eric.ed.gov har udgivet: This submission contains the Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Brock University in St. Catharines, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions.… Continue Reading →
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eric.ed.gov har udgivet: Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) Ensuring Teaching Quality in a Civil Rights Context (Bradley Scott); (2) An Unspoken Culture Clash–The Deeper Culprit of Teacher Beliefs (Veronica Betancourt and Kristin Grayson); (3) Texas Accountability–A Fast Track for Some; A Dead End for Others (Josie Danini Cortez); and (4) How One Group of Families Explored Clues about their Children’s Math Education (Aurelio M. Montemayor). (Individual articles contain resources.) Link til kilde
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eric.ed.gov har udgivet: For American Indian students, math anxiety and math avoidance are the most serious obstacles to general education and to the choice of scientific careers. Indian students interviewed generally exhibited fear and loathing of mathematics and a major lack of basic skills which were caused by a missing or negative impression of the mathematics capabilities of Native Americans, a generally negative image of mathematicians and scientists, dislike and fear of math forms without visible application to daily life and which require abstraction as a major tool, a perception of math courses and requirements as rigid, and a self-perception, often fostered by school couselors, of hopeless inadequacy in math skills. Because most of the students interviewed had attended public schools the implication is that public school math and science… Continue Reading →
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eric.ed.gov har udgivet: The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech approaches to integrating high-tech, cutting-edge resources. Lesson topics include: (1) Investigating Energy Sources; (2) Probing the World of Energy and Its Conservation; (3) Fish Out of Water–Man Out of Land; (4) Are You Listening? (Noise Pollution); (5) Countdown to Population Explosion; (6) Hazardous Chemicals in Your Home!; (7) Water, Water Everywhere–How Much Is There to Drink?; (8) Water, Water Everywhere–But Not a Drop to Drink; (9) A Multi-Level Water Study; (10) Futuristic Fuel from Water; and… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Ohio is approaching CCR standards implementation during a time of transition, as they revised the Ohio Learning Standards in 2015-2016. The approval process will take place in 2016-2017, with new materials and revised standards ready for the 2017-2018… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Massachusetts is approaching CCR standards implementation during a time of transition, as it develops the Next-Generation Massachusetts Comprehensive Assessment System, or the “Next-Gen MCAS,” in 2015-2016. The transition will take place in 2016-2017, with full implementation of the… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly regarding students with disabilities (SWDs) and English language learners (ELLs).This report examines how the state of Kentucky is continuing CCR standards implementation during a time of transition. As their state legislature mandates a review of the standards and accountability system every six years, the Kentucky Department of Education (KDE) is in the midst of drafting potential revisions… Continue Reading →
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eric.ed.gov har udgivet: The National Science Board (NSB), charged with advising the President and Congress on national science policy, urges a nationwide consensus on a core of knowledge and competency in mathematics and science. The Board believes it is both possible and imperative to develop national strategies that serve the national interest while respecting local responsibility for K-12 teaching and learning. This report draws on research and analysis that shows how stakeholders working in their home communities can converge on what matters most in promoting student achievement. It is further suggested that the science and engineering communities–both individually and through their institutions–represent a special resource for local schools, teachers, and students. The NSB centers its recommendations on instructional materials, teacher preparation, college admissions, and research. (WRM) Link til kilde
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eric.ed.gov har udgivet: The public high school and three private high schools in Chuuk State (formerly called Truk), Federated States of Micronesia (FSM), are located on the main island of Weno. This report documents the present state of secondary and postsecondary mathematics education in Chuuk State. The information is primarily based on interviews with administrators and mathematics teachers at both the secondary and postsecondary levels in Chuuk State. It is reported that the quality of mathematics education varies from school to school ranging from an evolving system at the public high school to high quality and a commitment to excellence at Xavier High School, one of two Catholic high schools on the island. Except for these two catholic schools, there appears to be a shortage of mathematics teachers at the… Continue Reading →
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eric.ed.gov har udgivet: This handbook provides information on the purpose, organization, and use of Teacher Education and Mathematics (TEAM) modules within the context of a teacher education course for elementary education students or as supplementary materials to such a course. The four mathematics and four attitudinal modules are designed to produce four outcomes for learners: (1) increased mathematics knowledge and skills; (2) more confidence (and less math anxiety) in dealing with mathematics; (3) skill in identifying sex-role stereotyping in curriculum materials and teaching behaviors; and (4) perception of mathematics as useful and appropriate for females. Topics addressed in the mathematics modules include patterns, approximation and estimation, choice and chance, and metric measurement. Topics addressed in the four attitudinal modules include sex-role stereotypes, women and mathematics careers, women as mathematicians, and… Continue Reading →
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