eric.ed.gov har udgivet: This teacher’s guide was designed to accompany five student workbooks: Math Language, Understanding Word Problems, Using a Calculator, Estimation, and Solving Word Problems. The series was specifically developed for low achieving students. The teaching gradually progresses in difficulty, but concepts are presented in small chunks that students can successfully handle. Questions within the text repeatedly involve the students’ attention, and their learning is checked and reviewed within each lesson. Word problem situations reflect mathematical problems that students would actually do. Following suggestions for how to present and use the workbooks, the guide contains over 200 blackline master worksheets. A description at the bottom of each page states the concept being developed, and the corresponding unit and page in the student’s workbook. Separate introductions are provided for each… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This book was developed by teachers for parents to work through with their children. Learning activities are provided for each of the mathematics skills on the third-grade Basic Skills Test in Louisiana. Two pages of practice activities and games are provided for each skill, plus a test question similar to that on the Basic Skills Test. The topics covered include: numeration (number words, place value, ordinal numbers); whole-number operations (addition, subtraction, multiplication); fractions; relations and functions (greater than, odd and even numbers); measurement and estimation (calendar, money, time, inches and centimeters); geometry (shapes); and word problems (addition, subtraction, multiplication). Answer keys are provided. (MNS) Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: This case study investigates an experienced secondary school mathematics teacher’s understanding of mathematics (“her” math) and decisions she makes about her students’ classroom experiences (“their” math). This report focuses on the competing roles of the teacher’s growing understanding of novel technology-rich mathematics and her decisions about activities and expectations in an algebra course in light of her beliefs about learning and teaching. Data document developments in her mathematical understanding and classroom practice during her first 13 months of teaching Computer-Intensive Algebra as a participant in the Empowering Secondary Mathematics Teachers in Computer-Intensive Environments project (CIME). (Author) Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: This paper is based on the reflections of a distance education (DE) mathematics instructor at Pellissippi State Technical Community College in Knoxville, Tennesee. In this DE classroom, 30 students were present with the instructor at the main campus, 8 students at a remote campus in Blount County, and 6 students in Knoxville. The link between the classrooms was made by Instructional Television Fixed Service technology, which connected the classrooms via two-way audio, but only one-way video. The typical class period was divided into two parts: a lecture delivered via a multimedia program using Macromedia Director; and discussion of homework problems that were solved in class using an overhead camera. Problems encountered in the classrooms included: (1) the teacher had to attend to the needs of students he… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This pamphlet offers tips and strategies from teachers who are successful in encouraging both girls and boys to participate in the classroom. Although successful teachers are all different, each classroom has the following things in common: (1) the classroom environment is respectful of students and teachers; (2) all students participate in class; and (3) the classrooms incorporate multiple modes of learning. Sections of the pamphlet include: (1) “Teachers’ Tips and Strategies”; (2) “From Harassment to Respect: Changing Classroom Climates”; (3) “We’re All in This Together: Improving Classroom Interaction”; and (4) “Motivation, Fun, and Hard Work: Increasing Academic Success.” A 9-item reference and sources section concludes the pamphlet. (EH) Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: The basic rationale for incorporating information about instructional experiences in the design and analysis of assessment data is that student ability, topic exposure, and forms of instructional exposure each contribute to student performance as measured at a given point in time. The purpose of this study is to investigate the degree of consistency of teachers’ content coverage reports with logical expectations about the contents of a course with a given title for two consecutive years and to detect the effects of content coverage by comparing student performance patterns associated with teachers’ reports of content coverage for 1988 and 1989. In this study, analyses were based on teacher and student data from approximately 300 sections of mathematics courses in Pre-Algebra, Math A, Math B, Algebra I, and Geometry.… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: An analysis of a student teacher’s lesson in multiplication for Norwegian second graders explored why the lesson did not succeed. Two interpretive frameworks were used to analyze the lesson: teaching as a complex cognitive activity and teaching as improvisation. The student teacher, Marte, believed in child-centered education and tried to create situations in the classroom where her children experienced success. The analysis of student and teacher exchanges showed that Marte’s class derailed because her pupils offered unexpected types of comments for which she was not prepared; she used the dialogue teaching method which created an unstable and unpredictable classroom environment; and in her responses to the unexpected answers she attended to the wrong things. She was also derailed due to lack of pedagogical content knowledge in mathematics.… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This paper reports on a study of parental involvement in children’s mathematics learning in the context of a series of workshops carried out in four primary schools in the United Kingdom. Previous research suggests that, while there are high correlations between parental involvement and positive student outcomes, it can be difficult to raise student achievement via parental involvement interventions. We suggest that part of the reason for this, at least in relation to mathematics, is that parents experience considerable difficulties in negotiating school-centered definitions of and approaches to mathematics. We employed a design and analytic approach informed by Derridean concepts including decentering and différance. We encouraged parents to work with their children to “find the math” in everyday life and activity. A significant component of the discussion… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This middle school mathematics unit is organized around themes relating to sports activities in the Boston (Massachusetts) region and has a content focus on decimals and percents. The activities follow a story line which features a sports reporter (the student) and his/her assignments and adventures. Each activity begins with a headline, defines a task, and includes a follow-up question. The unit is organized by categories dealing with: (1) Sullivan Stadium (and football); (2) Fenway Park (and baseball); (3) Boston Garden (and basketball and hockey); (4) the Boston Marathon; and (5) Miscellaneous Sports. The unit could also be arranged by season, content development sequence, or activity. The materials include student worksheets, fact sheets, editor’s notes, transparency masters and game cards. The math themes that extend throughout the activities… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: TOPS, a set of materials designed to improve problem solving instruction, was evaluated in two large urban school districts from Fall 1980 to Spring 1982. At Site A, the program was implemented at the middle school level (grades 5-8), where most mathematics teachers were specialists; they accepted the problem-solving activities after some initial hesitation. At Site B, the program was implemented in grades 3-8, though most often in grades 4 and 5, usually by teachers who were not mathematics specialists. They varied in their belief that the activities would improve problem-solving ability, and, even though in year 2 they were allowed to develop lessons involving problem-solving strategies tied more closely to textbooks and tests, problem solving was never completely accepted by all teachers. At Site A, 80… Continue Reading →
Like this:
Like Loading...
Læst 7 gange