eric.ed.gov har udgivet: Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years. The report describes disadvantaged students’ access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given… Continue Reading →
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eric.ed.gov har udgivet: Constructivist approaches to mathematics instruction based on the standards of the National Council of Teachers of Mathematics (NCTM) have been widely advocated and are expanding in use. However, many educators express a need for constructivist approaches that provide specific student materials, assessments, teachers’ manuals, professional development, and other supports to enable a broad range of teachers to succeed with a broad range of children. MathWings, part of a comprehensive school reform effort funded by New American Schools, was designed to accomplish this goal. In grades 3 through 5, MathWings provides a practical, comprehensive approach based on the NCTM standards. Three evaluations have examined the impact of MathWings. One, involving four rural Maryland schools, found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment… Continue Reading →
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eric.ed.gov har udgivet: This paper discusses the poor preparation of children with disabilities in math and science fields, and the perception that students with disabilities are not capable of doing work in science and math, which is often reinforced by teachers and parents. It is argued that the low expectations and waived requirements for children with disabilities are preventing children with disabilities from gaining a solid foundation in math and science. The need for children with disabilities to be trained on adaptive technology to enable them to meet basic math and science requirements in college is addressed, as well as methods for making elementary and secondary math and science text books accessible to students with disabilities. Methods include having a staff member or teacher act as a reader, providing brailled… Continue Reading →
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eric.ed.gov har udgivet: In the axis of basic skills and values, students’ enjoyment of mathematics lesson and the realization of learning by taking a certain distance depend on the appreciation of the effort of the individual. Cooperative learning provides this requirement with a great deal of reward and success. Success increases individual’s self-confidence and making him/her more powerful and positive in mathematical learning. By developing an individual’s positive attitude, mathematical barriers that may adversely affect his/her success in social interaction with friends might be removed. An individual can also help his/her friends in learning and reinforce his belief and self-esteem. This study aims to reveal the effect of cooperative learning method on students’ academic achievement and attitudes towards mathematics in primary school fourth grade math class. The study was carried… Continue Reading →
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eric.ed.gov har udgivet: Literacy skills are critical to students’ academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. “Passport Reading Journeys” [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC’s Adolescent Literacy topic area, explores the effects of “Passport Reading Journeys” [TM]… Continue Reading →
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eric.ed.gov har udgivet: Literacy skills are critical to students’ academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. “Passport Reading Journeys” [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC’s Adolescent Literacy topic area, explores the effects of “Passport Reading Journeys” [TM]… Continue Reading →
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eric.ed.gov har udgivet: Findings are reported from a six-year study of seven expert mathematics teachers who taught in elementary schools in very poor neighborhoods with “difficult” students or in economically depressed areas with high unemployment. Compared with novice teachers, the expert teachers used time more wisely, organized lessons better, and knew their content and how to help children learn it. Each of these aspects is discussed with specifics noted. The three aspects are intertwined, and expert teachers know how to combine the three so that their students are successful. (MNS) Link til kilde
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eric.ed.gov har udgivet: This paper describes a simulation activity, which was coupled with Confluent/Gestalt meta-processing, that was designed to address the affective component of a mathematics procedures class for preservice teachers. The activity consisted of an explanation and demonstration for teacher educators. It is argued that a reconstruction of disposition towards mathematics is an essential component of effective professional education programs. In order for student teachers to acquire a positive disposition towards mathematical thinking, instructors must help these students to deconstruct their prior learning, which may have negatively impacted their attitudes toward mathematics, and to reconstruct a new understanding of mathematical processes. In the simulation which is presented, participants experience an intervention, characterized by Confluent/Gestalt meta-processing, that can be used with student teachers in a mathematics methods class. The intervention… Continue Reading →
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eric.ed.gov har udgivet: Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, “Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students”. The methods and examples included in the guide focus on helping students analyze solved problems, recognize structure, and utilize alternative approaches to solving algebra problems. Each recommendation includes the level of supporting research evidence behind it, examples to use in class, and solutions to potential implementation roadblocks. Teachers can implement these strategies in conjunction with existing standards or curricula. In addition, these strategies can be utilized for all students learning algebra in grades 6-12 and in diverse contexts, including during both formative and summative assessment. Administrators… Continue Reading →
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eric.ed.gov har udgivet: Factors influencing the learning of mathematics in the linguistically diverse classroom are examined, drawing on the literature of mathematics and science instruction and of multicultural education. Teachers are encouraged to be aware that several linguistic, cultural, and cognitive factors affect the learner’s academic performance, and to use linguistically and culturally sensitive instructional methods and activities to ensure success in math. First, a rationale for multicultural math instruction is presented, and then the relationship between language and math is examined in terms of the specific needs of limited-English-proficient students. Finally, some pedagogical implications and recommendations for classroom activities are offered. The latter include word problems that encourage repetitive language use, concrete and sensory experiences, cooperative activities that encourage interpersonal contact and problem-solving, writing and rewriting math problems, and… Continue Reading →
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