eric.ed.gov har udgivet: “Affordable Online Maths Tuition” is a one-to-one tutoring programme where pupils receive maths tuition over the internet from trained maths graduates in India and Sri Lanka. It is delivered by the organisation Third Space Learning (TSL). Tutors and pupils communicate using video calling and a secure virtual classroom. Before each session, the pupils’ normal classroom teachers are able to select lessons from TSL’s maths curriculum to target individual learning issues. The intervention was targeted at Year 6 pupils who were working at Key Stage (KS) 2 level 3 or an insecure KS2 level 4, and was delivered over 27 weeks from September 2014 to May 2015 by (TSL) in an initial testing phase, with support from Nesta and Nominet Trust. The impact of the intervention was evaluated… Continue Reading →
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eric.ed.gov har udgivet: This is the final external evaluation report prepared by SRI International for the Rural Math Excel Partnership (RMEP) project, an investing in innovation (i3) development project funded by the U.S. Department of Education. Operated by Virginia Advanced Study Strategies, Inc. (VASS), the RMEP project included six rural school districts (LEAs) in five Virginia counties as partners. The project goal was to develop and implement a model of shared responsibility among families, math teachers, and communities in rural areas to prepare students enrolled in Algebra I, Geometry, Algebra II, and Algebra Functions and Data Analysis (AFDA) courses for success in advanced high school and postsecondary STEM studies. The long term outcome was for students to leave school ready, at a minimum, to enroll in postsecondary programs focused on… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the… Continue Reading →
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