eric.ed.gov har udgivet: This stand-alone workshop session explores the connections between home and school mathematics learning through the lens of equity. It is appropriate for use with teachers, staff developers, after-school program providers, and other educators who work with parents. All three session activities can be done, or the leader can opt to keep the session to one hour by doing the first activity, “Who Are the Parents and Caregivers?”, and then choosing either “Promoting Math Interactions at Home” or “Math Messages” and the videotape “What Are You Teaching My Child?” (Includes blackline masters, details of activities, and handouts.) (MM) Link til kilde
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eric.ed.gov har udgivet: The article begins with a brief overview of the situation throughout the world regarding problem solving. The activities of the ProMath group are then described, as the purpose of this international research group is to improve mathematics teaching in school. One mathematics teaching method that seems to be functioning in school is the use of open problems (i.e., problem fields). Next we discuss the objectives of the Finnish curriculum that are connected with problem solving. Some examples and research results are taken from a Finnish-Chilean research project that monitors the development of problem-solving skills in third grade pupils. Finally, some ideas on “teacher change” are put forward. It is not possible to change teachers, but only to provide hints for possible change routes: the teachers themselves should… Continue Reading →
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eric.ed.gov har udgivet: In this middle school mathematics unit two imaginary characters, Horatio and Portia, decide to make their fortune in Quincy Market (Boston, Massachusetts) running a Bull Market cart. In order to solve the problems that they encounter, they need to learn ratio and proportion, map reading, estimation, area and perimeter, population sampling, problem solving, and the collecting and processing of data. Teacher notes at the beginning of each section indicate the math objectives, materials, and whether the activity is a reinforcement or an extension of a math skill. The unit is divided into seven modules that can be used either independently or sequentially. These are: (1) an introduction to Quincy Market; (2) the use of the ruler; (3) map exploration; (4) ratio and proportion; (5) scale drawing; (6)… Continue Reading →
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eric.ed.gov har udgivet: This booklet was developed for industrial arts students who demonstrate a need for additional instruction in mathematics, with the focus on the content needed for drafting. The eight topics included are: how to read a ruler, reading a one-fourth inch scale, multiplication of whole numbers, how to find square footage from an architectural floor plan, two plastic triangles used as drafting tools, centering a drafting isometric problem, a quick way to figure radius settings when using the drafting compass, and using fractions and decimals in the drafting class. Each topic lists teacher materials (concepts, instructions, and related activities) and provides several worksheets for students. To identify students who need additional help, a Basic Skills Checklist is provided for the teacher, and a Basic Skills Verification Form is… Continue Reading →
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eric.ed.gov har udgivet: The reform movement in mathematics education calls for students to engage in problem solving, to discuss and communicate their thinking, and to develop meaningful understandings. This paper reports a case study of a fourth-grade class in line with the reform call, emphasizing the process of change the teacher experienced and the support she needed. The teacher in this study taught mathematics using the Cognitively Guided Instruction approach. Observations, interviews, and student assessments were collected. Reported are four phases of teacher change: (1) the teacher’s teaching and thinking at the beginning of the study; (2) learning, thinking, and stimulating the process of change; (3) learning from and helping individuals; and (4) building on children’s thinking in instruction. Contains 25 references. (MKR) Link til kilde
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eric.ed.gov har udgivet: The IMPACT Project is a parental involvement initiative originating in London, England. This book aims at a kaleidoscopic approach reflecting a variety of perspectives on the work in this project over five years. Chapters are grouped according to particular aspects of parental involvement. Part I, “Starting IMPACT,” contains only one chapter: “IMPACT: Pride, Prejudice and Pedagogy: One Director’s Personal Story” (Ruth Merttens). Part II, “Doing IMPACT,” contains five chapters: “IMPACT and the Early Years Classroom” (Chris Tye), “Maths in My Home” (Sue Hunter), “A Probationer’s Year on IMPACT’s Probationary Year” (Kerry Carrie), “IMPACT: A Parent’s Personal Perspective” (Sylvia Harrison), and “IMPACT: Does It Really Make a Difference? A Teacher’s Personal View” (Linda Calvert). Part III, “Supporting IMPACT,” contains five chapters: “IMPACT: A Humberside Perspective” (Alwyn Morgan and… Continue Reading →
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eric.ed.gov har udgivet: This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. 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, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc… Continue Reading →
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eric.ed.gov har udgivet: Criteria for placement tests on math skills of adult basic education (ABE) students are needed to develop tests that are not too “school-like” because the ABE students are often blocked by math anxiety due to past negative school experiences, students may encounter language problems that affect their math skills, simple math problems do not measure practical problem-solving skills, and a placement test having only right and wrong answers does not provide insight into mathematical procedures of adults. These are the criteria: (1) adult students should be enabled to show the best they can; (2) language in a placement test should not hamper the student from doing the math test; (3) adults, in particular second language learners, should have a chance to apply their own mathematical procedures and… Continue Reading →
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eric.ed.gov har udgivet: The objective of preschool teachers should be to determine the mathematical ability of preschool children and improve their skills using meaningful teaching methods through pictorial demonstration and manipulative models. Children who receive number concept instruction through hands-on play models, activities, and discussion show greater understanding in math skills. Teachers should be striving to create a learning environment for their students and help them fulfill their needs through their playful activities. This paper discusses how to integrate math activities into preschool classrooms. (ASK) Link til kilde
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eric.ed.gov har udgivet: This kit is designed to help science and mathematics teachers become more aware of the rights, responsibilities, potential contribution, and needs of students with disabilities, teachers’ responsibilities for ensuring equal educational opportunities for all students in their programs, and strategies for accommodating students who have disabilities in science and math classes. Material includes a notebook, a 2-hour videotape recording, and informational handouts and a pamphlet on the DO-IT (Disabilities Opportunities Internetworking Technology) program. The “Background and General Strategies” section of the notebook covers general issues related to access to education for individuals with disabilities, and legal and attitudinal issues as well as general teaching strategies. The”Computing Access” section covers the three areas that must be addressed in order to provide full access to computing resources (computer lab… Continue Reading →
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