eric.ed.gov har udgivet: This study examines the effects of Connected Mathematics Project 2 (CMP2) on grade 6 student mathematics achievement and engagement using a cluster randomized controlled trial (RCT) design. It responds to a need to improve mathematics learning in the Mid-Atlantic Region (Delaware, Maryland, New Jersey, Pennsylvania, and Washington, DC). Findings reveal that the type of instructional activity taking place in intervention schools differed from that in control schools, and the activity observed in intervention schools was the type expected when implementing CMP2. Sixty-four percent of intervention teachers reported implementing the curriculum at a level consistent with the publishers’ recommendations on the number of units completed per school year (six), and 68 percent of them reported implementing the curriculum consistent with the recommended amount of class time per week.… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: The purpose of this study is to illuminate the reciprocal relation between teacher leaders’ perception and practice to subject matter. The researcher conducted interviews and observations of 30 teachers from 8 urban elementary schools. The data and results evidently identify those teachers’ views of subject matter both shaped and were shaped by their teaching strategies. Teachers’ strategies for improving math instruction focused on external supports such as professional training in mathematics and building skills through sequenced instruction and curriculum. In improving literacy instruction, teachers emphasized the school community as the locus for development of literacy programs and materials that applied to a variety of academic subjects. (Contains 2 tables.) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The Cognitive Acceleration (or Let’s Think) approach to mathematics teaching is a Piagetian programme drawing on Vygotsky’s research, developed at King’s College London over 30 years ago, along with its associated professional development (PD) programme. This project sought to replicate the original studies conducted 10–15 years earlier and before much national curriculum change, through a professional development project with 41 teachers of children aged 6–12 from London in 2014. Results of pre- and post-test of mathematics attainment are reported for 232 students. Despite a shorter duration, data shows increased teacher efficacy, improved teaching and a mean gain equivalent to 2.6 months learning for benefitting students, which broadly mirrors cognitive effects of original trials with twice the duration. This… Continue Reading →
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eric.ed.gov har udgivet: A set of teaching and workshop materials has been developed to illustrate the different uses of mathematics in high school mathematics and science classes. It consists of this packet of workshop activities with detailed instructions on how to use them in a combined mathematics-science workshop and a related set of problems (with solutions) that focus on the mathematical topics most commonly used in science classes. The packet includes: (1) background information on the workshops; (2) description of materials provided; (3) workshop responses; (4) a description of four types of workshops; (5) directions for and strategies used in leading the different types of workshops; (6) things to look for during workshop discussions; and (7) viewgraph (overhead transparency) masters. (JN) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Social networking sites and apps (SNSAs) are being used more frequently across the world and yet the nature of this online environment and associated interactions are not fully understood. With no restrictions for SNSAs use related to specific geographical regions, language, age, gender, educational level, or any other factors, it is important to find a concept to describe and explain the components of this online environment and their relationships. This paper describes the environment of SNSAs use by Saudi postgraduate students from the perspective of second-generation activity theory (AT). The findings supported the theoretical framework of AT as a useful lens in understanding SNSAs use from the perspective of students, particularly in a cultural environment where physical communication… Continue Reading →
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eric.ed.gov har udgivet: Language and literacy skills are critical to success in school. For low-income preschoolers, increasing early literacy and math skills is vital to closing the achievement gap between them and their more advantaged peers. New research shows that an intentional curriculum and professional development and supports for teachers are important components of effective preschool classrooms and programs. A special focus on these strategies is important because many low-income children in early learning settings fall behind early and remain very much behind their peers in reading and math. This brief provides a blueprint for state and local policymakers, early learning administrators, teachers, families, community leaders, and researchers to use effective preschool curricula and teaching strategies to help low-income young children close the achievement gap in early literacy and math… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT It is commonly assumed that the reason many young people do not participate in informal STEM education (ISE) is because they lack interest in STEM. This paper draws on survey (n = 1,624) and qualitative data (n = 36) with young people aged 11–14 to examine the ways in which science dispositions, demographic characteristics, ‘consumption’ of cultural practices and exclusion interact to produce unequal forms of STEM participation. Latent class analysis generated six groups within our quantitative dataset: three groups who infrequently participated in designed and community ISE practices (Underserved Tech Enthusiasts, Underserved Creatives and Underserved Scientists), one group who only participated in specific forms of ISE practices (Partly Served Generalists) and two groups who frequently participated across a broad range of… Continue Reading →
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eric.ed.gov har udgivet: PEELS involves a nationally representative sample of children, 3 to 5 years of age when they entered the study, with diverse disabilities who are receiving preschool special education services in a variety of settings. Topics covered in the report include declassification (children leaving special education), reclassification (movement from one primary disability group to another), changes over time in the special education and related services provided to preschoolers with disabilities, and changes in children’s performance on a series of direct and indirect assessments in the areas of emerging literacy, early math skills, social behavior, and motor skills from 2003-04 to 2004-05. The study found that fifteen percent of children were declassified between 2003-04 and 2004-05. Children were more likely to be declassified when they transitioned from preschool to… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The main aim of this study was to investigate how Finnish pre-service special needs teachers’ (N = 134) assessment conceptions, prior academic studies in special education and teaching experience together cluster into different patterns representing different student types. Their assessment conceptions formed three main factors: 1) assessment measures learning, 2) assessment supports teaching and learning, and 3) assessment as a harmful action. All three factors were emphasised differently in each pattern. Assessment conceptions, prior studies, and teaching experience were clustered together in three different patterns: Assessment Criticals, Assessment Positives, and Assessment Cautious. The Assessment Criticals emphasised assessment as a harmful action, and they had fewer prior studies and less teaching experience. The Assessment Positives emphasised assessment for teaching and learning,… Continue Reading →
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