eric.ed.gov har udgivet: Business leaders in Pennsylvania 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. Pennsylvania students have made some gains in math and science, but racial and ethnic achievement gaps are among the very largest in the nation, and low-income students are least likely to have access to science labs or teachers with the resources they need. Not enough students–least of all minorities–have the chance to learn challenging content to prepare them for college and careers. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Tennessee 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 have made progress in math over the past decade, yet not enough students–least of all minorities–have the chance to learn challenging content to prepare them for college and careers. There is special cause for concern in science. Girls lag behind boys, not enough students conduct regular hands-on investigations and science teachers say they don’t have the resources they need. Link til kilde
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eric.ed.gov har udgivet: Business leaders in New Jersey 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. New Jersey students have made progress in math over the past decade. Yet not enough students–least of all minorities–have the chance to learn challenging content to prepare them for college and careers. Science teachers of low-income, black and Hispanic students are most likely to say they don’t have the resources they need, and their schools are most likely to lack facilities and materials for science instruction. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Idaho 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. Idaho students have made some progress in math over the past decade. Yet not enough students–least of all minorities–get the chance to learn challenging content that prepares them for college and careers. Science does not yet seem to be a priority in Idaho: elementary students spend little time on the subject, and most science teachers say they don’t have the resources they need. Link til kilde
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eric.ed.gov har udgivet: In an examination of the problem of national mathematical illiteracy, the math student, the math teacher, and the math problem are discussed. The math student may have defects, deficiencies, disruptions, and/or differences in the cognitive abilities required to perform a mathematical problem. The math teacher may tend to be less verbal and less socially responsive than other teachers. Math teachers also may have internalized mathematical reasoning and its accompanying numerical coding and notation so that they can hardly understand the primitive state of most students and many adults and thus students tend not to question, but instead accept math as a closed system. The math word problem poses a barrier to learning because of the new words and notations and the complex language and terse sentences. An… Continue Reading →
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eric.ed.gov har udgivet: This study examined gender differences in attitudes toward mathematics of undergraduate students. The Attitudes Toward Mathematics Instrument (ATMI) was administered to students enrolled in introductory mathematics classes (Pre-Calculus, Calculus, and Business Calculus) at two Southeast universities, one a large state university and the other one a small private liberal arts college. The subjects of the study were 275 college students; 141 attended the state university and 134 attended the liberal arts college. General linear analysis revealed no significant differences between students from the state university and students from the liberal arts college in any of four factors (self-confidence, value of mathematics, enjoyment of mathematics, and motivation). Also, there were no significant differences between males and females on each of the four factors. These results suggest that gender… Continue Reading →
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eric.ed.gov har udgivet: This booklet is a teacher’s guide for a lesson, appropriate for grades 3-9, to strengthen students’ mathematics skills while increasing their knowledge of energy. It consists of a game in which teams of students solve mathematics problems about energy units. The booklet contains 24 challenging mathematics word problems and 1 mega-question. (MKR) Link til kilde
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eric.ed.gov har udgivet: When presenting results from rigorous, field-based evaluations of educational interventions, researchers often reveal methodological barriers they face in designing studies to assessing program effectiveness. The evaluations funded by the Investing in Innovation Fund (i3) present a timely opportunity for identifying relevant and pressing issues arising in current education evaluations. With over $1 billion dollars invested in the implementation and evaluation of 117 education interventions, the i3 program represents a major investment by the U.S. Department of Education in educational interventions that will both serve students, teachers and schools, and generate evidence about intervention effectiveness. The breadth and number of i3 evaluations provides a unique opportunity to learn about the features of, and challenges encountered in, the design and implementation of the evaluations. Researchers from the National Evaluation… Continue Reading →
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eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads[R] in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school for students with moderate to severe disabilities. An additional purpose of the study was to identify the advantages of and challenges to using iPads[R] for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad[R] was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were… Continue Reading →
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eric.ed.gov har udgivet: This short paper is designed to serve as a kind of primer for professors interested in thinking through ways to build a rural dimension into mathematics education courses in the interest of squarely addressing the vision and mission of ACCLAIM. Few words, therefore, will be deployed in the interest of establishing an intellectual warrant for the assumptions and assertions embedded in these pages. In fact, all that will be said in this regard is that 1) the ascendancy of what is loosely referred to as “constructivist learning theory” over the past decade clearly elevates the role of context in the development of human understanding. In other words, if professors want students (pre-school through doctoral level) to achieve at high levels, the insertion of context is currently seen… Continue Reading →
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