eric.ed.gov har udgivet: Today’s society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students’ attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan were selected. They were divided randomly into two groups: the treatment group (n = 22) and the control group (n = 21) and their pre- and post-test scores compared. Findings supported the hypothesis that students in the treatment group who received the math intervention obtained higher post-test scores in comparison to their classmates in the control group. Link til kilde
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eric.ed.gov har udgivet: This paper describes the pedagogical framework used by YuMi Deadly Maths, a school change process used to improve mathematics teaching and thus enhance employment and life chances for socially disadvantaged students. The framework, called the RAMR cycle, is capable of being used by mathematics teachers for planning and delivering lessons and units of work with minimal training and external support, as demonstrated by three case studies. These, and other cases, suggest that the YuMi Deadly Maths approach is an effective model for scaling up professional development programs where school participation is voluntary and costs have to be minimised. Link til kilde
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eric.ed.gov har udgivet: Instructional choice is a low-intensity strategy that can improve academic engagement. In this study, we investigated the effects of within-activity choices offered during math by third-grade teachers to participating students with behavioral and academic needs. We utilized a professional development model to train teachers to implement instructional choice in the classroom while collecting direct observation data on student’s academic engagement. Teachers were able to implement practices with high levels of integrity and collect momentary time sampling data on one student with high levels of reliability. Using a withdrawal design, we found no clear functional relation between instructional choice and increases in student’s academic engagement. However, some students demonstrated an increase in level upon the introduction of the intervention. Both teachers and students rated the intervention goals, procedures,… Continue Reading →
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eric.ed.gov har udgivet: Mathematics anxiety affects primary pre-service teachers’ engagement with and future teaching of mathematics. The study aimed to assess the level and range of mathematics anxiety in first year pre-service teachers entering their teacher education course, and to investigate the sources of this anxiety as perceived and identified by them. Data collection methods included the RMARS survey, and Critical Incident Technique. The results indicate that the most common negative impacts on pre-service teacher mathematical self-concept involved experiences with teachers. However, their current mathematics anxiety is most commonly aroused under testing or evaluation situations. Link til kilde
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eric.ed.gov har udgivet: With the advance of information and communications technologies, new teaching tools are becoming more pervasive. These tools can be utilized in a variety of ways to improve and enhance math teaching. Considering the integration of technology in teaching mathematics, it is clear that the replacement of board and chalk with digital presentation material does not cover all the aspects of the mathematic subjects. One of the important prerequisites for quality of integration technology into mathematics teaching is the teacher’s personality, i.e. knowledge, willingness and desire to improve his/her lessons bringing mathematics closer to the present generations of pupils. GeoGebra as a dynamic mathematics software allows users to explore multiple representations of mathematics concepts. The paper deals with the problem of deployment of GeoGebra in Lithuanian’s primary math… Continue Reading →
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eric.ed.gov har udgivet: When CME Group Foundation (CME) was formed in 2007 with an endowment from the Chicago Mercantile Exchange Trust, its founders set out to engage in grantmaking that would improve education from cradle to career and strengthen the region’s economy. During its first decade, nearly a quarter of CME’s grants targeted early childhood education with an emphasis on improving early math education. With students in the United States trailing students from other industrialized nations in math, CME’s leaders believed it was crucial to address the problem in the early years. Helping low-income children in Chicago build essential math skills would not only help them succeed in school but would also further the success and economic well-being of the state and the nation. From the beginning, CME’s executive director… Continue Reading →
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eric.ed.gov har udgivet: In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers’ mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods courses. Findings revealed that the teachers were oriented toward differing views of learning that shaped how they organized students’ learning of language and mathematics during classroom instruction. While both teachers used similar teaching strategies to support students’ development of mathematics specific literacies, there were variances in how the learners were positioned within the classroom community and how and which repertoires of language practices were available and used during mathematics instruction. The teachers’ differing orientations toward learning are traced to their own… Continue Reading →
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eric.ed.gov har udgivet: The new common core standards for mathematics demand that students (and teachers!) exhibit deeper conceptual understanding. That’s music to the ears of education professor John Tapper, who says teachers have overemphasized teaching procedures–and getting right answers. In his new book, “Solving for Why,” he makes a powerful case for moving beyond right and wrong and exploring what students understand, where they are struggling, and most important, why they are struggling. The author talked with Tapper about concrete-representational abstract assessments, or CRA, a tool that does just that. It’s easy to do, and it provides a sophisticated portrait of kids’ models for mathematical concepts. That ties in with the Core, and with Tapper’s call for teachers to focus on the learner. Link til kilde
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eric.ed.gov har udgivet: Preservice elementary teachers hold a variety of beliefs about mathematics and mathematics learning, which influence their teaching. Previous research has shown that preservice elementary teachers believe that mathematics is doing arithmetic. However, it is unclear if preservice elementary teachers truly believe that mathematics is only arithmetic, or if they simply have a difficult time describing their views on mathematics. In this study, preservice elementary teachers were asked to provide metaphors for mathematics and mathematics learning in order to illuminate the preservice teachers’ beliefs about mathematics. The metaphors were analyzed to reveal twelve different categories of belief. Approximately one-fourth of the metaphors suggested negative views about mathematics and mathematics learning. Approximately 44% of the metaphors described mathematics and mathematics learning as something that one must engage in as… Continue Reading →
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eric.ed.gov har udgivet: “Affordable Online Maths Tuition” is a one-to-one tutoring programme where pupils receive maths tuition over the internet from trained maths graduates in India and Sri Lanka. It is delivered by the organisation Third Space Learning (TSL). Tutors and pupils communicate using video calling and a secure virtual classroom. Before each session, the pupils’ normal classroom teachers are able to select lessons from TSL’s maths curriculum to target individual learning issues. The intervention was targeted at Year 6 pupils who were working at Key Stage (KS) 2 level 3 or an insecure KS2 level 4, and was delivered over 27 weeks from September 2014 to May 2015 by (TSL) in an initial testing phase, with support from Nesta and Nominet Trust. The impact of the intervention was evaluated… Continue Reading →
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