eric.ed.gov har udgivet: A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional methodology. Developing a guided inquiry lesson can be a difficult task for teachers. Science teachers have inquiry standards that they must meet and research indicates that teaching through guided inquiry is an effective method of teaching science content. Mathematics teachers are being asked to incorporate more active and cooperative instructional experiences in in their classrooms. Results of the professional development experience indicate that all but one of the teachers were successful in developing and implementing guided inquiry lessons within… Continue Reading →
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eric.ed.gov har udgivet: Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however, their anxiety interferes with their ability to solve mathematical problems. Researchers believe that implementation of strategies to prevent or reduce math anxiety will improve the math achievement of many students. This Information Capsule summarizes strategies that teachers, parents, and students can use to prevent or reduce math anxiety. Link til kilde
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eric.ed.gov har udgivet: The purpose of this paper is to provide a narrative of work in progress to validate a math app designed for number sense. To date I have conducted classroom research and pilot studies across ten early childhood classrooms in two schools and will begin an empirical study at the beginning of the 2014-2015 school year. Through my work I believe the fields of neuroscience, education, and digital science offer robust and unique ways to address at least two barriers I encountered: identifying instructional computer adaptive software containing embedded assessments and designed explicitly with cognitive models of learning; and developing ongoing collaborative research networks to validate this software. In an attempt to inform the work of those working in the fields of digital science, cognitive science and education,… Continue Reading →
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eric.ed.gov har udgivet: Khan Academy, an online platform offering educational videos and exercises in different content areas, has awakened intense interest among foundations, multilateral organizations, policy makers, and educators about how this tool can help meet the educational challenges facing countries around the world. With support from Intel, Education Development Center (EDC) researchers sought to understand how this technology fits into the complex realities of schools in a developing country. In August of 2013, researchers traveled to Santiago, Chile to conduct research in five schools where teachers are using Khan Academy. We found that the way Khan Academy functions as a digital learning environment changes the ways and the degree to which students engage with and are engaged by the math content; it also changes the way teachers and students… Continue Reading →
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eric.ed.gov har udgivet: Success in primary and secondary school mathematics is becoming increasingly important to today’s teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and Assessment Authority [2] underscore the rights of students with disability to access the curriculum on the same basis as students without disability. They are entitled to rigorous, relevant and engaging learning opportunities drawn from Australian Curriculum content on the same basis as students without disability. Taking this context into account, this paper provides a work-in-progress report about a two year mathematics intervention project conducted in twelve special schools (Preparatory to Year 12) in Queensland, Australia. The purpose of the project… Continue Reading →
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eric.ed.gov har udgivet: Much debate surrounds the effectiveness of the common educational practice of homework (Cooper et al., 2006). A randomized-controlled trial has shown that using a web-based homework system that provides immediate feedback to students, while they are doing their mathematics homework, and detailed item reports to teachers significantly improves student learning. The use of that data also changed the homework review process, leading to a more comprehensive and meaningful review of student errors and misconceptions. [For the complete proceedings, see ED597799.] 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: In 1999, Richard Lee Colvin published an article in “The School Administrator” titled “Math Wars: Tradition vs. Real-World Applications” that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the algebra-geometry-trigonometry-calculus sequence. On the other side are those who think students must engage with real-world problems that employ a variety of mathematical disciplines and deep learning of math concepts that comes from struggling with complex problems, comparing multiple solution paths, and learning from trial and error. To understand what it will take to bring the two sides of the mathematics debate together, first consider the approach each side takes to improve student achievement. One side wants to focus mostly… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The “Economics: Math in Real Life” program was provided in collaboration with a Title I program to integrate economics and personal finance content into mathematics instruction to demonstrate real-life applications of math concepts and increase students’ knowledge in this content area. Pretests and posttests were administered to gauge effectiveness of the authentic instruction program in increasing student knowledge in math and economics and teacher knowledge in economics. Empirical results indicate learning occurred in both math and economics for students in grades 3-5 and in economics… Continue Reading →
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eric.ed.gov har udgivet: Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback design patterns as part of a larger pattern language for math problems and learning support in online learning systems. In this paper, we present three feedback design patterns developed from the application of the data-driven design pattern methodology on a large educational dataset collected from actual student data in a math online learning system. These design patterns can help teachers, learning designers, and other stakeholders construct effective feedback for interactive learning activities that facilitate student learning. Link til… Continue Reading →
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