljövetenskap.ORCID-id: 0000-0002-7043-9815
2017 (engelsk)Inngår i: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 41, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers.

sted, utgiver, år, opplag, sider
2017. Vol. 41, nr 1, s. 1-15
Emneord [en]
collective tacit knowledge, explicit knowledge, logistic model, natural sciences, situated knowledge
HSV kategori
Identifikatorer
URN: urn:nbn:se:sh:diva-26536DOI: 10.1080/0309877X.2014.1000277ISI: 000396689200001Scopus ID: 2-s2.0-84923273704OAI: oai:DiVA.org:sh-26536DiVA, id: diva2:793065
Tilgjengelig fra: 2015-03-06 Laget: 2015-03-06 Sist oppdatert: 2019-04-18bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekstScopus

Personposter BETA

Alzhanova-Ericsson, Alla T.Bergman, ChristinaDinnétz, Patrik

Søk i DiVA

Av forfatter/redaktør
Alzhanova-Ericsson, Alla T.Bergman, ChristinaDinnétz, Patrik
Av organisasjonen
I samme tidsskrift
Journal of Further and Higher Education

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 579 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf