eric.ed.gov har udgivet: “Accelerated Math”[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in mathematics for students in grades 1-12. “Accelerated Math”[TM] creates individualized assignments that align with state standards and national guidelines, scores student work, and generates formative feedback through reports for teachers and students. The software can be used in conjunction with the existing math curriculum to add practice components and aid teachers in differentiating instruction via the program’s progress-monitoring data. The What Works Clearinghouse (WWC) reviewed 32 studies on “Accelerated Math”[TM]. One of these studies meets WWC evidence standards; two studies meet WWC evidence standards with reservations; the remaining 29 studies do not meet either WWC evidence standards or eligibility screens. Based on the three studies, the WWC found mixed… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this paper is to provide a narrative of work in progress to validate a math app designed for number sense. To date I have conducted classroom research and pilot studies across ten early childhood classrooms in two schools and will begin an empirical study at the beginning of the 2014-2015 school year. Through my work I believe the fields of neuroscience, education, and digital science offer robust and unique ways to address at least two barriers I encountered: identifying instructional computer adaptive software containing embedded assessments and designed explicitly with cognitive models of learning; and developing ongoing collaborative research networks to validate this software. In an attempt to inform the work of those working in the fields of digital science, cognitive science and education,… Continue Reading →
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eric.ed.gov har udgivet: Community colleges nationwide are looking for solutions to help students complete developmental (remedial) math–a known barrier to graduation. Some are offering computer-assisted, modular developmental math courses that allow students to earn credits incrementally and move through the curriculum at their own pace. One of these modularized courses, ModMath, was created at Tarrant County College (TCC) near Fort Worth, Texas. It reorganizes the content of TCC’s two semester-long developmental math courses into a set of six modules, each of which is five weeks long. The four primary components of the ModMath intervention are: a diagnostic assessment that places students in a starting module; individual registration into three modules per course section each semester; computer-based instruction delivered online through an instructional software program; and personalized, on-demand assistance in class… Continue Reading →
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eric.ed.gov har udgivet: The math emporium model was first developed by Virginia Tech in 1999. In the emporium model students use computer-based learning resources, engage in active learning, and work toward mastery of concepts. This approach to teaching and learning mathematics was piloted in a rural STEM high school. The purpose of this experimental study was to compare the impact of the emporium model and the traditional approach to instruction on student achievement and retention of algebra. The results indicated that both approaches to instruction were equally effective in improving student mathematics knowledge. However, the findings revealed that the students in the emporium section had significantly higher retention of the content knowledge. Link til kilde
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eric.ed.gov har udgivet: Higher education institutions have taken to redesigning high-enrollment, introductory courses to improve student learning outcomes, student success, and degree completion. This paper presents findings from the assessment of course redesign by focusing on the case of developmental math at a large community college. The college adopted modularization, a common course redesign method in which concepts are disaggregated into modules and delivered through computer software. Preliminary results from the quantitative analysis of student performance in redesigned courses have been mixed. The study discusses faculty and student views and experiences with modular math redesign in order to complement and help illuminate the results from the quantitative analysis. Using evidence from five focus groups, one with faculty and four with students, the paper provides insights on how to help faculty… Continue Reading →
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eric.ed.gov har udgivet: Technology has gained a firm stronghold in society as well as modern classroom. Students are assumed to have a natural aptitude for computers. Over the past decades, educational websites have appeared to be “interactive” and “to make learning fun”. This study employed quantitative method of research using 8th grade instructors from South East Dallas Texas school district. Data was collected via Microsoft Excel and SPSS computation. The survey instrument tested for internal consistency and reliability. The seven Likert scale items tested nine variables for Pearson correlation. A t-test detected non-significance at the p > 0.05 level of probability indicating that male teachers seldom use technology to teach math than their female colleagues. A second t-test showed a significant difference at p < 0.05 level for difference between… Continue Reading →
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eric.ed.gov har udgivet: In 1999, Richard Lee Colvin published an article in “The School Administrator” titled “Math Wars: Tradition vs. Real-World Applications” that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the algebra-geometry-trigonometry-calculus sequence. On the other side are those who think students must engage with real-world problems that employ a variety of mathematical disciplines and deep learning of math concepts that comes from struggling with complex problems, comparing multiple solution paths, and learning from trial and error. To understand what it will take to bring the two sides of the mathematics debate together, first consider the approach each side takes to improve student achievement. One side wants to focus mostly… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on a design-based implementation study of the use of a diagnostic classroom assessment tool framed on learning trajectories (LTs) for middle grades mathematics, where teachers and students are provided immediate data on students’ progress along LTs. The study answers the question: “How can one characterize the challenges encountered when a school implements a diagnostic assessment system around learning trajectories at scale?” by identifying three explanatory themes: shifting to classroom assessment, understanding the concept and content of the LT, and seeing the results as a call to action. Each theme is discussed with references to observed activities and discussions with participants and related to the challenges connected with taking the concept of LTs to scale. [For the complete proceedings, see ED606556.] Link til kilde
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eric.ed.gov har udgivet: “Accelerated Math®,” published by Renaissance Learning, is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. “Accelerated Math®” creates individualized student assignments, scores the assignments, and generates reports on student progress. The software is typically used with the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program’s progress-monitoring data. This review focuses on studies of the use of “Accelerated Math®” in kindergarten through pre-algebra classes. The What Works Clearinghouse (WWC) identified six studies of “Accelerated Math®” that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations, and… Continue Reading →
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