eric.ed.gov har udgivet: This is the fourth biennial report to Congress on the implementation of the “Elementary and Secondary Education Act’s” Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services provided for children served under Title III to ensure that all limited English proficient (LEP) students attain English proficiency and are achieving in reading or language arts and in mathematics at the same high level set by the states for all students. Under the State Formula Grant Program, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of… Continue Reading →
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eric.ed.gov har udgivet: The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in the 2010-11 school year, when the children in the sample were in kindergarten, and will continue through the spring of 2016, when most of the children in the sample are expected to be in fifth grade. This brief report provides information from the data collection conducted in the spring of 2014, when the majority of the students were in third grade. The ECLS-K:2011 provides information on students’ status at school entry, on their transition into school, and… Continue Reading →
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eric.ed.gov har udgivet: Techniques for integrating English-as-a-Second-Language (ESL) instruction and mathematics instruction, particularly the language of mathematics, are discussed. Focus here is on mathematics instruction for limited-English-speaking students in the mainstream classroom. First, examples of the academic language of mathematics that students must develop are outlined. Some instructional techniques that incorporate students’ own language and background in the construction of mathematics concepts and formal mathematics register are then offered. These include: techniques to make mathematics lessons more comprehensible and ways to promote interaction and provide a classroom environment conducive to language and literacy acquisition; methods for maintaining high expectations for language minority students and helping them develop higher-order cognitive and metacognitive skills and strategies; and assessment of language development alongside conceptual knowledge. A concluding discussion looks at the roles of… Continue Reading →
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eric.ed.gov har udgivet: The guide is intended for teacher trainers providing pre- and in-service programs for mathematics, science, and language teachers, and designed to accompany a 34-minute videotape recording of the same title (not included here), to help teachers integrate language learning and academic mastery in math and science. The video was created for a teacher training program for schools with high proportions of ethnic- and linguistic-minority students, but has been effective with native-English-speaking students who have difficulty with the specialized languages of math and science. It is consistent with guidelines of major math and science teaching associations. The video illustrates ways in which language, math, and science teachers can promote classroom discourse characterized by inquiry, problem-solving, clarification and justification of ideas, and teacher-student interaction. It uses a documentary approach,… Continue Reading →
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eric.ed.gov har udgivet: This paper reports an in-depth study that explores the nature and use of mathematics worksheets using a genre analysis approach. Nine secondary level teachers with collective experience from five different countries participated. Through individual online and focus group interviews teachers shared their own worksheets and their understandings and use of worksheets for teaching and learning math. Results indicate that mathematics worksheets have culturally recognizable features and characteristics, they are used to emphasize procedural over conceptual aspects of mathematics learning, and can structure the way mathematics is taught. This study highlights the potential of genre-bending as an approach to extend and re-imagine the structure and use of mathematical texts such as worksheets. [For the complete proceedings, see ED597799.] Link til kilde
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eric.ed.gov har udgivet: The work described in this report is the second phase of a project to provide easy-to-use tools for authoring and rendering secondaryschool algebra-levelmath expressions insynthesized speech that is useful for studentswithblindnessor lowvision.This report describes the development and results of the second feedback study performed for our project, Expanding Audio Access toMathematics Expressions by StudentsWith Visual Impairments viaMathML. That study focused on the use of certain prosodic and lexical elements in the ClearSpeak speech style and served as a basis for further refinements in that style’s definition and implementation in the MathPlayer software. The primary parameters evaluated are students’ success in drawing conclusions about the content and structure of certain math expressions and their perceptions regarding the helpfulness of the pace and wording of different text-to-speech renditions of… Continue Reading →
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eric.ed.gov har udgivet: Literature suggests that the mathematical language of teachers impacts a student’s understanding of math concepts. When teachers unintentionally use ambiguous language, students’ understanding of a subject can be negatively affected. We share background on specific instances in which teachers can create confusion with the language they use, and we investigate both pre-service teachers’ and college algebra students’ concepts of three common terms in mathematics: Solve, Evaluate, and Simplify by asking both groups to unpack their understanding of these terms through a writing prompt. We compare the language used by both groups in their definitions. Preservice teachers’ reflections on their experience with the writing prompt are also examined to identify ways that such a task can help them identify gaps in their own understanding and in their thinking… Continue Reading →
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eric.ed.gov har udgivet: This study documents and describes efforts to develop robust forms of pre-service teachers’ pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children’s mathematical thinking, and children’s cultural/linguistic funds of knowledge, pre-service teachers (N = 40) were given an assignment to analyse their own mathematics lessons utilizing a rubric tool with categories about children’s mathematical thinking, academic language supports, cultural funds of knowledge, and critical math/social justice. Utilizing a mixed methods approach to analyse the pre-service teachers’ (PST) work, we found the highest average self-ratings across the categories associated with children’s mathematical thinking and high variability in the categories related to language, culture, and social justice. To understand the variation within the latter… Continue Reading →
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eric.ed.gov har udgivet: As the population of English language learners (ELLs) in schools increases, school leaders seek to build more culturally and linguistically sustaining school communities. Often, the first step in these efforts is to intentionally invite ELLs and their families to school-based events with the hope of involving parents in their children’s formal education. School leaders might partner with teachers to organize family math nights, arrange transportation to teacher-parent conferences, or hire a translator to make the school newsletter linguistically accessible. Yet, educators frequently end up frustrated that immigrant and refugee (IR) families do not show up for these events or that these events seem to have little effect on the academic outcomes of ELLs in their schools. This article shares how teachers worked with the Natural Helpers to… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared–those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to select a matched sample of children with similar characteristics across the two groups. This study found significant treatment effects for participation in the NC Pre-K Program on children’s outcomes at the end of kindergarten in the areas of math skills and executive function. Although effect sizes were in the small range, there were effects across all aspects of math. There were significant differences for calculation skills and the math composite, and marginally significant… Continue Reading →
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