eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines through four lines of study to determine how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Ohio’s Learning Standards in English language arts (ELA) and math. How and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment were examined. This report highlights key survey findings on teacher perceptions on curriculum, professional development, assessments, technology, SWDs, and ELs. Detailed insights from… Continue Reading →
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eric.ed.gov har udgivet: Much of the science education community has advocated for a new vision of instruction emphasizing inquiry-based teaching (National Research Council, 1996). Unfortunately, as Anderson (2002) notes, many science teachers are not adopting inquiry-based teaching practices for a variety of reasons such as that teachers commonly favor text-book approaches to instruction. To facilitate the adoption of reformed teaching, Luehmann (2007) argues that teacher education must address the development of one’s professional identity as a teacher. Unfortunately, little is known about the beliefs, values, experiences, and ways of acting and interacting that teachers in science and related fields use to form their professional teaching identity. Through repeated interviews with 18 graduate students who taught science and related disciplines, this study outlined generalizations defining the developmental trajectory of science educators’… Continue Reading →
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eric.ed.gov har udgivet: The aim of this study was to identify the thoughts of pre-service teachers, who play an important role in the early preschool experience of children in mathematics, towards the concepts of mathematics and education of mathematics with the help of metaphors. The study group of the research consists of a total of 227 pre-service teachers at the Department of Preschool Education, Faculty of Education, Cukurova University in the 2013-2014 academic years. The data of the study were collected by asking pre-service teachers to complete some sentences like “do you think, education of math is like …. in the preschool education; because Math is like …; because….”. The responses obtained from pre-service teachers were categorized by content analysis. As a result of the study, seven categories created by… Continue Reading →
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eric.ed.gov har udgivet: With a national need to improve Science, Technology, Engineering and Mathematics Education (STEM), elementary pre-service teachers must be provided with ample opportunities to increase their own knowledge and confidence in STEM disciplines. This article describes a Math Block experience developed for a special population of non-traditional students in an Early Childhood Unified program. The block blended a math content course with a math methods course and was co-taught by a mathematician and teacher educator. Link til kilde
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eric.ed.gov har udgivet: The math emporium model was first developed by Virginia Tech in 1999. In the emporium model students use computer-based learning resources, engage in active learning, and work toward mastery of concepts. This approach to teaching and learning mathematics was piloted in a rural STEM high school. The purpose of this experimental study was to compare the impact of the emporium model and the traditional approach to instruction on student achievement and retention of algebra. The results indicated that both approaches to instruction were equally effective in improving student mathematics knowledge. However, the findings revealed that the students in the emporium section had significantly higher retention of the content knowledge. Link til kilde
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eric.ed.gov har udgivet: Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs) in mainstream mathematics and science (subsequently referred to as STEM) classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL), but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms… Continue Reading →
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eric.ed.gov har udgivet: This pilot case study of two teachers and their learner groups from Adult and Community settings, investigates how numeracy teachers, working with adult learners in discrete numeracy classes, motivate and enable learners to build on their informal skills and apply new learning to their own real-life contexts. Teachers used a range of abstract and contextualised activities to achieve this. Similarities and differences between teachers’ approaches were analysed using a Context Continuum model. Whether teachers started with real-life situations then moved to the abstract mathematics within them, or approached it the other way around seemed less important than ensuring there was movement back and/or forth between the different discourses of numeracy and mathematics. Link til kilde
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eric.ed.gov har udgivet: This study investigates kindergarten children’s mathematics learning with a focus on the role of teachers’ mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers’ beliefs regarding what is important for children’s preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More… Continue Reading →
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eric.ed.gov har udgivet: A crunch point in the maths development of some children is Year 4. At this point it becomes obvious they are not only well-below national standards, but they are experiencing such a degree of difficulty in learning maths that they are still working at a Year 1 level or below. This is exemplified by a case study of a student referred to the Resource Teacher Learning and Behaviour (RTLB) service because of severe difficulties with maths learning. This paper discusses the challenge these children pose for their teachers and for the RTLB who support them. It raises the issue of whether some of these students may indeed have dyscalculia. The paper also highlights some appropriate assessment tools and discusses the particular needs of students who have dyscalculic… Continue Reading →
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eric.ed.gov har udgivet: The Rural Math Excel Partnership (RMEP) identified math competencies used by technicians in the workplace compared to standards of learning required in the public school curriculum. A modified DACUM process revealed 39 math competencies used by technicians in STEM-related occupations of the rural region. Group interviews with faculty in three community colleges helped substantiate math gaps. A project math specialist and team of teachers identified four types of learning gaps: (1) math competencies not included in state standards; (2) math competencies included in state standards taught prior to Algebra I, Algebra II, Geometry, and Algebra Functions and Data Analysis (AFDA) courses; (3) math competencies included in high school state standards that students struggle to learn; and (4) math competencies community college students struggle to learn. Implications include… Continue Reading →
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