eric.ed.gov har udgivet: This study investigated whether two different versions of an online professional development course produced different impacts on the intended outcomes of the course. Variations of an online course for middle school algebra teachers were created for two experimental conditions. One was an actively facilitated course with asynchronous peer interactions among participants. The second was a self-paced condition, in which neither active facilitation nor peer interactions were available. Both conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices. Surprisingly, the positive outcomes were comparable for both conditions. Further research is needed to determine whether this finding is limited to self-selected teachers, the specifics of this online course, or other factors that limit generalizability. (Contains 6 tables.) Link til kilde
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eric.ed.gov har udgivet: The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, “Effects of the Kentucky Virtual Schools Hybrid Program for Algebra I on Grade 9 Student Math Achievement,” researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format Eight appendixes… Continue Reading →
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eric.ed.gov har udgivet: We report on a German-Indonesian design research project, which aims to significantly increase the mathematical skills of secondary school students. Since results of international comparative studies have shown that there exists a relationship between metacognition and learning success, a learning environment for the beginning with secondary school mathematics in class seven has been developed, in order to significantly enhance metacognitive and discursive activities of students and teachers. The effectiveness of the approach has been tested in a secondary school several times. In this paper the theoretical background for the design of the learning environment is described, some sample exercises are presented and student productions from the project lessons analysed. Link til kilde
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eric.ed.gov har udgivet: The aim of this study was to investigate the effectiveness, generalizability, and the permanency of the instruction with the touch math technique. Direct instruction was used to the instruction of the basic summation skills of the students with mild intellectual disabilities. A multiple probe design across the subjects was used in this study. The participants included three students with mild intellectual disabilities in inclusive classrooms. They were second grader and their ages were 7-8 years old. The results of the study show that the use of touch math technique, based on direct instruction approach is effective in teaching the basic summation skills to the students with mild intellectual disabilities. The social validity results demonstrated that all the teachers have positive views towards the touch math technique and… Continue Reading →
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eric.ed.gov har udgivet: The present study aims to determine the efficacy and relevancy of the two foreign language courses required for preparing elementary prospective teachers to teach Science and Mathematics in English or French. The study is a mixed one relying on quantitative data collected from the rating scales and the 5-point Likert-type Scale Questionnaires while the qualitative data is collected from the open-ended questions. Data was collected from: a) a questionnaire addressed to professors and instructors who teach the two language courses: “Language of Teaching” (FCE) and “Techniques of Expression” (TE), b) a questionnaire administered to science and mathematics trainers, c) a questionnaire addressed to students in the 2nd and 3rd semesters majoring in science and mathematics Education, d) a questionnaire addressed to a purposeful sample–3rd year students majoring… Continue Reading →
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eric.ed.gov har udgivet: Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents and students to be aware of the effects of math anxiety so that if a student is affected, the student can receive the support necessary to lessen or eliminate it. In this article, the author discusses ways to help students get past math anxiety. Link til kilde
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eric.ed.gov har udgivet: The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The… Continue Reading →
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eric.ed.gov har udgivet: Geometry is an essential component of mathematics which promotes the development of critical thinking and problem-solving skills. Geometry shapes are an integral part of our lives. This study focused on the teachers’ practices, specifically on how teachers ought to be equipped with a good understanding of the effectiveness of the use of diagrams in geometry teaching and learning. A mixed-method approach comprising of questionnaires and interviews was used in this study. Ninety-one teachers participated in this study. The research findings were categorized using the four themes of utility, positive attitudes, negative attitudes, and teachers’ use of diagrams in geometry class. The study showed that diagrams are effective in the teaching and learning of geometry concepts. It is recommended that teachers could do well if they make use… Continue Reading →
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eric.ed.gov har udgivet: This case study focuses on teachers’ actions during problem-solving lessons. The aim of this study was to find out how teachers guide students during mathematics problem-solving lessons: What kinds of questions do teachers ask? How do students arrive at solutions to problems? The dataset contained videotaped fourthgrade math lessons in which students solved a mathematical problem. The research reveals that teachers can guide students in numerous ways and possibly in ways that prevent students from searching for their own solution strategies. For this reason, problem-solving exercises alone are not sufficient for teaching problem solving for students, teachers must also be instructed in how to properly guide students. In the conclusion section, we discuss the types of questions that enable teachers to promote active learning in students, which… Continue Reading →
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eric.ed.gov har udgivet: This study, sponsored by the Institute of Education Sciences (IES) in the U.S. Department of Education, examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction–7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). The main questions addressed by the study are: (1) What are the relative effects of the study’s four math curricula on math achievement of first- and second-graders in disadvantaged schools? and (2) Are the relative curriculum effects influenced by school and classroom characteristics? The study is addressing these questions by… Continue Reading →
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