eric.ed.gov har udgivet: Numerous studies document high drop-out and failure rates for students in computer programming classes. Studies show that even when some students pass programming classes, they still do not know how to program. Many factors have been considered to explain this problem including gender, age, prior programming experience, major, math background, personal attributes, and the programming language itself. Research in this area has mainly been confined to introductory programming courses. This study explores the problem at a higher level. It tracks students longitudinally as they move from the first introductory programming class, to the second introductory class, and finally, to completion of an advanced programming course. The research question answered was: What are the factors contributing to the success or lack of success in advanced programming? The success… Continue Reading →
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eric.ed.gov har udgivet: Biotechnology constitutes one of the most challenging, cutting-edge, and rapidly growing fields in science today. Both the practical implications and the hands-on nature of this “modern science” make the topic of biotechnology an attractive addition to the high school science curriculum. The current study is the first of its kind to explore how student characteristics and biotechnology course outcomes relate to one another. Results indicated that students’ general attitudes about science and their overall math skills predicted success across a number of measures, including both self-reported skill ratings as well as the more traditional measures of course grade and exam score. The results also demonstrated the association between skill, as measured through self-reported proficiency ratings, and achievement on an articulation exam. It documented the relation between skills… Continue Reading →
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eric.ed.gov har udgivet: Commencing in 2011, the Mathematics Academies Initiative is a series of professional development academies (lasting 1 to 2 years, depending on cohort) with the primary objectives of (a) providing educators with a high quality professional development experience that enhances their mathematical content knowledge and pedagogical skills, and (b) increasing positive attitudes and confidence when providing mathematical instruction. As coordinator of the initiative, the West Virginia Department of Education (WVDE) Office of Special Programs (OSP) partners with regional education service agencies (RESAs) and local school districts to identify and invite teachers to the math academies, and with Carnegie Learning Inc., an external vendor, to provide instruction and materials. This research study is an evaluation of the first cohort (hereafter, Cohort 1) of the Mathematics Academies Initiative. Cohort 1,… Continue Reading →
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eric.ed.gov har udgivet: This study used a multiple-baseline-across-subjects design to assess the effectiveness of a peer tutoring intervention for fluency in basic math facts. Specifically, this study assessed the rate of recall of multiplication facts throughout the intervention period and determined whether the progress was matched by improvement in actual classwork. In addition, maintenance of gains in fluency and classwork were assessed. The students targeted were fourth- and fifth-graders (n=8) selected from a combined classroom in an Appalachian elementary school. Children with mild disabilities were included in this classroom. Teacher recommendations along with a multiplication facts probe were used to select tutors and tutees. Baseline data were collected from tutees before intervention occurred. Tutors were trained by the experimenter (3 sessions), then were assigned a tutee. Peer tutoring sessions occurred… Continue Reading →
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eric.ed.gov har udgivet: Briefly presented are the rationale and procedures used to develop and validate an interactive videodisc program to assist in diagnosing difficulties in mathematics in grades 1-3. The mathematics assessment program is described as 408 criterion-referenced items divided into seven strands. Questions are administered until a student makes three consecutive errors; then the student is branched to the next section in a strand. At the teacher’s option, the test can be administered in either English or Spanish. Information is also included on equipment configurations possible among videodisc players, microcomputers, touch screens, and printers, and disc capacity is noted. Finally, comments on formative evaluation needs are given. (MNS) Link til kilde
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eric.ed.gov har udgivet: “Investigations in Math and Science AB” is an annual science elective for students in grades 7-12 in Los Angeles Unified School District. Section 1 of this guide provides teachers with a discussion of the course content, including the course description, representative objectives, required instructional units, and enrichment activities. Basic skills to be mastered include the communication skills of speaking, listening, reading and writing; reasoning; problem solving; computation skills; and performance skills. The second section discusses lesson planning and instruction for the course and includes: (1) a list of teacher responsibilities; (2) a model for the teacher-directed lesson process; (3) an agenda format for daily activities; (4) questions and commentary for teaching decisions; (5) a suggested lesson plan format; (6) questions and vocabulary to promote higher levels of… Continue Reading →
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eric.ed.gov har udgivet: This booklet is one in a series on different education topics intended to help parents make the most of their child’s natural curiosity and become an integral part of reaching the National Education Goals as set forth by the President and governors in 1990. The book suggests ways that parents can generate interest in mathematics in children aged 5-13. Three initial sections discuss ideas parents need to consider when working with their children. Concepts discussed include the importance of mathematics, parents’ and students’ attitudes toward mathematics, the meaning of being a mathematics problem solver, communicating mathematics, and how to use the book. Twenty-six activities are presented that incorporate games, problem solving, and hands-on experiences to teach mathematical concepts. The activities are divided into three categories: (1) Math… Continue Reading →
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eric.ed.gov har udgivet: As part of an effort to improve basic math instruction at Vocational-Technical Institute (T-VI) in New Mexico, a survey was conducted asking teachers, tutors, and instructional technicians to assess the importance of and student performance on 35 basic math competencies. Survey responses were then related to two national standards of mathematical literacy: the vocational standards of the Secretary of Labor’s Commission on Achieving the Necessary Skills (SCANS) and the academic standards of the National Council of Teachers of Mathematics (NCTM). Study highlights included the following: (1) several skills seen as important by SCANS and NCTM were viewed as unimportant by teachers of math and math-related subjects, including “working together in groups to solve problems,””using calculators,””ability to estimate,””ability to use measuring tools and systems,” and “ability to use… Continue Reading →
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eric.ed.gov har udgivet: Phase I of a study was conducted to identify the basic mathematics competencies needed for job success in office occupations (14 job clusters). It also sought to determine the differences between employees’ and employer/supervisors’ perceptions of the degree of importance of mathematics skills for office occupations. Following a review of literature, a preliminary list of business and office mathematics skills was submitted to an advisory committee of business teachers, field tested, and refined into a questionnaire that contained a list of 36 basic mathematics skills and 30 mathematics-related business skills. Survey forms were created and sent to 1,652 employees and 288 employer/supervisors at 58 businesses in Louisiana, with responses returned by 854 employees and 171 employer/supervisors. Tables were prepared showing ratings of mathematics skills by each of… Continue Reading →
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eric.ed.gov har udgivet: This submission contains the Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Memorial University of Newfoundland in St. John’s, Newfoundland. 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, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and… Continue Reading →
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