eric.ed.gov har udgivet: Accelerated Math (AM) math management software is a task level learning information system placed in 4th-11th grade classrooms around the country. AM provides teachers with an information system that assures that students can master all math objectives and state standards from grade 3 through calculus. It eliminates teacher paperwork, improves student motivation, and frees teachers to work individually with each student. AM supports all textbooks and instructional methods. This report is divided into sections that include an AM overview; math classroom ecology; design goals and a description of AM; pilot school project description; teacher, student, and patent surveys; test results; and discussion and conclusion. (ASK) Link til kilde
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eric.ed.gov har udgivet: This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, “Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research”. Based on the findings of this report, seven effective instructional practices were identified for teaching mathematics to K-12 students with learning disabilities. It describes these practices and, incorporating recommendations from “The Final Report of The National Mathematics Advisory Panel” as well, specifies research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability. [To access “The Final Report of The National Mathematics Advisory Panel” see (ED500486) This publication was created by Instructional Research Group.] Link til kilde
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eric.ed.gov har udgivet: This paper describes Project SMART (Science and Math Access: Resources & Technology), a multi-year professional development effort that includes components for all adults who regularly have contact with children with disabilities. The common goal of each of the components is the development of both efficacy and capacity to inspire children with disabilities to overcome challenges in the pursuit of excellence in math and science education. While the emphasis of the program has been on inservice teacher education, components have been developed for the following groups that support the efforts of children: general education teachers, special education teachers, parents of children with disabilities, and guidance counselors. The model program is intended to promote positive and permanent changes in the academic climate of classrooms and to provide teachers and… Continue Reading →
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eric.ed.gov har udgivet: Because teacher-to-student ratios often make it difficult for teachers to work individually with students on skill-building activities, educators and researchers have developed and evaluated procedures in which audio-recordings are used to improve basic academic skills. In the current paper, we describe and analyze reading, math, and spelling interventions that use audio-recordings to prompt and pace rapid rates of accurate responding. In this review, we provide evidence of internal and external validity of easy-to-use, low-tech, recorded interventions across students (general education students and students with disabilities) and contexts (e.g., individually administered and class-wide). Discussion focuses on future theoretical research related to causal mechanisms and applied research on modifying recorded interventions to enhance learning rates. Link til kilde
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eric.ed.gov har udgivet: This second issue of “Connect” highlights innovative teaching as practiced by teachers and administrators in Michigan schools as they seek to provide greater personalization for every student’s learning. Nicholas Provenzano and Ben Gilpin give field reports from their schools, which have implemented a version of 20-Time–a concept borrowed from business where it has been used to encourage creativity in product development. 20-Time seeks to promote students’ motivation, autonomy, and communication and interpersonal skills in collaborative endeavors–all characteristics deemed essential for their working careers. Tara Maynard and Delia Bush provide field reports on their flipped math classes. Flipped classrooms take advantage of technology by reversing the traditional schoolwork-homework activities. This arrangement allows greater personalization, and creates extra class time for teachers to help individual students or small groups… Continue Reading →
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eric.ed.gov har udgivet: “I CAN Learn”[R] is a computer software system that provides math instruction through a series of interactive lessons. These lessons are delivered with a one-to-one student-to-computer ratio. Students determine the pace of each lesson and must demonstrate mastery of the lesson before progressing to the next one. Teachers provide individualized instruction to students on the basis of their performance on the lessons. The available “I CAN Learn”[R] curricula include fifth- to sixth-grade math, pre-algebra, algebra, and geometry. These curricula are aligned to the National Council of Teachers of Mathematics standards and can be customized to meet state- or district-specific standards. Studies included in this What Works Clearinghouse (WWC) review assess the effectiveness of the pre-algebra and algebra components of “I CAN Learn”[R]. One study (Barrow, Markman, &… Continue Reading →
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eric.ed.gov har udgivet: Learning how to use mathematics curriculum materials to create learning opportunities is an important part of the work of teaching. This paper presents findings from a study involving 15 elementary preservice teachers enrolled in, first, a content and, then, a methods course, and discusses the extent to which three curriculum interventions influenced their conceptions of how math curriculum materials are used. Additionally, this paper discusses the implications of this research for mathematics teacher education programs and proposes a framework for integrating work around curriculum materials into mathematics content and methods courses in order to prepare preservice teachers for using these materials effectively. (Contains 11 footnotes and 4 tables.) Link til kilde
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eric.ed.gov har udgivet: Teacher evaluation is currently a major policy issue at all levels of the K-12 system driven in large part by current US Department of Education requirements. The main objective of this study is to explore the patterns of relationship between observational scores and value-added measures of teacher performance in math classrooms and the variation in these relationships across grade levels. While the MET analyses used a single composite score consisting of a simple average of the eight component scores of the protocol, in our work we treated each component separately since each measures a separately definable aspect of classroom practice. Specifically, across all the components, the authors pose the following questions: (1) Do the relationships between observation scores of math teachers and their value-added scores tend to… Continue Reading →
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eric.ed.gov har udgivet: Children’s learning of early number bonds is a significant issue in South African schools because evidence shows that flexible and efficient (fluent and reasoned) knowledge of number bonds to 20 correlates with success at the end of primary schooling, yet the evidence is that many South African students are over-reliant on inefficient counting methods. This paper focuses on why and how treating early number bonds as scientific concepts may be the key to raising learners’ attainment in these. The paper argues that teacher mediation is crucial and that mediation for learning scientific concepts has to be meaningful, relational and transcendent. This theoretical position is illustrated with examples from a dynamic assessment interview with a Grade 2 learner carried out as part of the Wits Maths Connect —… Continue Reading →
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eric.ed.gov har udgivet: In the first decade of the 21st century, the nation, the states, and colleges and universities began to grapple with the challenges of globalization, changing demography, the implications of the digital era, and of a less expansive public sector. Although not a transformative period for higher education, the decade saw significant innovations in teaching and learning, intense policy ferment, and debates over the future of colleges and universities and their roles and responsibilities in American society. Parts one and two of this book describe several of the most interesting and significant developments in higher education, and in public policy, reported by leading journalists in the field of higher education. In part three, observers of American higher education comment on critical issues facing colleges and universities, the states… Continue Reading →
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