eric.ed.gov har udgivet: The K-5 school years are crucial, setting the framework for all subjects as well as critical thinking skills. The single most important component in a classroom is the teacher. However, in a formative timeframe for elementary-school aged children, the number of K-5 teachers that are educated with a Science, Technology, Engineering or Math specialization (“STEM”) is substantially underrepresented. At The College of New Jersey (TCNJ) it was felt that the Department of Technological Studies was well positioned to provide a unique academic major by combining the T&E with the M&S components of STEM, resulting in a program breadth that matches the breadth of skills needed by a highly skilled K-5 teacher. Such a program was established at TCNJ and is formally referred to as the Math-Science-Technology or… Continue Reading →
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eric.ed.gov har udgivet: This document, which is designed to assist workplace education practitioners in business, education, and labor partnerships funded through the Massachusetts Department of Education’s Workplace Literacy Program, includes materials about and/or for use in developing workers’ mathematics skills. The first section, which examines the current state of the art of workplace math programs, lists math skills needed in the workplace and strategies for teaching mathematics in the workplace (teacher as facilitator, integration into other curriculum areas, collaborative learning, development of individual problem-solving strategies, importance of process, use of hands-on activities/manipulatives, and application of learning). In the second section, the author relates her own experiences in developing and presenting workplace mathematics programs to help employees accomplish the following: improve job performance, pass an examination/test, and become better-informed employees. The… Continue Reading →
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eric.ed.gov har udgivet: The Democratic Republic of the Congo continues to balance a commitment to education in general, and girls’ education more specifically, and additional challenges brought about through cyclical conflict. The Valorisation de la Scholarisation de la Fille project aimed to improve literacy and numeracy by providing scholarships, tutoring, and comprehensive professional development for teachers. Using a randomized control design (RCT), we tracked both the achievement and attendance outcomes of these girls over a period of three years. Several factors positively influenced student growth in reading and mathematics, including the proportion of female teachers in the school, girls’ perceptions of the school environment, receipt of a scholarship, and tutoring (math only). Household survey data suggest that the project minimized/reduced an already existing gap between enrollment in school for control… Continue Reading →
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eric.ed.gov har udgivet: This paper explores two foundation phase teachers’ example spaces (a space in the mind where examples exist) when teaching number-related topics in relation to snapshots of their content knowledge (CK). Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK). An analysis of a content-knowledge focused pre-test developed for the larger study indicated a relatively high score for one teacher and a low score for the other. Using Rowland’s (2008) framework, an analysis of classroom practice showed associations between a higher CK and the extent of a teacher’s example space and more coherent connections between different representational forms. Although no hard claims or generalisations of the link between teachers’ example spaces and their level of mathematics content knowledge… Continue Reading →
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eric.ed.gov har udgivet: In adult education, algebraic thinking can be a sense-making tool that introduces coherence among mathematical concepts for those who previously have had trouble learning math. Further, a modeling approach to algebra connects mathematics and the real world, demonstrating the usefulness of math to those who have seen it as just an academic exercise. This paper recommends two significant and necessary changes in the concept of algebra and the ways the authors approach it in education: a shift from thinking of algebra as one course to thinking of it as a content strand integrated into arithmetic instruction and a shift from thinking of algebra as merely manipulation skills to thinking of it as a means of representing and analyzing real situations. This fresh look at algebra and mathematics… Continue Reading →
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eric.ed.gov har udgivet: This action research project looks at what happened when a small group of adult numeracy teachers with widely different experiences of learning and teaching mathematics explored their own informal numeracy practices and undertook a series of collaborative mathematical tasks. Evidence from qualitative data collected during the enquiry suggests that “realistic” tasks can provoke a range of mathematical thinking and learning responses which allow us to identify ways in which “procedural” and “conceptual” thinking is being used, and to track learning journeys through different stages of problem-solving. Although more experienced numeracy teachers could move between and within their “real worlds” and “maths worlds” with intent and ease, others had less integrated experiences, often valuing perceived mathematical powers over their own intuitive powers, with mixed success. Link til kilde
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eric.ed.gov har udgivet: This article describes a teacher’s Maths lesson that focuses on numeracy in health and physical education learning area. In the lesson, the students were learning about Directed Numbers, something they often struggle with and a topic where the teacher finds it hard to explain using real life situations when using addition and subtraction. The teacher began the lesson by outlining what students were expected to achieve. The introduction also included revisiting previous work on how to convert an individual’s number of walking paces to kilometres, as well as directions for the activity that was to follow. The teacher wants to emphasise with other teachers that numeracy is not just about number and that there is great potential to address other strands of mathematics within all learning areas.… Continue Reading →
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eric.ed.gov har udgivet: The Program for International Assessment of Adult Competencies, better known as PIAAC, developed a numeracy assessment framework that was used internationally to assess adults’ numeracy skills. The assessment gauged adults’ (aged 16-65 years) numeracy skills across a full range, from adults with very low levels of numeracy to college level math ability. PIAAC’s assessment framework is based on two concepts: math as being use-oriented and math proficiency as a continuum. While this framework was designed to measure adults’ numeracy ability in a structured assessment environment (including adults’ home with trained evaluators), it is useful beyond its original intent. This framework can be used to help teachers better understand how to differentiate instruction while still focusing on a particular theme or topic in a classroom, ensuring rich discussions… Continue Reading →
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eric.ed.gov har udgivet: It is a well known fact that there is a discrete group of pupils with severe problems in the acquisition of mathematical skills. These problems go beyond a quantitative range, but differ qualitatively from the ways the pupils gain mathematical knowledge from their teachers in the classroom. The central thesis of this survey is the development of the educational digital game the “Four Forces”, and the teachers’ perceptions concerning whether the specific digital game reduce mathematic and memory difficulties in students with intellectual disabilities. This was achieved by comparing and contrasting the teachers’ perceptions on this particular issue through questionnaires via e-mail. Through the survey findings it has been observed that special needs teachers have similar perceptions about the digital math games, which they agree that they… Continue Reading →
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eric.ed.gov har udgivet: This study used qualitative data to analyze how fathers in a rural Pennsylvania prison were involved in their children’s literacy, learning, and education before and during incarceration and through the Read to Your Child/Grandchild (RYCG) program. Before RYCG, most fathers took steps such as reading to children, teaching reading and math, attending parent-teacher conferences, helping with homework, and singing and rhyming–and then sought to continue supporting their children’s learning from within prison. Drawing on interviews and observational data, the authors analyzed the experiences and perspectives of 11 fathers to address the following research questions: (1) How were fathers in a rural Pennsylvania prison involved in their children’s literacy, learning, and education before and during their incarceration? and (2) How did the fathers use RYCG to support their… Continue Reading →
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