eric.ed.gov har udgivet: Background: The Waterford Early Math & Science (WEMS) program is a comprehensive educational software program designed to build math and science skills and concepts in grades K-2, alone or to supplement existing curricula. The program’s capability to individualize lessons, assess and track student progress, and reteach lessons is aimed at keeping potentially “at risk” students at grade level. Purpose: The present evaluation of the Waterford Early Math & Science program is the first independent study of its effectiveness. Setting: The study was carried out in five low-income, largely Hispanic schools in the Tucson Unified School District during the 2005-06 school year. Study Sample: This report covers the 22 kindergartens (345 students) of a larger study of 59 K-2 classrooms (923 students) in the five schools. Intervention: Treatment… Continue Reading →
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eric.ed.gov har udgivet: In a study about pre-service secondary mathematics teachers’ (PSMTs) understanding about the nature of theorems in geometry, the researcher noticed that it was challenging for the PSMTs to visualize and draw counterexamples to disprove the given mathematical statements. Meanwhile, the use of the dragging feature of dynamic geometry environments (DGEs), such as the Geometer’s Sketchpad and GeoGebra, in teaching and learning proof and reasoning has been widely discussed and become an ongoing research trend. In this paper, the researcher and her colleague will present a research design aimed at investigating PSMTs’ conceptions of counterexamples in geometric reasoning when using the dragging feature of DGEs. Expected results of the study are potentially beneficial to pre-service/in-service secondary math teachers as well as teacher educators. Link til kilde
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eric.ed.gov har udgivet: The teaching of Mathematics in the context of the Mathematical Olympiads in Brazil constitutes a context of research still little considered, with particular interest in the teaching and the learning phenomena. In Brazil, we identified a large number of teachers and students who do not participate in official math competitions, such as the Brazilian Olympiads of Mathematics of Public Schools (OBMEP). On the other hand, it is important to implement didactic resources that allow other forms of didactic transposition to the mathematical knowledge addressed for the Olympic Problems (OP). In this way, the present work presents and introduces the notion of Olympic Didactical Situation (ODS), from a perspective of didactic transposition necessary for the teacher, who must transmit the mathematical knowledge characteristic of the Mathematical Olympiads to… Continue Reading →
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eric.ed.gov har udgivet: In this study we analyze and contrast approaches that future high school math teachers show when solving word problems with the use of pencil and paper and later, with the use of a Dynamic Geometry System (DGS). The resources, representations, strategies and forms of mathematical reasoning that the participants exhibit when they use GeoGebra in the process of problem solving are analyzed. The results show that the use of the tool favors the dynamic exploration of the concepts involved, the formulation of conjectures and the search for different arguments to validate the solution. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.] Link til kilde
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eric.ed.gov har udgivet: The papers in the monograph address different topics related to mathematics teaching and learning processes which are of great interest to both students and prospective teachers. Some papers open new research questions, some show examples of good practice and others provide more information about earlier findings. The monograph consists of six chapters. In the first chapter, the author studies the relation between the surface approach and the strategic approach to learning outcomes according to the results of research conducted with a group of university students in Denmark. This chapter presents the results of research carried out with the students who were required to recognise and interpret mathematical concepts that could be interpreted from the graphs in different contexts. It also provides an insight into a detailed analysis… Continue Reading →
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eric.ed.gov har udgivet: Visual Basic Application for Excel is a simple program language and has the power to process data quickly. The utilization of math functions in Microsoft Excel can help work on Excel display more interactive so that teachers can create props inside Excel. The advantages of Microsoft Excel than other mathematical software are the many math functions and images available in the form of shapes or pictures. The availability of VBA, math and image functions in Microsoft Excel help teachers to design the creation of media related to mathematics learning, especially to develop the ability of junior high school students who have difficulty to connect mathematics lessons with basic mathematics knowledge requirements. By using VBA for Excel, the ability of junior high school students to improve in the… 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: Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of this study is to examine the development of the TPCK of a mathematics teacher who participated in in-service training course organized for the use of Geogebra software in geometry teaching. The in-service training is designed in accordance with the Technology Integration Model stages, and Geogebra software is used taking into account the learning outcomes of 9th and 10th grade secondary school geometry. The case study method has been employed, and data was collected through interviews, observation, self-assessment forms, and field… Continue Reading →
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eric.ed.gov har udgivet: The development of computer science, statistics and other technological fields, give us more opportunities to improve the process of evaluation of degree of knowledge and achievements in a learning process of our students. More and more we are relying on the computer software to guide us in the grading process. An improved way of grading can help overcome some limitations of the educational process, that have caused problems, and had as a consequence a lower degree of success. With the combination of old, traditional way of evaluation of students knowledge and success, and the application of “fuzzy logic” and “the theory of fuzzy sets”, “the method of ponderous areas”, and other new computer and scientific technologies, we are getting a complex formula , that is also, friendly… Continue Reading →
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eric.ed.gov har udgivet: In this article, the author relates how a math-assessment software has allowed his school to track the academic progress of its students. The author relates that in the first year that the software was deployed, schoolwide averages in terms of national standing on the math ITBS rose from the 42nd to 59th percentile. In addition, a significant number of students became grade jumpers after the software had been installed. Because of the positive effects brought about by the software, the author concludes that the computer, the massive accumulation of performance data, and the descriptive power of standardized testing are among his most powerful allies as a teacher. Link til kilde
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