eric.ed.gov har udgivet: This paper reports on a design-based implementation study of the use of a diagnostic classroom assessment tool framed on learning trajectories (LTs) for middle grades mathematics, where teachers and students are provided immediate data on students’ progress along LTs. The study answers the question: “How can one characterize the challenges encountered when a school implements a diagnostic assessment system around learning trajectories at scale?” by identifying three explanatory themes: shifting to classroom assessment, understanding the concept and content of the LT, and seeing the results as a call to action. Each theme is discussed with references to observed activities and discussions with participants and related to the challenges connected with taking the concept of LTs to scale. [For the complete proceedings, see ED606556.] Link til kilde
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eric.ed.gov har udgivet: If you want to get the attention of a group of eighth grade math students, tell them they are going to build a life-size cardboard boat. To increase interest, follow up this statement by telling them that two to four of them will actually be rowing this boat across a small pond. Eighth grade math students at Oasis Charter Middle School in southwest Florida have completed this project for the past four years. What has now become a source of great student pride at the school began as a challenge by the eighth grade teachers to their students. The teachers sought to develop a capstone project, which brought together the key mathematical issues students should learn in their middle grades math classes (i.e., scale, volume, Pythagorean theorem).… Continue Reading →
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eric.ed.gov har udgivet: Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students and cater to individual needs for effective learning. Blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents (U.S. Department of Education, 2010). The purpose of this article is to analyze student demographics as it relates to student performance in an inner city school. As a teacher, you probably need to be one of the most flexible people in the world (Featherstone et al., 1997). Educators need to use learning activities that are both… Continue Reading →
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eric.ed.gov har udgivet: To address the problem of low achieving math students, a cross-age math tutoring intervention paired middle school tutors with kindergarten and first grade students with low math skills. This instrumental group case study explored the effects of the intervention on the math skills of the students through teacher interviews and the testing program of “Aimsweb Plus” (Pearson, 2017) before and after the tutoring intervention. Most of the teachers of the tutees reported measurable math gains possibly from the tutoring and most of the teachers observed improved attitude towards math work for the young tutees. Most teachers of the tutors did not report any measurable math gain from tutoring young students. All the teachers of the tutors recommended the cross-age tutoring experience as the middle school students seemed… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to investigate a new methodology for detection of differences in middle grades students’ math anxiety. A mixture partial credit model analysis revealed two distinct latent classes based on homogeneities in response patterns within each latent class. Students in Class 1 had less anxiety about apprehension of math lessons and use of mathematics in daily life, and more self-efficacy for mathematics than students in Class 2. Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers in comparison to students in Class 2. However, gender, attending private or public schools, and education levels of fathers did not appear to differ between the classes. Capturing such fine-grained information extends… Continue Reading →
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eric.ed.gov har udgivet: This study examines whether creating a mathematics-based digital story increases pre-service teachers’ understanding of the problem solving process, the relationship among visual, auditory and verbal representation in critical thinking/problem solving in mathematics. Survey results indicated that pre-service teachers were unfamiliar with the uses of technology in the teaching process. However, as they worked through the writing/problem solving procedures and constructed digital stories, they became more aware of the advantages of using this multimodal product, called Math-eos, to teach mathematical concepts to elementary/middle school students. The pre-service teachers perceived that Math-eos offered a “cool” new tool for their own learning and teaching and for integrating digital technology in mathematics education to increase student engagement, motivation and acquisition of content knowledge. Link til kilde
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eric.ed.gov har udgivet: Historically, students took Algebra I in high school, but there has been a recent trend toward taking it in middle school (Domina, 2014). In the past two decades the proportion of middle school students taking Algebra I or more-advanced math courses has doubled (Domina, 2014). Success in Algebra I is important because it is a gateway course for advanced math (Star et al., 2015). Students who take and pass Algebra I are more likely to take and pass more-advanced math courses in high school (Snipes & Finkelstein, 2015). This trend has created a need for middle school teachers with more-advanced knowledge of math content, because prior research has suggested that teachers’ knowledge of math content plays an important role in student achievement (National Mathematics Advisory Panel, 2008).… Continue Reading →
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