eric.ed.gov har udgivet: In Belize, the percentage of untrained teachers (i.e. teachers with the equivalent of a high school education or less) is one of the highest in the region of Latin America and the Caribbean. In response to growing student cohorts, the increased demand for more classroom teachers has led to significant decrease in the proportion of trained teachers at both the primary and secondary levels. Fewer than 45% of teachers at primary and secondary levels are trained, whereas some countries in the region report more than 80% are trained. Perhaps as a result of the lack of training, a content test that was applied to a representative sample of teachers nationwide as part of this study design revealed important gaps in teachers’ math content knowledge. The authors hypothesized… Continue Reading →
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eric.ed.gov har udgivet: In this presentation, we introduce a conceptual framework for in-service professional development–the Whole Teacher approach, which attends simultaneously to the attitudes, knowledge, and practice of a teacher’s growth. Putting the framework in operation, we describe a project designed to improve teachers’ competence and increase children’s performance in early mathematics. Utilizing a quasi-experimental design, pre- and post-measures with intervention and comparison groups have been collected. The results indicated that significant growth in children’s mathematical performance favored to the intervention group. The discussion focuses on the significance of the Whole Teacher approach to teacher professional development. [For the complete proceedings, see ED584443.] Link til kilde
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eric.ed.gov har udgivet: Today’s society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students’ attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan were selected. They were divided randomly into two groups: the treatment group (n = 22) and the control group (n = 21) and their pre- and post-test scores compared. Findings supported the hypothesis that students in the treatment group who received the math intervention obtained higher post-test scores in comparison to their classmates in the control group. Link til kilde
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eric.ed.gov har udgivet: Leveraging the use of mobile devices for education, such as instructional games, is an area of increasing interest for targeted subpopulations of students including those who are deaf/hard-of-hearing (DHH). This paper outlines the perspectives of Deaf Education teachers and DHH children who participated in the GeePerS*Math project. Interviews and surveys provide data from the primary implementation of the technology in an ecologically valid setting. Findings included similar results from both teachers and students with regard to attitudes and transfer of skills within the game to those in traditional curriculum. Unintended outcomes, such as gaining orienteering skills and peer-tutoring, were also noted. The results helped to inform the designers of educational technology with ways to relate with classroom instructors and children when creating advanced mobile applications. Link til… Continue Reading →
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eric.ed.gov har udgivet: Math Teachers’ Circles (MTCs) are an innovative, problem-solving focused approach to professional development. This model provides teachers opportunities to develop their problem solving skills as well as help them to communicate with others on classroom implementation of problem-solving activities. As with any professional development with teachers, it is important to explore the impact of this model in terms of teachers’ learning and development. In this report we provide our implementation of a zone theory lens provided by Goos as a way to investigate the MTC model. Initial analysis implementing this particular theoretical lens helps us gain insights in ways to improve this new model of professional development activities for future participants. [For the complete proceedings, see ED583989.] Link til kilde
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eric.ed.gov har udgivet: The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The “Economics: Math in Real Life” program was provided in collaboration with a Title I program to integrate economics and personal finance content into mathematics instruction to demonstrate real-life applications of math concepts and increase students’ knowledge in this content area. Pretests and posttests were administered to gauge effectiveness of the authentic instruction program in increasing student knowledge in math and economics and teacher knowledge in economics. Empirical results indicate learning occurred in both math and economics for students in grades 3-5 and in economics… Continue Reading →
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eric.ed.gov har udgivet: This study examined the effect of implementing personal devices into a fifth-grade mathematics classroom. Thirty-eight fifth graders participated in this eight-week project with a focus on six students to track their growth. During this study, students engaged in technology-based stations that pertained to our geometry unit and coordinate unit. Students took pre and post tests on paper to track progress. In addition, students completed online assessments within their practice websites to track comprehension and growth of the content. Furthermore, students were observed to ensure they were staying engaged in the online activities and to track student engagement about using personal devices within math. Link til kilde
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