eric.ed.gov har udgivet: In the spring of 1990, over 9,000 4th-, 8th- and 12th-grade students (only 6 percent of all students in Massachusetts) were assessed using open-ended mathematical, scientific, social studies, and reading concepts. Beginning with the Massachusetts Educational Assessment Program for 1992, open-ended questions will be administered to all students and will contribute to school and district scores. This series of reports describes the results of these assessments to communicate levels of student achievement throughout the state, familiarize teachers and administrators with the types of questions that will be included on the next assessment; and improve assessments taking place within classrooms by providing models that teachers can adapt to their own evaluations of students’ knowledge, understanding, and abilities. Fifteen handouts for grade 4, 17 handouts for grade 8, and… Continue Reading →
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eric.ed.gov har udgivet: In this study, special education teachers identified students with learning disabilities who were working on math skills usually taught two grades below the grade in which the student was enrolled. Each student (n=33) took two levels of the MAT/7 math computation test, an on-grade test, and an out-of-level test intended for students two grades below. All levels of the MAT/7 are statistically linked to permit scores comparisons across levels. On average, the students obtained a higher scale score on the on-grade test (mean=557) than on the out-of-level test (mean=541). When a correction was made for random guessing, the mean scale score on the on-grade test (mean=535) was lower than the mean scale score on the out-of-level test (mean=550), although the difference was not statistically significant. More of… Continue Reading →
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eric.ed.gov har udgivet: This presentation reports on the third phase of research associated with the Teacher as Decision Maker Program (TADMP), a graduate-level program for middle/secondary school certification at Indiana University. Seven teacher perspectives have emerged from the study of 86 individuals from the fields of science, English, foreign language, math, and social studies: (1) Scholar Psychologist; (2) Friendly Scholar; (3) Inculcator; (4) Facilitator of Thinking; (5) Friendly Pedagogue; (6) Empowerer, and (7) Nurturer. The latest research explores the utility of these teacher perspectives as a tool for strengthening self-reflection on teaching among TADMP students. The paper describes and analyzes the impact of four interventions based on the perspectives: (1) initial reflections; (2) choosing a center and gaining confidence; (3) reflecting back on perspectives and teaching; and (4) confirming and… Continue Reading →
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eric.ed.gov har udgivet: This study used a multiple-baseline-across-subjects design to assess the effectiveness of a peer tutoring intervention for fluency in basic math facts. Specifically, this study assessed the rate of recall of multiplication facts throughout the intervention period and determined whether the progress was matched by improvement in actual classwork. In addition, maintenance of gains in fluency and classwork were assessed. The students targeted were fourth- and fifth-graders (n=8) selected from a combined classroom in an Appalachian elementary school. Children with mild disabilities were included in this classroom. Teacher recommendations along with a multiplication facts probe were used to select tutors and tutees. Baseline data were collected from tutees before intervention occurred. Tutors were trained by the experimenter (3 sessions), then were assigned a tutee. Peer tutoring sessions occurred… Continue Reading →
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eric.ed.gov har udgivet: Items in the North Central Regional Educational Laboratory’s (NCREL) School Development Library series are multimedia packages consisting of print, video, audio, and CD-ROM resources designed to support educators in their efforts to improve classroom instruction. This particular set consists of a 40-minute video and a printed booklet focusing on Linda Hallenbeck, a fifth-grade teacher. The video of her classroom shows her teaching a math lesson on probability incorporating coin flipping, spinner spinning, and die throwing. The lesson is a combination of whole group and small group hands-on, collaborative activities. The teacher asks probing questions to help children formulate their ideas about probability and encourages the children to express their reasoning and to listen carefully to each other. The lesson emphasizes that mathematics is about solving everyday, real-life… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this research was to understand fifth grade children’s cognitive behavior as they wrote, solved and then, in small groups, shared original math story problems. Research questions examined children’s: (1) beliefs about math in this problem-writing classroom, (2) math story problem-writing behavior, (3) difficulties with their self-generated problems, and (4) small-group problem solving behavior. Case studies were conducted in the context of a teaching experiment in one fifth grade classroom. Children were engaged to write, solve and then share math story problems three or four days a week during this one year study. There were three overlapping groups of participant children. Eight children were observed as they wrote and solved math story problems. Seventeen children, including the eight previously observed, were observed via audio-recordings as… Continue Reading →
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eric.ed.gov har udgivet: The differences in effects of heterogeneous and homogeneous regrouping for math on academic ability and self-concept in math were investigated. Five sixth-grade students from both grouping placements were interviewed to determine their self-concept of their math abilities. All students labeled as average or below from both placements were given an assessment of basic grade-level math skills. The classes containing these students were observed, and each placement had the same teacher providing all math instruction. The results indicated that the homogeneous students liked their math classes better and were more likely to compare themselves above their classmates in ability than the heterogeneous students. However, there were almost no differences between overall self-concept in math between the placements, and the scores on the assessment substantially favored the heterogeneous placement.… Continue Reading →
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eric.ed.gov har udgivet: The Accelerated Math and Science (AMS) Project is a 3 year program funded by the California Migrant Education Program Improvement Program. It targets 6th, 7th, and 8th grade low-achieving migrant students who are 2 to 4 years behind their language peer group. Two questions guided the second year evaluation study for the Region IX Migrant Education program: (1) How successful was the training provided to migrant students in science and math?, and (2) Did the attitude of participating migrant students change towards science and math? Middle schools, low achieving, migrant students (n=94) were recruited based upon: (1) inappropriate age/grade placement; (2) those students whose parents expressed a high degree of interest and commitment, to ensure student attendance in AMS; (3) students who had absentee rates of 10%… Continue Reading →
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eric.ed.gov har udgivet: InterMath, a five-year effort funded through the National Science Foundation, is a statewide Internet-based project with the goal of designing and implementing a series of workshops and ongoing support programs that feature contemporary applications of technology and mathematics pedagogy in the middle grades. Technology is used to deliver the curriculum through Web-based materials and to explore the mathematics using cognitive tools such as dynamic geometry software, spreadsheets, and graphing calculators. Objectives of InterMath include: strengthening the middle school teacher’s knowledge and understanding of mathematics; providing a support structure (online and in-school) to aid teachers in implementing and integrating technology tools for doing mathematics; and providing a structured in-service curriculum that follows Georgia’s Quality Core Curriculum objectives as well as reform efforts expressed in publications by the National… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this practicum was to increase motivation and self-confidence of grade four students in mathematics achievement. Measured were the increase in the number of students displaying mastery of the times-tables, increase in the number of students making a gain on a math post-test, and increase in the number of students liking mathematics. Administered to the students were a math attitude questionnaire and a math pretest on basic math skills to determine the students’ attitude toward math and to determine the students’ performance level. Mental Math activities, math games design contests, in-class competitions, grade level competition, computer, calculators, systematic reviews, student-teacher interaction, and projects were used to help increase students’ interest and to increase math achievement. This study includes the following chapters: (1) “Introduction”; (2) “Study… Continue Reading →
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