eric.ed.gov har udgivet: The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The “Economics: Math in Real Life” program was provided in collaboration with a Title I program to integrate economics and personal finance content into mathematics instruction to demonstrate real-life applications of math concepts and increase students’ knowledge in this content area. Pretests and posttests were administered to gauge effectiveness of the authentic instruction program in increasing student knowledge in math and economics and teacher knowledge in economics. Empirical results indicate learning occurred in both math and economics for students in grades 3-5 and in economics… Continue Reading →
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eric.ed.gov har udgivet: This paper analyzes 16 preservice secondary mathematics education majors’ mathematical autobiographies. Participants wrote about their previous experiences with mathematics. All participants discussed why they wanted to become mathematics teachers with the key factors being past experience with mathematics teachers, previous success in mathematics classes, and the intrinsic rewards associated with helping others with mathematics problems. Link til kilde
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eric.ed.gov har udgivet: Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. In spring 2015, WestEd administered surveys to understand the perspectives on Common Core State Standards-Mathematics (CCSS-M) implementation of teachers and administrators in eight California school districts participating in the Math in Common (MiC) initiative. Over 1,000 respondents replied to the survey, about some of the initial successes and challenges facing California educators attempting to put in place and support new–and what some consider revolutionary–ideas in U.S. mathematics education. The following are appended: (1) Research Methodology and Survey Sample, and (2) Sample Survey Item and Sub-Items. Link til kilde
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eric.ed.gov har udgivet: This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community service-learning program involving science and math. Knowing and affirming nondominant youth’s strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their tutees, 30 youth in first through tenth grades. The study took place in a Texas border colonia, or unincorporated settlement lacking basic services. Data sources were participant observations, youth’s interviews and TCs’ pre- and final reflections, rapport-building analyses, a focus group, and lesson plans. We found TCs incorporated the youth’s funds to develop and implement authentic math and science lessons with them. Implications relate to how community service-learning projects can help TCs’ future math and science teaching and can create… Continue Reading →
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eric.ed.gov har udgivet: The Price is Right Bidder’s Row and games provide many opportunities for mathematical connections. The Price is Right website has videos or pictures for students to see how each game is played (http://www.priceisright.com/games/). This article will describe the mathematics of probability and statistics that is integrated in the famous television show. Link til kilde
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eric.ed.gov har udgivet: This study examines whether creating a mathematics-based digital story increases pre-service teachers’ understanding of the problem solving process, the relationship among visual, auditory and verbal representation in critical thinking/problem solving in mathematics. Survey results indicated that pre-service teachers were unfamiliar with the uses of technology in the teaching process. However, as they worked through the writing/problem solving procedures and constructed digital stories, they became more aware of the advantages of using this multimodal product, called Math-eos, to teach mathematical concepts to elementary/middle school students. The pre-service teachers perceived that Math-eos offered a “cool” new tool for their own learning and teaching and for integrating digital technology in mathematics education to increase student engagement, motivation and acquisition of content knowledge. Link til kilde
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eric.ed.gov har udgivet: In Ontario, students’ declining math performance is currently cited as a major area of concern (Reid & Reid, 2017). In response to this, Ontario is implementing math education policy changes. However, there is no mention of the role of teachers in this reform process. To address this issue, this paper explores and shares teachers’ experiences with math reform. I took a qualitative approach and interviewed eight public school teachers who shared their experiences with math reform based on their teaching trajectories. Three themes emerged from the data: (1) math confidence impacts perception and response to math reform; (2) teachers have little to no active role in the math reform process; (3) there is bidirectional impact between math reform and teachers. These findings delineate significant implications for math… Continue Reading →
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