eric.ed.gov har udgivet: The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of first grade in 39 schools participating in the evaluation during the 2006-2007 school year, with the goal of determining the relative effects of different early elementary math curricula on student math achievement in disadvantaged schools. The report also examines whether curriculum effects differ for student subgroups in different instructional settings. A competitive process was used to select four curricula Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics) that represent… Continue Reading →
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eric.ed.gov har udgivet: The study attempted to know the performance and progress of students enrolled at NFE centers and also available infrastructure and human resources of center in Delhi.”In the study 80 students were selected from four centers.” The entire study was conducted in 2 phases. In first phase: Standard Procedure for the standardization of Achievement Test, Administration of the Standardized tests on a sample of 80 Students was carried out. In second phase: the final data was collected on a sample of 80 students. Findings of the study revealed that the learners who studied at the center having adequate facilities achieved (86.50%) marks in math and Hindi and learners who studied at the center having Inadequate learning facilities had less academic achievement (73.60%) than adequate learning centres. The centres… Continue Reading →
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eric.ed.gov har udgivet: In an effort to identify instructional methods that might improve mathematics learning at the grade 4 level when used in a variety of educational settings under typical conditions, the REL Mid-Atlantic research team looked for promising, replicable practices that were being used broadly by teachers in U.S. schools, for which research showed promising results but had not been conducted using methodologies that can establish causal relationships. CompassLearning’s Odyssey[R] Math product met all of these criteria. Odyssey Math is a computer-based math curriculum developed by CompassLearning, Inc., to improve math learning for K-12 students. The software consists of a web-accessed series of learning activities, assessments, and math tools. These components constitute the basic framework of the software. CompassLearning professional development trainers presented the learning activities, math tools, and… Continue Reading →
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eric.ed.gov har udgivet: The island of Cyprus embodies two distinct communities having their own systems of education. On the road to EU certain parallelisms need to be set as it is the goal of this study on math’s education. This paper will concentrate on K1-K12 math’s education. The topics to be dealt with will cover math’s curriculum at all levels; weekly distribution of math classes, as well as their proportion to the other courses offered. Students are expected to be more creative in class rather than resorting to rote learning even in math education. The study will also try to shed light on class size. Finally the math teachers and their educational background will be looked into so as to check into their prior math knowledge. The main goal is… Continue Reading →
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eric.ed.gov har udgivet: The Teacher Effectiveness Enhancement Programme (TEEP) is a CPD programme that aims to improve teachers’ classroom practice. TEEP training is offered as a whole-school approach by the Schools, Students and Teachers Network (SSAT). All staff in a school received three days of training over a period of two terms. A smaller cohort of teachers, chosen by the school leadership team, receive two further days of training the following term to help embed and develop the TEEP strategies across the school. The training focuses on developing pedagogical knowledge (for example, assessment for learning or collaborative learning), understanding different phases of learning (such as preparing for learning and demonstrating understanding), and effective teacher behaviours (including classroom management and interactive teaching). The programme provides a comprehensive language and framework for… Continue Reading →
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eric.ed.gov har udgivet: Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts. We leverage the opportunity provided by a “natural experiment” to estimate PD’s effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum… Continue Reading →
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eric.ed.gov har udgivet: The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, “Effects of the Kentucky Virtual Schools Hybrid Program for Algebra I on Grade 9 Student Math Achievement,” researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format Eight appendixes… Continue Reading →
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eric.ed.gov har udgivet: The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a nuclear element for decision-making, problem-solving, data-processing and the understanding of the world. From that perspective, this research aims to analyse the mathematics teaching-learning process at early ages based on connectionism, with the specific objectives being, on the one hand, to determine the features of mathematics practices which promote connections and, on the other hand, to identify different types of mathematics connections to enhance connective intelligence. The research was carried out… Continue Reading →
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eric.ed.gov har udgivet: (Purpose) The purpose of this study was to examine the effect of math teacher program on students’ performances in math teacher training programs in five selected colleges in North Carolina. (Methodology) This study collected 300 data (150 pre-tests and 150 post-tests) data of college students enrolled in the five selected colleges. The ANOVA and multiple comparison t-tests analyses showed that there were significant differences among students in the experimental group compared to those in the control group. (Results) Results indicate that there was a major role teaching pedagogy played in the performances of the students. (Conclusions) Results revealed that over a period of three years (2010-2013), there were more improvements in the performances of the students as they proceeded through the math teaching pedagogy at the experimental… Continue Reading →
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eric.ed.gov har udgivet: Good teachers are essential for high-quality educational systems. However, little is known about teachers’ skills formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, this paper documents the extent to which education majors relatively improve or deteriorate their skills in quantitative reasoning, native language, and foreign language, in comparison to students in other programs. Teachers’ skills vis-à-vis those in other majors deteriorate in quantitative reasoning and foreign language, although they deteriorate less for those in math-oriented and foreign language oriented programs. For native language, there is no evidence of robust differences in relative learning mobility. An appendix contains Figure A1 and Tables A1 and… Continue Reading →
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