eric.ed.gov har udgivet: (Purpose) The purpose of this study was to examine the effect of math teacher program on students’ performances in math teacher training programs in five selected colleges in North Carolina. (Methodology) This study collected 300 data (150 pre-tests and 150 post-tests) data of college students enrolled in the five selected colleges. The ANOVA and multiple comparison t-tests analyses showed that there were significant differences among students in the experimental group compared to those in the control group. (Results) Results indicate that there was a major role teaching pedagogy played in the performances of the students. (Conclusions) Results revealed that over a period of three years (2010-2013), there were more improvements in the performances of the students as they proceeded through the math teaching pedagogy at the experimental… Continue Reading →
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eric.ed.gov har udgivet: This work summarizes the results of two randomized control trails (RCTs) aimed at evaluating the effectiveness of a professional development program for lower secondary school math teachers. The program, called M@t.abel, was financed by the Ministry of Education in Southern Italy with EU funds. It lasts a full school year and it is based on formal and on-line tutoring, providing alternative methods for teaching traditional math contents. The program and its evaluation were both held at scale, a situation far from artificial settings and allowing for the observation of real constraints faced in delivering such a service. This situation, along with the replication of the RCT on two consecutive cohorts of teachers, provides several opportunities and challenges both from the policy and research practice points of view.… Continue Reading →
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eric.ed.gov har udgivet: This paper describes findings from a blocked randomized design (BRD) field study conducted to examine the “Next Generation Preschool Math” (NGPM) program’s implementation in preschool classrooms and promise in improving young children’s mathematic learning. NGPM integrates traditional preschool activities with developmentally appropriate technology to support teaching and learning. During development, an evidence-based curriculum design framework and iterative development processes were employed (i.e. design-based research). Research questions guiding this research include: (1) Does experiencing NGPM impact young children’s mastery of subitizing and equipartitioning?; (2) Can the NGPM units feasibly be implemented in preschool classrooms?; (3) Does experiencing the NGPM unit 1 impact young children’s mastery of subitizing?; (4) Does experiencing the NGPM unit 2 impact young children’s mastery of equipartitioning?; and (5) Does experiencing the NGPM intervention improve… Continue Reading →
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eric.ed.gov har udgivet: As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to investigate the comparative effects of co-teaching versus solo-teaching on student’s math achievement in elementary school. Study participants included two fourth grade classes in an elementary school, one with a regular education (solo-teaching) and the other with the same regular education teacher and a special education teacher for the co-taught class. The independent variable is the teaching arrangement (co taught class vs. a solo-taught class) as considered by the school system and the dependent variable is the… Continue Reading →
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eric.ed.gov har udgivet: A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional methodology. Developing a guided inquiry lesson can be a difficult task for teachers. Science teachers have inquiry standards that they must meet and research indicates that teaching through guided inquiry is an effective method of teaching science content. Mathematics teachers are being asked to incorporate more active and cooperative instructional experiences in in their classrooms. Results of the professional development experience indicate that all but one of the teachers were successful in developing and implementing guided inquiry lessons within… Continue Reading →
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eric.ed.gov har udgivet: Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness). The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3)… Continue Reading →
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eric.ed.gov har udgivet: Math Snacks animations and support materials were developed for use on the web and mobile technologies to teach ratio, proportion, scale factor, and number line concepts using a multi-modal approach. Included in Math Snacks are: Animations which promote the visualization of a concept image; written lessons which provide cognitive complexity for understanding; and active, situated learning activities to facilitate memorable experiences to deepen comprehension. This pilot study compared pre-post test gains for 460 sixth and seventh grade students enrolled in nine different classrooms. In five of the nine classrooms, teachers utilized the “Teacher Guide: that corresponded with the five Math Snacks animations and one game and in four classrooms teachers used the same Math Snacks animations and one game, but were free to develop their own lessons… Continue Reading →
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eric.ed.gov har udgivet: Numerous calls have been made for agricultural education to support core academic subject matter including mathematics. Previous research has shown that the incorporation of mathematics content into a teaching methods course had a positive effect on preservice teachers’ mathematics content knowledge. The purpose of this study was to investigate the effects of a math-enhanced agricultural education teaching methods course on preservice agricultural education teachers’ mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, and personal teaching efficacy. Results indicated that preservice teachers’ mathematics ability increased after the math-enhanced teaching methods course. Interestingly, personal mathematics efficacy decreased while mathematics teaching efficacy and personal teaching efficacy increased slightly after the math-enhanced teaching methods course. Based on the results of this study, peer-teaching that utilizes the seven components of a math-enhanced… Continue Reading →
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eric.ed.gov har udgivet: The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students’ achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools (SHS) in Accra, Ghana. The two schools were categorized as control group of forty-eight (48) students and experimental group of fifty (50) students. The analysis of data was done using independent t-test with alpha value (a) = 0.05. Pre-test assessment conducted at the beginning of the study shown no significant difference, t (95.720) = -0.441, p = 0.660 between the control and experimental groups. This indicated that the two groups were homogeneous. The experimental group received… Continue Reading →
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eric.ed.gov har udgivet: Discussions with math teachers, of various grade levels, brought out one consistent observation. Each year, students need to be retaught math concepts that they have been previously taught but have forgotten. With the ever-expanding curriculum of material that teachers need to cover over the course of a school year continually growing, it becomes plausible that not enough time is spent on material for it to be internalized and truly learned, for the long term. The amount of material to be covered will not likely decrease, so what can be done to help the instruction that does take place be more effective? What can be done to help students retain information and be able to recall and use it when needed? My Action Research project evolved to answer… Continue Reading →
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