eric.ed.gov har udgivet: Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude, mathematics motivation, mathematics self-regulation, mathematics self-efficacy, and mathematics anxiety on mathematics achievement. The study consists of 360 students from public middle schools in Alkoura district, selected through stratified random sampling. It employed 65 items to assess MLS, which consists, attitude (18 items), motivation (7 items), self-regulation (25 items), self-efficacy (5 items) and math anxiety (10 items). The mathematics test comprises of 30 items, which has eight items for numbers, 14 items for algebra and eight items for geometry while spatial visualization… Continue Reading →
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eric.ed.gov har udgivet: A design experiment with 18 students in a regular seventh grade math class was conducted to investigate how to differentiate instruction for students’ diverse ways of thinking during a 26-day unit on proportional reasoning. The class included students operating with three different multiplicative concepts that have been found to influence rational number knowledge and algebraic reasoning. The researchers and classroom teacher tiered instruction during a 5-day segment of the unit in which students worked on problems involving speed. Students were grouped relatively homogenously by multiplicative concept and experienced different number choices. Students operating at each multiplicative concept demonstrated evidence of learning, but all did not learn the same thing. We view this study as a step in supporting equitable approaches to students’ diverse ways of thinking, an… Continue Reading →
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eric.ed.gov har udgivet: The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutors and the school. The perceptions of the tutors revealed considerations about the challenges they face as Algebra I tutors of students with learning disabilities including remembering Algebra I content, posing strategic questions to students, dealing with students’ math anxiety, and conveying Algebra I content accessibly. The tutors reported positive experiences in the program including… Continue Reading →
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eric.ed.gov har udgivet: With support from the Bill and Melinda Gates Foundation, researchers and experts in mathematics education developed the Mathematics Design Collaborative (MDC) as a strategy to support the transition to Common Core State Standards in math. MDC provides short formative assessment lessons known as Classroom Challenges for use in middle and high school math classrooms. UCLA CRESST’s study of ninth-grade Algebra 1 classrooms in Kentucky implementing MDC showed strong support from teachers for the intervention and a statistically significant positive impact on student scores on the PLAN Algebra assessment, as compared to similar students statewide in Kentucky. The following are appended: (1) MDC Instruments and Rubrics, (2) MDC Teacher Log Descriptives; (3) MDC Teacher Survey Descriptives; (4) Analysis of MDC Student Work Artifacts; and (5) Quasi-Experimental Analysis of… Continue Reading →
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eric.ed.gov har udgivet: Less than half of the students in the United States graduate from high school and are ready to take college-level math courses. Many years and varieties of remedial math programs have failed to dramatically improve outcomes, especially at scale. The question we face is whether technology in general, and open educational resources in particular, might offer some solutions for improving math scores across the nation. Herein, we describe the work of the Monterey Institute for Technology and Education, and specifically the design and early evidence of impact of their multimedia Algebra and Developmental Math resources. We believe that the structure and function of these open educational resources can effectively meet the diverse needs of the nation’s math teachers and learners, perhaps paving the way to more personalized… Continue Reading →
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eric.ed.gov har udgivet: In adult education, algebraic thinking can be a sense-making tool that introduces coherence among mathematical concepts for those who previously have had trouble learning math. Further, a modeling approach to algebra connects mathematics and the real world, demonstrating the usefulness of math to those who have seen it as just an academic exercise. This paper recommends two significant and necessary changes in the concept of algebra and the ways the authors approach it in education: a shift from thinking of algebra as one course to thinking of it as a content strand integrated into arithmetic instruction and a shift from thinking of algebra as merely manipulation skills to thinking of it as a means of representing and analyzing real situations. This fresh look at algebra and mathematics… Continue Reading →
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eric.ed.gov har udgivet: This study tried to explore the degree of representation of math textbooks for grades (4-8) in the Kingdom of Saudi Arabia concerning the key concepts, shape, and levels of questions used in the TIMSS test. The study population of this study includes both students and teachers from fourth grade to eighth grade. The goal of this study was associated with six key concepts including numbers and their operations, algebra, geometry, measurement, statistics and probability, and a pro-rata. The researcher analyzed the questions and exercises used in the math textbooks to identify their effectiveness and efficiency. In addition, the researcher also calculated the percentages, the levels, and the shape for each key concept. The results of the study were organized in frequency tables. In the light of those… Continue Reading →
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eric.ed.gov har udgivet: We know from previous survey research that teachers who hold high expectations for all of their students significantly increase the odds that those young people will go on to complete high school and college. One indicator of teachers’ expectations is their approach to grading–specifically, whether they subject students to more or less rigorous grading practices. Unfortunately, “grade inflation” is pervasive in U.S. high schools, as evidenced by rising GPAs even as SAT scores and other measures of academic performance have held stable or fallen. The result is that a “good” grade is no longer a clear marker of knowledge and skills. Authored by American University’s Seth Gershenson, “Great Expectations: The Impact of Rigorous Grading Practices on Student Achievement” examines to what extent teachers’ grading standards affect student… Continue Reading →
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eric.ed.gov har udgivet: This two-part investigation (a) assessed the impact of the Jaime Escalante Math Program (JEMP), a structured summer mathematics intervention program, on the math achievement of urban middle school students, (b) identified the characteristics of the program that the administrators and teachers perceived to contribute to student achievement, and (c) compared the JEMP characteristics to those found in the literature on effective mathematics intervention programs. A mixed methods approach included analysis of two years of student math assessment data, administrator interviews, and teacher surveys. Quantitative findings indicate that student participants in the JEMP achieved significant growth in mathematics on two measures. Additionally, effective program elements are revealed in the qualitative data including specific classroom instructional strategies used in the JEMP. The results of this study will assist educators… Continue Reading →
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eric.ed.gov har udgivet: In the United States, the prevailing high school mathematics course sequence begins with a year of Algebra I, followed by a year of geometry and a year of Algebra II. Educators and others have raised concerns about the extent to which this sequence, which prioritizes the mastery of algebra, is appropriate for the longer-term education and career goals of students who do not intend to pursue STEM degrees in college. These concerns have impelled educators and policymakers to reexamine the prominence of algebra in high school mathematics curricula and to consider new approaches that provide students with more mathematics course options better aligned with their academic and career goals. In this paper, we explore existing approaches to high school mathematics curricula as well as new developments in… Continue Reading →
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