eric.ed.gov har udgivet: This publication reports on resources on the Web for the area of math. A quick look is given at innovative sites under the areas of new resources for students, new ways for teachers and students to interact, new ways of presenting math, and new tools for research. Next, advantages and disadvantages are identified for each of the following technologies: HTML pages with GIF images for equations; Adobe Acrobat (PDF); IBM Techexplorer pages; server-side programming (CGI, Perl, Java, ASP scripts, etc.); and HTML and components (Design Science WebEQ, IBM Techexplorer components). Standards for math communication on the Web are then discussed. A list of the standards that Math on the Web developers should be considered with is given, along with the role each standard plays in the HTML… Continue Reading →
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eric.ed.gov har udgivet: Because the key agent in mathematics and science reform is the teacher, this issue of the Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) Focus highlights professional development. Whatever curriculum change is adopted in a school district, whatever new textbook series is chosen, it is through the teacher that the program will be adapted and translated into classroom activities and assignments. This issue lists 31 resources (books, videotapes, CD-Roms, the Internet) related to professional development in mathematics and science education. The resources featured in this issue were selected from the existing collection at ENC and can be used in a variety of settings from self-study to group study, in consultation with peers and supervisors, and as part of an inquiry into practice or an action research… Continue Reading →
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eric.ed.gov har udgivet: The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) helps teachers by offering a broad assortment of services that enable them to quickly locate educational resources. This document is one in a series of print catalogs designed to give educators information about curriculum resources available for teaching math and science in K-12 classrooms. Each issue of ENC Focus presents a selection of the Clearinghouse collection focused on a topic of particular interest to math and science teachers. This issue provides information about multicultural approaches in mathematics and science education. A one-page description of each resource includes an abstract of the contents, subjects addressed, grade level, publication date, ordering information including price, authors, and related resources. (ASK) Link til kilde
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eric.ed.gov har udgivet: Study Island is a practice and assessment tool that provides state-standards-aligned opportunities for students to practice their skills. It features a system of continual assessments with immediate feedback to adjust instruction and learning. When educators integrate Study Island into their instructional practices, it acts as a formative, ongoing assessment tool that provides students with a platform to practice or demonstrate their knowledge of taught standards. This approach reflects the elements of formative assessments as a process for monitoring progress and adjusting instruction. Research on formative assessment and progress-monitoring practices has demonstrated positive outcomes for student achievement (Bangert-Drowns, Kulik, & Kulik, 1991; Black & Wiliam, 1998; Fuchs & Fuchs, 1986; January et al., 2018; Stecker, Lembke, & Foegen, 2008; Stiggins, 1999; Van Norman, Nelson, & Parker, 2016; Wolf,… Continue Reading →
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eric.ed.gov har udgivet: Increasing participation and success in science, technology, engineering, and math (STEM) fields continues to be a national imperative, with particular attention paid to eliminating barriers for women and underrepresented students of color. Some attention has been paid to the underrepresentation of students with disabilities in STEM fields, while few researchers have focused on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in STEM. Literature about both students with disabilities and LGBTQ students suggest challenges and barriers that may prevent these groups from successfully persisting in STEM majors. This qualitative study examined the campus experiences of five queer students with disabilities in STEM fields at a predominantly white research university. Findings reveal that participants encountered male-centered, heteronormative STEM spaces, physical and social inaccessibility on campus,… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in Minnesota cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Minnesota students have made some gains in math since 2003, yet this success masks large racial and ethnic gaps in student achievement and access to opportunity. Not enough students–least of all minorities–have the chance to learn rich and challenging content that prepares them for college and careers. Black and Hispanic students also receive a disproportionately small share of STEM degrees and certificates awarded in the state. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Delaware cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Delaware students have already made real progress in math over the past decade the state also shows strengths in science. Elementary students spend more time on science than their peers in other states do, and eighth graders are more likely to conduct hands-on investigations. Yet not enough students-least of all minorities-get the chance to learn rich and challenging content that prepares them for college and careers. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Arkansas cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Students in Arkansas have made real progress in math over the past decade. Yet not enough students, least of all minorities, are getting exposed to challenging content to prepare them for college and careers. The stakes in the state are very high. While the number of college degrees and certificates in the state rose almost dramatically in the last decade, it actually fell in STEM, particularly among women. Link til kilde
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eric.ed.gov har udgivet: The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind’s Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that treated schools implemented for an entire school year. The study was completed in 46 schools throughout West Virginia, resulting in achievement data from 1,919 students. It also included exploratory investigations of teacher practice and student engagement. The main experimental finding was a null result; achievement was similar in both experimental groups. The exploratory investigations help to clarify interpretation of this result. As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, our findings provide a relevant caution. However, our findings are not… Continue Reading →
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eric.ed.gov har udgivet: Various indicators suggest that math and science students in many developing countries are lagging behind their counterparts in other nations. Using Madagascar as a case study, we aimed to: (1) evaluate the effectiveness of education among those enrolled in science and math programs at primary, secondary, and university institutions; and, (2) understand barriers to student progression through the education system. To that end we conducted 63 semi-structured interviews in June and August 2012 with science and math teachers in five population centers, across all three levels of both public and private school systems. We found that crowded classes, limited resources (pedagogical and infrastructural), an average student range in age of seven years per classroom (suggestive of grade repetition and/or late school starting age), and discontinuities in the… Continue Reading →
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