eric.ed.gov har udgivet: This study examined the benefits and challenges associated with implementing RtI in the area of mathematics in an elementary and a middle school in a rural district in the northeastern United States. We sought to document the ways in which two schools approached implementation of RtI and to explore the issues they encountered with respect to instruction, intervention, and assessment. Five themes were identified that described implementation of the RtI framework: Shifting roles and changing structures, increasing opportunities for collaboration and communication, increasing instructional and assessment support for students who struggle in math, increasing knowledge of support strategies for learners who struggle with math, and “spreading the word” and enhancing the use of the model. The results of this study suggest that the RtI model has potential… Continue Reading →
eric.ed.gov har udgivet: While much progress has been made in treating math anxiety, little is yet known about its causes, correlates or effects. The present study examined factors related to the prevalence and intensity of math anxiety in college students and the extent to which math anxiety is predictive of math course grades. The 655 subjects were obtained from two math courses and one psychology course at Ohio State University. Results indicated that math anxiety occurs frequently among college students, and that it is more likely to occur among women than among men and among students with inadequate high school math backgrounds. Higher levels of math anxiety were related to lower mathematics achievement test scores, higher levels of test anxiety and higher levels of trait anxiety. Students reporting confidence in… Continue Reading →
eric.ed.gov har udgivet: The Washington Comprehensive Assessment Program (WCAP) is a maturing and stable program. In 2016-17 it included: (1) Smarter Balanced Assessments (SBA) in English Language Arts (ELA) and math for students in grades 3-8 and high school; (2) Measurements of Student Progress (MSP) in science for grades 5 and 8; (3) End-of-Course exams in math and biology; and (4) Specialized testing for English proficiency, alternate achievement standards, and graduation alternatives. Spring 2017 represented the third year of Smarter Balanced testing. In spring 2017, a total of 580,276 students took the ELA tests and 558,631 students took the math tests. Students with significant cognitive challenges can take an alternate assessment, the Washington Access to Instruction and Measurement (WA-AIM). In spring 2017, about 6,000 students took the WA-AIM. Washington is… Continue Reading →
eric.ed.gov har udgivet: Technology Engineering is an innovative component of a much larger arena of teaching that effectively uses interactive technology as a method of enhancing learning and the learning environment. Using this method to teach science and math content empowers the teacher and enhances the curriculum as the classroom becomes more efficient and effective. Although the most modern technology–enhanced content is available for classroom deployment, this study suggests that various challenges arise that can delay a fully productive and successful integration of technology in the science classroom. In this study, seven urban school science teachers, incorporated technology-enhanced inquiry-based modules into their lesson plans to determine the overall effectiveness of technology integration in their classrooms. This paper examines how Technology Engineering helps students to understand scientific phenomena, despite hindrances within… Continue Reading →
eric.ed.gov har udgivet: The plane problem is a real-world problem, presented without any suggestion as to how it might be solved. It arose unexpectedly as the author was messing around on the internet, not thinking about maths at all. She did not encounter the problem in a maths lesson, nor as homework in the middle of a unit on a particular topic, and so she had no clues about what method was going to be useful, or even if she would be able to solve it. All she had–initially at least–was the image of the plane and a mystery: at what altitude is it flying? There is something satisfying about seeing how mathematics can solve a mystery that may appear, at first sight, to be intractable. Students need the opportunity… Continue Reading →
eric.ed.gov har udgivet: In this paper, we present an analysis of student interview data focusing on students’ ideas about mathematics and their experiences learning mathematics. We draw on the idea of “personal identity” (Cobb, Gresalfi, & Hodge, 2009) to capture the differences and similarities in students’ views of math and themselves as math learners, although all student participants would be considered members of the same broad, identifiable community. The purpose of our analysis is to contribute to ongoing educational research efforts that challenge processes of essentializing and to use the construct of identity in informing how we design learning experiences and resources for working class students as they learn mathematics. Link til kilde
eric.ed.gov har udgivet: The importance of mathematical concept development and language is recognized early in children’s schooling as they mature through shape and counting experiences. The reader may recall instances of a youngster referring to a “corner” of a shape before the reader has the language of vertex. This language precision needs to continue to grow as the learner moves through arithmetic into algebra, geometry, and further mathematics. This precision is essential and is reinforced in the common core standards for mathematics (2010). If the primary goal is to facilitate proficiency in math for all students (including students with disabilities), there needs to be an emphasis on the deeper conceptual development and the uniquely precise nature of mathematics language both at the pre-service and in-service levels. This is essential as… Continue Reading →
eric.ed.gov har udgivet: In this study, the expectations of middle school students’ parents regarding to “conceptual understanding and active student participation” “positive attitude and behavior attitude” and “authority and rule-oriented teaching” were examined. A valid and reliable threefactor instrument developed by the Aytekin, Baltaci, Altunkaya, Kiymaz and Yildiz (2016) was used in collecting parents’ expectations. 749 parents participated in the study. It was found that the variables of parental gender, parental age range, and monthly income of the parents, level of loving mathematics and level of helping the child have no significant effect on the expectations. The university graduates had less authority and rule-oriented teaching expectation than the remaining parents. Besides, it is seen that the 5th grade parents had higher expectations of conceptual understanding and active participation and positive… Continue Reading →
eric.ed.gov har udgivet: Community colleges are facing increased pressure to accelerate students through their developmental mathematics sequence. However, many individuals feel that some state legislatures and college leaders are frequently bypassing developmental math faculty expertise when implementing acceleration and compression initiatives. This qualitative study focuses on faculty viewpoints with regard to acceleration and compression in developmental math. Guiding this study was the research question: Based on faculty experience, what is the best fit for the practices of acceleration and compression in developmental mathematics? Data has been gathered using a structured interview format for six developmental math instructors, two at each of three community colleges. Findings from this study suggested that the practices of acceleration and compression are a proper fit for students who are comfortable with computer software. Incoming skill… Continue Reading →
eric.ed.gov har udgivet: In an effort to discern the perceptions of the importance or value of mathematics education held by ordinary people in Appalachia, a qualitative research study was performed in accordance with an agreement with the ACCLAIM Research Initiative. The study engaged the qualitative research method known as “folknography” and targeted the community of Padua (a pseudonym), in a state in the Appalachian south. The study was conducted in late March, 2004, by undergraduate students previously enrolled in a related course taught by the principal investigator. This report was developed from data analyzed after the completion of the field work. The student researchers collected nearly 650 surveys and conducted nearly 250 interviews with informants in three age groups (youth, adults, seniors). Overall, Padua residents were quick to respond and… Continue Reading →
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