eric.ed.gov har udgivet: This study aimed at assessing the training programs for Mathematics teachers at elementary stage on developed Curricula and attitudes toward teaching at Najran educational administration in Saudi Arabia. To achieve this objective, two instruments were developed, one of them measures the opinions of Mathematics teachers about the training programs and the other one measures their attitudes toward teaching the developed Curricula, which were distributed to (72) male and female Mathematics teachers at elementary stage. The results showed that training programs for Mathematics teachers are highly efficient in covering the theoretical background of the project of Mathematics development, content, methods of teaching, activities and educational aids, evaluation, and quality of training. The results also showed Math teachers have positive attitudes towards teaching the developed Curricula, and further concluded… Continue Reading →
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eric.ed.gov har udgivet: Ever so slowly, the United States is taking a harder look at how its teacher preparation schools are improving the quality of the teachers they produce. The signs are everywhere–from proposed federal action to state legislatures and school boards passing new oversight laws and regulations, to a newly marshaled push for stronger accreditation by the institutions themselves. The country is finally waking up to the critical importance of improving teacher preparation quality to produce more classroom-ready teachers. But as “NCTQ Teacher Prep Review 2014” shows, far more needs to be done to expand the pool of teachers properly prepared to meet the challenges of the contemporary American classroom. Still, an upsurge in quality has begun. It is good news indeed to be able to report some movement,… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of first grade in 39 schools participating in the evaluation during the 2006-2007 school year, with the goal of determining the relative effects of different early elementary math curricula on student math achievement in disadvantaged schools. The report also examines whether curriculum effects differ for student subgroups in different instructional settings. A competitive process was used to select four curricula Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics) that represent… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to investigate the frequency with which students use math word problem strategies during and after schema-based instruction. It examines the extent to which students increase their ability to correctly solve word problems. It compares students’ attitudes toward mathematics problem solving before and after schema-based instruction. The study was conducted in a resource class with seven second-grade students on individualized education programs (IEPs). A single-subject research design was used. The schema-based instruction was implemented by the special education teacher in a small group setting. Students showed an increase in attempted and correct strategy use during instruction. Three students increased their attempts of strategy use from pretest to posttest, but only one student used the strategy correctly on all attempts. The mean problem-solving… 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: The public and academic debate about mathematics education has been intensified during the last decade. In relation to this it is important to investigate what ideas concerning mathematics education that are expressed by teachers and students. The aim of this article is to study how teachers and students in primary school talk about the math book and to emphasize, discuss and problematize emerging discourses. The article is part of a larger project about mathematical education. Data consists of group conversations with 120 students and 8 teachers in two elementary schools in Sweden. The math project was supported by the National Agency for Education 2010-2012. All together 17 hours of video and audio documentation were produced. The theoretical framework is built on poststructuralist and social constructionist theory and… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to analyse the content knowledge on graphs of pre-service elementary mathematics teachers from an anthropological perspective. 112 pre-service elementary mathematics teachers participated in the study. Concentric mixed pattern research method has been used in the study. The data was collected through Graphic Content Knowledge Scale and interview method in order to examine the content knowledge of primary school math teacher candidates related to graphics anthropologically. This scale which was developed within the frame of determined institutional recognitions includes graphic concept and its usage conditions, graphic types and different display forms, making proper transformations between graphics related to a given context, graphic reading, graphic interpreting and graphic drawing skills. In addition, for the purpose of having a more detailed review of the… Continue Reading →
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eric.ed.gov har udgivet: A primary feature of the Math and Science Partnership Program Evaluation (MSP PE) is the examination of K-12 student achievement changes associated with the National Science Foundation’s (NSF) Math and Science Partnership (MSP) Program. This article describes one of three complementary assessments of K-12 student achievement being conducted by the MSP-PE, and consists of a synthesis of student achievement findings reported by the MSP projects themselves (the other two assessments also are described in this volume). The assessment described in this article covers 39 of the 48 MSP project awards made by NSF from 2002 to 2004. Data sources included the MSP projects’ annual and evaluation reports submitted to NSF through 2006-07 and research manuscripts developed by the MSPs for presentation at three MSP evaluation conferences. A… Continue Reading →
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eric.ed.gov har udgivet: Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBM® grades 3-5 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level… Continue Reading →
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eric.ed.gov har udgivet: National achievement data show that elementary school students in the United States, particularly those from low socioeconomic backgrounds, have weak math skills (National Center for Education Statistics 2009). In fact, data show that, even before they enter elementary school, children from disadvantaged backgrounds are behind their more advantaged peers in basic competencies such as number-line ordering and magnitude comparison (Rathburn and West 2004). Furthermore, after a year of kindergarten, disadvantaged students still have less extensive knowledge of mathematics than their more affluent peers (Denton and West 2002). This study examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate… Continue Reading →
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