eric.ed.gov har udgivet: This paper presents initial data from a study being undertaken into the potential effects of a mentoring program for teacher education students who have self-identified as suffering from mathematics anxiety. The first phase of the study saw 8 primary teacher education students opt into a program matching them in pairs with 4 mentor teachers who had been selected by their principals after meeting 6 criteria that identified them as highly capable mentors in mathematics education. The mentees worked with the mentors in classrooms for 8 weeks. After the program the students were interviewed. Data from these students is explored here with particular emphasis on an artefact presented by one of the students about her journey through the process. Link til kilde
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eric.ed.gov har udgivet: “Affordable Online Maths Tuition” is a one-to-one tutoring programme where pupils receive maths tuition over the internet from trained maths graduates in India and Sri Lanka. It is delivered by the organisation Third Space Learning (TSL). Tutors and pupils communicate using video calling and a secure virtual classroom. Before each session, the pupils’ normal classroom teachers are able to select lessons from TSL’s maths curriculum to target individual learning issues. The intervention was targeted at Year 6 pupils who were working at Key Stage (KS) 2 level 3 or an insecure KS2 level 4, and was delivered over 27 weeks from September 2014 to May 2015 by (TSL) in an initial testing phase, with support from Nesta and Nominet Trust. The impact of the intervention was evaluated… Continue Reading →
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eric.ed.gov har udgivet: This is the final external evaluation report prepared by SRI International for the Rural Math Excel Partnership (RMEP) project, an investing in innovation (i3) development project funded by the U.S. Department of Education. Operated by Virginia Advanced Study Strategies, Inc. (VASS), the RMEP project included six rural school districts (LEAs) in five Virginia counties as partners. The project goal was to develop and implement a model of shared responsibility among families, math teachers, and communities in rural areas to prepare students enrolled in Algebra I, Geometry, Algebra II, and Algebra Functions and Data Analysis (AFDA) courses for success in advanced high school and postsecondary STEM studies. The long term outcome was for students to leave school ready, at a minimum, to enroll in postsecondary programs focused on… Continue Reading →
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eric.ed.gov har udgivet: “Accelerated Math®,” published by Renaissance Learning, is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. “Accelerated Math®” creates individualized student assignments, scores the assignments, and generates reports on student progress. The software is typically used with the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program’s progress-monitoring data. This review focuses on studies of the use of “Accelerated Math®” in kindergarten through pre-algebra classes. The What Works Clearinghouse (WWC) identified six studies of “Accelerated Math®” that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations, and… Continue Reading →
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eric.ed.gov har udgivet: We report on the development and evaluation of MathVision, a mobile-application designed to develop Virtual Professional Learning Communities through asynchronous discussion about 2nd, 3rd, 4th, and 5th grade students’ mathematical thinking. MathVision allows teachers to upload videos of problems solving sessions using Cognition Based Assessment tasks and foster discussion aligning those strategies to research-based learning progressions for Length and Measurement. Our findings indicate that while it was possible to develop such an interface, sparking productive online discussion was difficult. The application served as a tool for enhancing physical teacher meetings and drawing attention to student thinking consistent with conducting task-based interviews, rather than actually facilitating this talk entirely. [For complete proceedings, see ED581294.] Link til kilde
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eric.ed.gov har udgivet: The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the… Continue Reading →
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