eric.ed.gov har udgivet: The use of PLATO (registered) elementary school software in Fairview Elementary School, Dayton, Ohio, was studied. PLATO software had been used in Title I mathematics classes for the last 3 years. The Title I teacher used PLATO software as an integral part of her class instructional strategy. Mathematics achievement data were analyzed for 88 Title I students over the 3 school years. Pretest and posttest mathematics scores were obtained for the Ohio State Performance test in mathematics and for parallel mathematics tests. Four percent of the Title I students scored at the proficient level on the fourth grade mathematics pretest. By the end of the year, 24% of the students were proficient in mathematics, representing a large and educationally meaningful gain in performance. Students at the lower… Continue Reading →
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eric.ed.gov har udgivet: In this commentary, Danny Martin describes five key take-aways and two sets of questions that arose from his reading of “Principles to Actions: Ensuring Mathematics Success for All (National Council of Teachers of Mathematics [NCTM], 2014). Martin begins by noting that “Principles to Actions” is clearly a political document that advances particular views and visions of mathematics teaching and learning and per the copyright page of the document, represents the “official position of the National Council of Mathematics Teachers as approved by the NCTM Board of Directors.” Martin goes on to touch upon the tone of the document and notes that it reflects a deep and unequivocal commitment to the Common Core by NCTM even as it seems that elements of the Common Core movement are starting… Continue Reading →
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eric.ed.gov har udgivet: This booklet is designed to be used with a video of the classroom of second-grade teacher Victoria Bill. The 40-minute video shows the teacher using a variety of manipulations, facilitating both large- and small-group discussions, and applying a problem-solving approach to math. The text in the booklet is based on spoken comments made by observers as they watched the videotape, and provides added insight into the instructional methods used in the class. The video and the accompanying booklet are divided into 16 events, each representing a change in the activities in the classroom. The discussion of each event begins with an assessment and overall description of the event, followed by discussions of classroom management, problem solving, and teaching strategies used in each example. (ND) Link til kilde
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eric.ed.gov har udgivet: This document is a first-person account by the mathematics coordinator at Temple University dealing with the segment of the TTT (Trainers of Teacher Trainers) project held at the Reynolds Elementary School. The stated purpose of this segment was to provide on-the-job experience in the area of elementary school mathematics. The basic program procedure is described as follows: TTT clinicians tried out contemporary teaching strategies and materials while working with fifth- and sixth-grade mathematics pupils; the classroom teachers also became involved in the planning and utilization of the mathematics laboratory; during the third year the mathematics laboratory moved to larger quarters, and the emphasis changed from assisting pupils to assisting teachers. The author defines the centralized mathematics laboratory which was used in this project as a room separate… Continue Reading →
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eric.ed.gov har udgivet: Increased requirements for inclusion have created a growing demand for special educators to have content expertise in areas such as math and science. One recommended practice involves integrating the “big ideas” that are the foundation for understanding mathematics and science across the curriculum. Teachers also need to create a classroom climate that is supportive and content rich. Grouping students into pairs or triads supports student needs. Special educators can collaborate with other teachers by creating a bank of instructional activities on selected math and science topics. Collaborative strategies can be modeled through peer tutoring. Students should be encouraged to explore metacognitive thinking styles so they can apply metacognitive strategies to their daily lives. Skills outlined by standards should be presented in an order that makes sense to… Continue Reading →
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eric.ed.gov har udgivet: The Accelerated Math and Science (AMS) Project is a 3 year program funded by the California Migrant Education Program Improvement Program. It targets 6th, 7th, and 8th grade low-achieving migrant students who are 2 to 4 years behind their language peer group. Two questions guided the second year evaluation study for the Region IX Migrant Education program: (1) How successful was the training provided to migrant students in science and math?, and (2) Did the attitude of participating migrant students change towards science and math? Middle schools, low achieving, migrant students (n=94) were recruited based upon: (1) inappropriate age/grade placement; (2) those students whose parents expressed a high degree of interest and commitment, to ensure student attendance in AMS; (3) students who had absentee rates of 10%… Continue Reading →
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eric.ed.gov har udgivet: InterMath, a five-year effort funded through the National Science Foundation, is a statewide Internet-based project with the goal of designing and implementing a series of workshops and ongoing support programs that feature contemporary applications of technology and mathematics pedagogy in the middle grades. Technology is used to deliver the curriculum through Web-based materials and to explore the mathematics using cognitive tools such as dynamic geometry software, spreadsheets, and graphing calculators. Objectives of InterMath include: strengthening the middle school teacher’s knowledge and understanding of mathematics; providing a support structure (online and in-school) to aid teachers in implementing and integrating technology tools for doing mathematics; and providing a structured in-service curriculum that follows Georgia’s Quality Core Curriculum objectives as well as reform efforts expressed in publications by the National… Continue Reading →
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eric.ed.gov har udgivet: “Investigations in Math and Science AB” is an annual science elective for students in grades 7-12 in Los Angeles Unified School District. Section 1 of this guide provides teachers with a discussion of the course content, including the course description, representative objectives, required instructional units, and enrichment activities. Basic skills to be mastered include the communication skills of speaking, listening, reading and writing; reasoning; problem solving; computation skills; and performance skills. The second section discusses lesson planning and instruction for the course and includes: (1) a list of teacher responsibilities; (2) a model for the teacher-directed lesson process; (3) an agenda format for daily activities; (4) questions and commentary for teaching decisions; (5) a suggested lesson plan format; (6) questions and vocabulary to promote higher levels of… Continue Reading →
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eric.ed.gov har udgivet: This curriculum material is designed to be used effectively in any adult literacy and basic education program to develop numeracy skills in learners with an interest in cars. This flexible course consists of six units. It can be taught as a short course, units can be taught individually, and units can be taught in any sequence. Each unit is divided into two sessions, each taking approximately 2 hours. Each unit includes an overview of the unit and the sessions, a list of the materials required for each session, activities, and handouts. Activities contain two different types of information: notes for the teacher and suggestions of what the teacher could say to the learner. At the end of each session, learners are asked to spend a few minutes… Continue Reading →
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eric.ed.gov har udgivet: In January 2000 a network of discipline-based centers was established for higher education in the UK, including a Mathematics, Statistics & Operational Research (MSOR) Network which will: support and enhance academic practice in teaching MSOR; coordinate networks of MSOR academics; disseminate innovation and good practice in learning, teaching and assessment; create a forum for the exchange of information, ideas, philosophies and research findings; and exploit and harness change associated with new technology, integrating this into pedagogic developments. The presentation will outline our current and future plans to take full advantage of technology to make teachers of Mathematics, Statistics and Operational Research more effective in Higher Education. The prize will be that students will be educated to their full potential in these subjects. (Author) Link til kilde
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