eric.ed.gov har udgivet: This study was conducted to describe a high school engineering curriculum, identify teaching strategies used to increase math and science literacy, and discover challenges and constraints that occur during its development and delivery, as well as what strategies are used to overcome these obstacles. Semi-structured interviews were conducted with the engineering instructor. In addition, students were observed and curriculum documents, teacher lesson plans, and teacher resources were examined. Concepts created the platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, and project based learning and teaching was critical. There was a clear emphasis on creative thought and work. Assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this… Continue Reading →
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eric.ed.gov har udgivet: In response to the recession that began in 2007, the U.S. Congress passed, and President Barack Obama signed into law, the American Recovery and Reinvestment Act of 2009 (Pub. Law 111-5). At an estimated cost of $831 billion, this economic stimulus package sought to save and create jobs, provide temporary relief to those adversely affected by the recession, and invest in education, health, infrastructure, and renewable energy. States and school districts received $100 billion to secure teachers’ jobs and promote innovation in schools. This funding included $3 billion for School Improvement Grants (SIG), one of the Obama administration’s signature programs and one of the largest federal government investments in an education grant program. The SIG program awarded grants to states that agreed to implement one of four… Continue Reading →
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eric.ed.gov har udgivet: Education professionals, regardless of their specialist area, are broadly aware of the importance of numeracy. Internationally, definitions of numeracy (known elsewhere as mathematical literacy or quantitative reasoning), describe “an individual’s capacity to formulate, employ and interpret mathematics in a variety of contexts… reasoning mathematically and using mathematical concepts, procedures, facts, and tools to describe, explain and predict phenomena… recognising the role that mathematics plays in the world and to make the well-founded judgements and decisions needed by constructive, engaged and reflective citizens.” (Organisation for Economic Co-Operation and Development, 2014, p. 37), or more locally, numeracy is “the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly… It involves students recognising and understanding the role of mathematics in… Continue Reading →
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eric.ed.gov har udgivet: This paper reports the findings of a study that assessed the effect of two classwide instructional grouping adaptation strategies on the math performance of English-language Latino learners in an urban public school in the Southwestern United States. An ABAB within-case design was implemented over a 12-week period to contrast the effectiveness of these adaptation strategies on the math performance of 19 low-, average-, and high-achieving first grade Latino students (ages 6-8). All instruction was conducted in Spanish, with the exception of 35 minutes in which students received English-as-a-Second-Language instruction. In Phase A, students worked independently in small heterogeneous groups of 4-5 high-, average-, and low-achieving students. In Phase B, peer tutoring was used following a teacher-led instruction. Dyads included students with different performance levels; students in each… Continue Reading →
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eric.ed.gov har udgivet: This paper overviews strategies employed by the Appalachian Rural Systemic Initiative (ARSI) to implement systemic reform in math, science, and technology education in rural Appalachia. ARSI is one of four Rural Systemic Initiative projects funded by the National Science Foundation to target regions characterized by low population density and high levels of poverty. The initiative targeted 66 counties encompassing 89 school districts in Kentucky, North Carolina, Ohio, Tennessee, Virginia, and West Virginia. The ARSI project is based on two fundamental strategies: school and community-based action and technology as a tool for access. Specifically, the initiative involved the creation of six regional resource collaboratives made up of key organizations such as universities and community colleges, business and industry, federal and state agencies, teacher enhancement projects, exemplary schools, and… Continue Reading →
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eric.ed.gov har udgivet: Factors influencing the learning of mathematics in the linguistically diverse classroom are examined, drawing on the literature of mathematics and science instruction and of multicultural education. Teachers are encouraged to be aware that several linguistic, cultural, and cognitive factors affect the learner’s academic performance, and to use linguistically and culturally sensitive instructional methods and activities to ensure success in math. First, a rationale for multicultural math instruction is presented, and then the relationship between language and math is examined in terms of the specific needs of limited-English-proficient students. Finally, some pedagogical implications and recommendations for classroom activities are offered. The latter include word problems that encourage repetitive language use, concrete and sensory experiences, cooperative activities that encourage interpersonal contact and problem-solving, writing and rewriting math problems, and… Continue Reading →
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eric.ed.gov har udgivet: Algebra is often considered as a gateway for later achievement. A recent report by the Mathematics Advisory Panel (2008) underscores the importance of improving algebra learning in secondary school. Today, a growing number of states and districts require algebra for all students in ninth grade or earlier. Chicago is at the forefront of this movement. Many low-achieving students took remedial math before 1997 and the algebra-for-all policy immersed these students in academic coursework for the first time. Moreover, these low-achieving students experienced a rise in the ability levels of their classroom peers. However, this study suggests that simply requiring algebra is insufficient to improve their outcomes, even though students may benefit from having higher achieving peers in their classrooms. Overall, taking Algebra, instead of remedial math, would… Continue Reading →
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eric.ed.gov har udgivet: Seven district improvement initiatives were implemented in 2011-12 in the Wake County Public School System (WCPSS). All were well designed and coordinated, with common goal setting processes and use of common monitoring tools. All initiatives either met or partially met 2011-12 goals. Some were more successful in showing student outcomes, with the most positive initiatives being elementary mathematics and adolescent literacy. These results should be used to influence future decisions about continuation or strengthening of these efforts. New components that were well received and implemented by those trained (but which did not have achievement results as yet) should also be considered for future funding. Appended are: (1) SIOP® Training and 6 Tables; (2) LEA AYP Results; (3) Elementary Math Coach Initiative with Results and Elementary Math Outcomes;… Continue Reading →
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eric.ed.gov har udgivet: This paper describes Project SMART (Science and Math Access: Resources & Technology), a multi-year professional development effort that includes components for all adults who regularly have contact with children with disabilities. The common goal of each of the components is the development of both efficacy and capacity to inspire children with disabilities to overcome challenges in the pursuit of excellence in math and science education. While the emphasis of the program has been on inservice teacher education, components have been developed for the following groups that support the efforts of children: general education teachers, special education teachers, parents of children with disabilities, and guidance counselors. The model program is intended to promote positive and permanent changes in the academic climate of classrooms and to provide teachers and… Continue Reading →
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eric.ed.gov har udgivet: This second issue of “Connect” highlights innovative teaching as practiced by teachers and administrators in Michigan schools as they seek to provide greater personalization for every student’s learning. Nicholas Provenzano and Ben Gilpin give field reports from their schools, which have implemented a version of 20-Time–a concept borrowed from business where it has been used to encourage creativity in product development. 20-Time seeks to promote students’ motivation, autonomy, and communication and interpersonal skills in collaborative endeavors–all characteristics deemed essential for their working careers. Tara Maynard and Delia Bush provide field reports on their flipped math classes. Flipped classrooms take advantage of technology by reversing the traditional schoolwork-homework activities. This arrangement allows greater personalization, and creates extra class time for teachers to help individual students or small groups… Continue Reading →
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