Kurz, Terri L. and Batarelo, Ivana (2005) Using anchored instruction to evaluate mathematical growth and understanding. Journal of educational technology systems, 33 (4). pp. 421-436. ISSN 0047-2395 (Print), 1541-3810 (Online)
Full text not available from this repository. (Request a copy)Abstract
Anchored instruction is designed to present problems in a meaningful context to allow for investigations into real life environments. The Jasper Project was created to allow students to investigate mathematical dilemmas using anchored instruction techniques. This study uses case study methods to examine the perceptions that preservice teachers have toward the use of anchored instruction after having the opportunity to investigate and evaluate a Jasper predicament as a group. The guiding research questions are: (1) Through exploration and evaluation, are preservice teachers able to determine significance of using anchored instruction with their future students? And if they see significance (2) How do preservice teachers envision student learning and mathematical growth using anchored instruction? Four individual cases are described, specifically examining the features of anchored instruction each preservice teacher described. The preservice teachers were optimistic about the utilization of anchored instruction and described features that support student learning and growth.
| Item Type: | Article |
|---|---|
| Additional Information: | Language: English. |
| Uncontrolled Keywords: | Anchored instruction, Jasper project, preservice teachers, mathematical learning |
| Subjects: | L Education > L Education (General) Z Bibliography. Library Science. Information Resources > Z665 Library Science. Information Science |
| Depositing User: | Karolina |
| Date Deposited: | 12 Jan 2017 17:19 |
| Last Modified: | 12 Jan 2017 17:19 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/678 |
Actions (login required)
 |
View Item |
