eric.ed.gov har udgivet: The Weaving Gender Equity into Math Reform project at TERC has created a two- hour workshop session on equity in the standards-based mathematics classroom that is appropriate for use as a professional development tool with teachers, staff developers, after-school program providers, and other educators who work with parents. “What is Equity?” can be used as a stand-alone workshop or as part of an extended in- service training program for teachers and administrators. This session is intended to address equity related issues that surface in standards-based reform mathematics classrooms. Issues of teacher and student learning are also addressed along with discussions around specific equity issues that participants face in their school and classroom environments. The beginning of the session asks participants to reflect on their own experiences in… Continue Reading →
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eric.ed.gov har udgivet: In many parts of the world, Pi Day is celebrated on March 14 (3.14), but because of the day-month ordering of dates in Australia, and because March is very close to the start of the academic year, Australians prefer to celebrate Pi (Approximation) Day on 22 July (22/7). Thirty-eight Year 8 students (aged 13-14 years) from two local high schools in Canberra, Australia, joined ESTeM Maths and Education staff on July 22, 2014, to celebrate Pi Day. This article describes the activities in which the students participated during the Pi Day celebration. The organizers of the activities selected six activities that met a combined criteria of feasibility, pedagogical soundness, and pedagogical appropriateness for the Australian school system. Time constraints were a significant factor in selecting activities. The… Continue Reading →
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eric.ed.gov har udgivet: The San Francisco Math Leadership Project is an attempt to re-educate elementary teachers, many of whom do not consider mathematics their favorite subject and have limited mathematics backgrounds. The task is to increase the mathematics knowledge of these teachers and build their confidence in their own ability to do mathematics and to teach it. Leadership development begins with a 4-week summer institute and continues with workshops presented by participants at their school sites. In this paper, discussions include background of former participants, goals of the project, and leadership activities of former participants. Three graphs and three tables are included, as well as survey forms and responses. (DC) Link til kilde
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eric.ed.gov har udgivet: In 1981, an estimated 25% of the nation’s secondary school teachers had summer jobs outside education. This report on the current status and future directions of employer-sponsored teacher internship programs has an underlying theme: that such programs can make a serious contribution to the career and professional development needs of teachers and to the quality of instruction. Chapter 1 considers how employer-sponsored teacher internships are connected to educational reform. The second chapter discusses the purposes of teacher internships. Eleven pioneer teacher internship programs are briefly described in chapter 3. Many of these programs focus on improving mathematics and science instruction; many also place a strong emphasis on communication skills. All rely heavily on the leadership and motivation of employers to improve scientific and mathematical understanding and competence.… Continue Reading →
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eric.ed.gov har udgivet: This report presents the findings from an efficacy trial and process evaluation of the Parent Engagement Programme (PEP). The PEP was a school-level intervention designed to improve pupil outcomes by engaging parents in their children’s learning. The programme was developed collaboratively by research teams from the University of Bristol and Harvard University and was delivered between September 2014 and July 2015. The study was conducted by the Centre for Effective Education, Queen’s University Belfast between February 2014 and February 2016. The trial involved 15,697 students in Years 7, 9, and 11 from 36 English secondary schools, with schools sending an average of 30 texts to each parent over the period of the trial. The developers of the intervention managed its delivery to ensure optimal implementation. It was… Continue Reading →
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eric.ed.gov har udgivet: Designed for principals of elementary and middle schools, this guide addresses the essential elements of a high-quality mathematics program and is intended to be a practical, ongoing resource. The guide begins with an overview of the important issues in mathematics education and a discussion of the basic elements of a mathematics program. It continues with guidance on how mathematics should be taught, ways to use assessment data to inform mathematics instruction, and approaches for assisting students who are struggling in mathematics. Finally, it outlines strategies for collaborating with teachers and parents, improving teachers’ skills in delivering mathematics instruction, and conducting effective observations of mathematics lessons. The guide includes checklists and other materials to use to evaluate a school’s mathematics program and to collaborate with teachers and parents;… Continue Reading →
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eric.ed.gov har udgivet: The idea of using plastic bottle caps to enhance children’s literacy and math skills was introduced in a pre-kindergarten methods and field class at West Chester University. We wanted an essentially cost-free way to create fun, hands-on, educational games for young students to learn basic skills supporting the Common Core State Standards (adopted by 45 states, www.corestandards.org/in-the-states). University education students began bringing plastic bottle caps, packaging them into kits, and taking them into local schools to help children learn. We have now not only formalized the Cap Kits program, but we have also conducted dozens of teacher trainings and parent workshops and have given away thousands of Cap Kits. By placing these materials into the hands of children, we are giving them manipulatives that can be used… Continue Reading →
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eric.ed.gov har udgivet: The need to improve math education around the country has been well documented, especially in urban school systems like Philadelphia. In Spring 2010, only 56.6% of students in Philadelphia Public schools scored proficient or advanced on the Pennsylvania State Standardized Assessment (PSSA). In Philadelphia Empowerment Schools, the 107 lowest performing schools in the Philadelphia School District, only 45.8% of students scored proficient or advanced (PSSA preliminary results). Yet, across these schools, there is wide variation. While over 80% of students in some Empowerment schools scored proficient or advanced in math, in other schools less than 20% of the student population reached math proficiency. In October 2009, former Philadelphia Public School Superintendent Arlene Ackerman implemented the Science Research Associates (SRA) Corrective Mathematics and Corrective Reading curriculum in all… Continue Reading →
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eric.ed.gov har udgivet: The guide, developed as part of an exemplary program for junior high school students, presents a plan for science and mathematics activities for grades seven and eight which aims at researching occupations which stem from experience students obtain in the general classroom curriculum. The unit is designed to operate in three stages: preparation of career backgrounds with students, completion of the career description form after the research field trip, and completion of the occupational interview sheets and reports to the class. The guide includes lists of objectives, preparation steps, activities (general and specific for science and math), and a discussion of results and evaluation. It also includes a sample interview sheet and career card. (JR) Link til kilde
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eric.ed.gov har udgivet: This paper contributes to the theory and evidence that mathematical cognition is embodied. Drawing on the practices of primary teachers in South Africa engaged in a longitudinal research and development project — Wits Maths Connect–Primary — we report on aspects of lessons aimed at developing number sense through whole-class teacher-learner interaction. Two episodes are analysed from an embodied cognition perspective. The episodes focus on helping Grade 1 (6-year-olds) learners become fluent in counting forward and back or ordering numbers. Analysis reveals different embodied metaphors underlie the teachers’ actions, the nature of which are likely to lead to different learning opportunities. We conclude that our analysis supports a theory of embodied cognition, and demonstrates its usefulness as an analytical tool. [For the complete proceedings, see ED597799.] Link til… Continue Reading →
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