eric.ed.gov har udgivet: TOPS, a set of materials designed to improve problem solving instruction, was evaluated in two large urban school districts from Fall 1980 to Spring 1982. At Site A, the program was implemented at the middle school level (grades 5-8), where most mathematics teachers were specialists; they accepted the problem-solving activities after some initial hesitation. At Site B, the program was implemented in grades 3-8, though most often in grades 4 and 5, usually by teachers who were not mathematics specialists. They varied in their belief that the activities would improve problem-solving ability, and, even though in year 2 they were allowed to develop lessons involving problem-solving strategies tied more closely to textbooks and tests, problem solving was never completely accepted by all teachers. At Site A, 80… Continue Reading →
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eric.ed.gov har udgivet: The IMPACT Project is a parental involvement initiative originating in London, England. This book aims at a kaleidoscopic approach reflecting a variety of perspectives on the work in this project over five years. Chapters are grouped according to particular aspects of parental involvement. Part I, “Starting IMPACT,” contains only one chapter: “IMPACT: Pride, Prejudice and Pedagogy: One Director’s Personal Story” (Ruth Merttens). Part II, “Doing IMPACT,” contains five chapters: “IMPACT and the Early Years Classroom” (Chris Tye), “Maths in My Home” (Sue Hunter), “A Probationer’s Year on IMPACT’s Probationary Year” (Kerry Carrie), “IMPACT: A Parent’s Personal Perspective” (Sylvia Harrison), and “IMPACT: Does It Really Make a Difference? A Teacher’s Personal View” (Linda Calvert). Part III, “Supporting IMPACT,” contains five chapters: “IMPACT: A Humberside Perspective” (Alwyn Morgan and… 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: It is alleged by math teachers and their supporters that math problem solving actually transfers to skills in real or applied problem solving (RAPS). The purpose of this paper is to discuss the issue of math problem solving and the concomitant concept of mental discipline/transfer of learning. The mental discipline theory and evidence to support this theory is broached first, then the relationship between mental discipline and math problem solving is discussed. It is concluded that mathematics should be taught in public schools when there is high interest, high aptitude, or high need for this kind of learning. When math is taught, it should be taught well, integrating math theory as much as possible into the real world that surrounds students. Otherwise, the time spent in public… Continue Reading →
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eric.ed.gov har udgivet: This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc… Continue Reading →
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eric.ed.gov har udgivet: This guide was developed for two purposes: to enrich science and mathematics programs in schools and to encourage the professional growth of teachers of science and mathematics. A basic premise behind the development of this guide is that all students should have a variety of learning experiences, especially students in categorical programs such as Chapter 1, bilingual, migrant, and other compensatory education programs. These students should see that the study of science is not confined to the classroom but offers a way to investigate and understand the curious phenomena to be found in the every-day world. Similarly, mathematics is not only the scientist’s primary tool but also a world of its own full of curious phenomena. This publication lists contests and fairs for individuals and teams; extracurricular… Continue Reading →
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eric.ed.gov har udgivet: This kit is designed to help science and mathematics teachers become more aware of the rights, responsibilities, potential contribution, and needs of students with disabilities, teachers’ responsibilities for ensuring equal educational opportunities for all students in their programs, and strategies for accommodating students who have disabilities in science and math classes. Material includes a notebook, a 2-hour videotape recording, and informational handouts and a pamphlet on the DO-IT (Disabilities Opportunities Internetworking Technology) program. The “Background and General Strategies” section of the notebook covers general issues related to access to education for individuals with disabilities, and legal and attitudinal issues as well as general teaching strategies. The”Computing Access” section covers the three areas that must be addressed in order to provide full access to computing resources (computer lab… Continue Reading →
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eric.ed.gov har udgivet: The underrepresentation of women and racial and ethnic minorities in computer science (CS) and other fields of science, technology, engineering, and math (STEM) is a serious impediment to technological innovation as well as an affront to fundamental notions of fairness and equity. These gaps emerge in the early grades and tend to persist, if not widen, throughout the secondary and postsecondary years. The unconscious biases (UB) of teachers, school administrators, and fellow students may contribute meaningfully to the persistence of these gaps. Fortunately, a nascent literature on targeted interventions that directly address UB suggests there may be compelling opportunities to promote broader engagement in CS and STEM education and employment. The fields of neuroscience, social psychology, economics, and sociology articulate the many possible origins of UB and… Continue Reading →
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eric.ed.gov har udgivet: The study contains a total of 44 inservice or practicing teachers who were enrolled in professional development courses. A novel survey was created to determine a teacher’s perspective of his/her school culture, as well as to measure a teacher’s science achievement, math achievement, science self-efficacy, and math self-efficacy. The survey was administered at the beginning and end of the Physics and Integrated Math and Science Methods courses. Results show the changes of math and science self-efficacy beliefs and school culture beliefs. At the end of the Physics and Integrated Science and Math Methods courses, the inservice teachers believed they could motivate students to enjoy math/science, and the teachers also felt competent to answer questions about math/science experiments. The inservice teachers felt they could assist their colleagues with… Continue Reading →
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eric.ed.gov har udgivet: For many teacher education programs, the development of the effective teacher is one of their primary goals. Research has shown that teachers’ sense of efficacy is a significant indicator of effective teacher teachers. This study attempts to reveal novice, beginning, and expert science and mathematics in-service or pre-service teachers’ pedagogical knowledge and how the teachers’ knowledge is related to their sense of efficacy. The expert and beginner teachers reported higher teaching efficacy than the novice teachers as measured by a formal psychological scale. The experts and beginners also related more teaching efficacy-related statements than novices. (Contains 33 references.) (ASK) Link til kilde
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