eric.ed.gov har udgivet: The study examined the impact of Teach for America (TFA) and The New Teacher Project’s Teaching Fellows (TF) programs on the mathematics achievement of students in grades 6-12. TFA and TF provide alternative routes to teacher certification and aim to provide high-quality teachers to schools in low-income areas. TFA and TF were studied separately, using students in eight states during the 2009-10 and 2010-11 school years. For each analysis, students were randomly assigned to either an intervention (TFA or TF) or a comparison teacher who taught the same mathematics subject. The TFA analysis included more than 5,700 students, and the TF analysis included more than 6,800 students. End-of-year state mathematics achievement tests were administered to middle school students. End-of-course mathematics assessments,developed by the Northwest Evaluation Association, were… Continue Reading →
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eric.ed.gov har udgivet: Math Snacks animations and support materials were developed for use on the web and mobile technologies to teach ratio, proportion, scale factor, and number line concepts using a multi-modal approach. Included in Math Snacks are: Animations which promote the visualization of a concept image; written lessons which provide cognitive complexity for understanding; and active, situated learning activities to facilitate memorable experiences to deepen comprehension. This pilot study compared pre-post test gains for 460 sixth and seventh grade students enrolled in nine different classrooms. In five of the nine classrooms, teachers utilized the “Teacher Guide: that corresponded with the five Math Snacks animations and one game and in four classrooms teachers used the same Math Snacks animations and one game, but were free to develop their own lessons… Continue Reading →
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eric.ed.gov har udgivet: “Saxon Math” is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. The series is aligned with standards of the National Council of Teachers of Mathematics (NCTM) and various states, and can be adapted for special education students in inclusion classrooms, pullout programs, or self-contained resource classrooms. Although content differs by course, the incremental, distributed approach of “Saxon Math” is the same, with mathematical concepts presented in a series of short “lessons” intended to gradually build understanding and previously-taught concepts practiced and assessed throughout the course. Developed in the early 1980s, “Saxon Math” included four middle school math textbooks used in the studies included in this intervention report.… Continue Reading →
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eric.ed.gov har udgivet: The widespread adoption of the Common Core State Standards (2010) has caused mathematics and special educators to reconsider instructional methods. The Common Core introduces eight Standards for Mathematical Practice that outlines the dispositions that should be fostered in students. Most notable are those that push students to analyze problems, create a solution, explain/prove their reasoning to others and critique other students’ methods. Although direct instruction has been the primary approach advocated in working with students who have disabilities, this approach tends to teach basic skill proficiency with less emphasis on the problem solving advocated in the Common Core. In this paper, we use examples from our own teaching to offer an alternative to direct instruction for special education teachers who are moving into mathematics or co-teaching, an… Continue Reading →
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eric.ed.gov har udgivet: Grading is one of teachers’ greatest challenges and most important professional responsibilities. Educators are unclear on whether standards-based grades or traditional-based grades do a better job of accurately reflecting what students have learned, so the purpose of this study was to understand the relationship between classroom grades and scores on the Scholastic Math Inventory (SMI) assessment. The individuals were sixth-, seventh-, and eighth-grade mathematics students from five different middle schools in the same district as they took the SMI assessment. There were about 500 students in the standards-based grading system and about 1,900 students in the traditional grading system. Link til kilde
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eric.ed.gov har udgivet: Research into integrating technology such as iPads into the curriculum for students with disabilities is still new. The purpose of this study was to examine the effect of the use of a basic math skill application on an iPad to increase basic math fluency. As part of a classwide academic intervention, the study was conducted with 10 students with moderate to severe cognitive disabilities enrolled in a special education school. This four-week study employed a single-case reversal design (ABAB). Examination of data involved visual and statistical analysis techniques. Four key findings emerged. First, results indicated this intervention to have a positive effect on basic math fluency. Second, results showed that teachers perceived that the iPads had a positive impact on student engagement and interest in content. Third,… 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: We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students–as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)–in their eighth grade math test scores and high school course taking. We find some significant gaps between advantaged and disadvantaged students in the value added of the teachers to which they are assigned in these grades, although gaps in middle school grades are sensitive to the specification of value added. We then show that teacher assignments are highly predictive of both eighth-grade test scores and advanced course taking in high school, and that differences between advantaged and disadvantaged students in teacher assignments explain significant portions… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to investigate a new methodology for detection of differences in middle grades students’ math anxiety. A mixture partial credit model analysis revealed two distinct latent classes based on homogeneities in response patterns within each latent class. Students in Class 1 had less anxiety about apprehension of math lessons and use of mathematics in daily life, and more self-efficacy for mathematics than students in Class 2. Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers in comparison to students in Class 2. However, gender, attending private or public schools, and education levels of fathers did not appear to differ between the classes. Capturing such fine-grained information extends… Continue Reading →
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