eric.ed.gov har udgivet: On June 9, 2003, the Task Force on the Education of Maryland’s African-American Males was convened by the Maryland K-16 Leadership Council (chaired by the University System of Maryland Chancellor William E. Kirwan, former Maryland Acting Secretary of Higher Education John A. Sabatini, Jr., and Maryland State Superintendent of Schools Nancy S. Grasmick) to evaluate Maryland’s progress in addressing persistent academic achievement problems imperiling African-American boys and men. This Task Force was co-chaired by Vice President Dunbar Brooks, Maryland State Board of Education and Treasurer Orlan M. Johnson, Board of Regents, University System of Maryland. The task force evaluated the successes and failures of Maryland’s public schools with regard to African-American males’ school readiness; reading, math, and science achievement; attendance, graduation, suspension, and expulsion rates; participation in… Continue Reading →
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eric.ed.gov har udgivet: This submission contains the Proceedings of the 2009 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at York University in Toronto, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1)… Continue Reading →
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eric.ed.gov har udgivet: Numerous studies document high drop-out and failure rates for students in computer programming classes. Studies show that even when some students pass programming classes, they still do not know how to program. Many factors have been considered to explain this problem including gender, age, prior programming experience, major, math background, personal attributes, and the programming language itself. Research in this area has mainly been confined to introductory programming courses. This study explores the problem at a higher level. It tracks students longitudinally as they move from the first introductory programming class, to the second introductory class, and finally, to completion of an advanced programming course. The research question answered was: What are the factors contributing to the success or lack of success in advanced programming? The success… Continue Reading →
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eric.ed.gov har udgivet: The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The modules also introduce students to real world math concepts and problems that property and casualty actuaries come across in their work. They are designed to be used by teachers and students of AP courses (primarily AB and BC Calculus) after the AP exam, but of course they can be used at any time. Statistical thinking is critical in today’s society. Data are everywhere and students will see and recognize misinterpretations all the time. “Probability & Statistics: Modular Learning Exercises” cover: (1) Basic Statistics Concepts; (2) The Normal Model; (3) Discrete Probability Distributions; and (4) Correlation and Regression. Link til kilde
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eric.ed.gov har udgivet: In an effort to discern the perceptions of the importance or value of mathematics education held by ordinary people in Appalachia, a qualitative research study was performed in accordance with an agreement with the ACCLAIM Research Initiative. The study engaged the qualitative research method known as “folknography” and targeted the community of Padua (a pseudonym), in a state in the Appalachian south. The study was conducted in late March, 2004, by undergraduate students previously enrolled in a related course taught by the principal investigator. This report was developed from data analyzed after the completion of the field work. The student researchers collected nearly 650 surveys and conducted nearly 250 interviews with informants in three age groups (youth, adults, seniors). Overall, Padua residents were quick to respond and… Continue Reading →
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eric.ed.gov har udgivet: Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the classroom. She hypothesizes that content coverage varies by classroom composition, because teachers respond to the needs and abilities of their students and make adjustments to teaching. More specifically, she asks: (1) Within advanced math courses with the same title, to what extent does content coverage breadth vary by classroom minority composition; (2) Within advanced math courses with the same title, to what extent does content coverage depth vary by classroom… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to analyze the complex argumentative structure in undergraduate mathematics classroom conversations during problem solving by taking into consideration students’ and teacher’ utterances in the classroom using field-independent Toulmin’s theory of argumentation. Analyzing students’ and teacher’ utterances in the class allowed us to reconstruct argumentations evolving in the classroom talk as argumentations in classrooms are generally teacher guided. The analyses contributed to an emerging body of research on classroom conversations. [For the complete proceedings, see ED597799.] Link til kilde
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eric.ed.gov har udgivet: We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students–as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)–in their eighth grade math test scores and high school course taking. We find some significant gaps between advantaged and disadvantaged students in the value added of the teachers to which they are assigned in these grades, although gaps in middle school grades are sensitive to the specification of value added. We then show that teacher assignments are highly predictive of both eighth-grade test scores and advanced course taking in high school, and that differences between advantaged and disadvantaged students in teacher assignments explain significant portions… Continue Reading →
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