eric.ed.gov har udgivet: Fifth- and sixth-grade students in one school were instructed using the Mathematics Target System, an individualized approach, while those at a comparable school were given more traditional instruction. Students in both the experimental and control groups were pretested using the Pupil Opinionnaire, Attitude Toward Mathematics scale, and the Stanford Achievement Test. After a year’s instruction, students were again tested using parallel forms of these instruments. Differences between groups at each test administration and differences between pre- and post-test means were submitted to analyses using the Chi-square statistic. Although there were some differences between the groups at the outset of the study, the individualized approach was shown to be quite effective with fifth-grade students. The authors observe that independent influences on the control group resulting from increased systemwide… Continue Reading →
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eric.ed.gov har udgivet: This document reviews the work of the Maryland Mathematics Commission (MMC). The mission of the MMC was to review and provide recommendations on the following critical issues, all of which have the potential to influence mathematics learning in Maryland: (1) improve achievement in mathematics at every level, in every school and school district; (2) a balanced mathematics curriculum, pre-K-12; (3) qualified teachers in all mathematics classrooms; (4) daily instructional time in mathematics for all students; (5) establish the role of technology; and (6) raise public awareness about the value of mathematics for all students. The core of the report contains background information, current status, vision, and recommendations, including their rationale for the work analyzing the key areas of achievement, curriculum, instruction, teacher quality, technology, and outreach. (KHR)… Continue Reading →
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eric.ed.gov har udgivet: The study contains a total of 44 inservice or practicing teachers who were enrolled in professional development courses. A novel survey was created to determine a teacher’s perspective of his/her school culture, as well as to measure a teacher’s science achievement, math achievement, science self-efficacy, and math self-efficacy. The survey was administered at the beginning and end of the Physics and Integrated Math and Science Methods courses. Results show the changes of math and science self-efficacy beliefs and school culture beliefs. At the end of the Physics and Integrated Science and Math Methods courses, the inservice teachers believed they could motivate students to enjoy math/science, and the teachers also felt competent to answer questions about math/science experiments. The inservice teachers felt they could assist their colleagues with… Continue Reading →
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eric.ed.gov har udgivet: Some Factor’s That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of surveying the number of respondents as many as 102 teachers of mathematics taken by stratified proportional random sampling. The research found there is a direct influence of organizational knowledge on achievement motivation, decision making, organizational commitment and the performance of math teacher respectively 16.3%, 13.1%, 12.2% and 4.54%. Achievement motivation, decision making, and organizational commitment have directly effects on the performance of mathematics teacher. The magnitude of changes in performance that can directly determine organizational knowledge, achievement motivation, decision-making… Continue Reading →
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