eric.ed.gov har udgivet: This guide is designed to provide teachers with materials they can use with young women to help them to attain higher levels of mathematics achievement and to encourage them to take as many math courses as possible in high school. During their early school years, students develop skills and attitudes toward learning that form the basis of future academic growth. This guide for elementary school teachers includes strategies, activities and resources that deal with five major topics. Part 1, “Attitudes and Math,” includes materials on mathematics confidence, math aspirations and expectations, and attribution patterns. Part 2, “Math Relevance,” contains materials related to interest in mathematics, making mathematics more relevant and useful, and positive role models for girls. Part 3, “The Learning Environment,” contains materials on teacher-student interaction… Continue Reading →
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eric.ed.gov har udgivet: In this middle school mathematics unit two imaginary characters, Horatio and Portia, decide to make their fortune in Quincy Market (Boston, Massachusetts) running a Bull Market cart. In order to solve the problems that they encounter, they need to learn ratio and proportion, map reading, estimation, area and perimeter, population sampling, problem solving, and the collecting and processing of data. Teacher notes at the beginning of each section indicate the math objectives, materials, and whether the activity is a reinforcement or an extension of a math skill. The unit is divided into seven modules that can be used either independently or sequentially. These are: (1) an introduction to Quincy Market; (2) the use of the ruler; (3) map exploration; (4) ratio and proportion; (5) scale drawing; (6)… Continue Reading →
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eric.ed.gov har udgivet: It is alleged by math teachers and their supporters that math problem solving actually transfers to skills in real or applied problem solving (RAPS). The purpose of this paper is to discuss the issue of math problem solving and the concomitant concept of mental discipline/transfer of learning. The mental discipline theory and evidence to support this theory is broached first, then the relationship between mental discipline and math problem solving is discussed. It is concluded that mathematics should be taught in public schools when there is high interest, high aptitude, or high need for this kind of learning. When math is taught, it should be taught well, integrating math theory as much as possible into the real world that surrounds students. Otherwise, the time spent in public… Continue Reading →
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eric.ed.gov har udgivet: Criteria for placement tests on math skills of adult basic education (ABE) students are needed to develop tests that are not too “school-like” because the ABE students are often blocked by math anxiety due to past negative school experiences, students may encounter language problems that affect their math skills, simple math problems do not measure practical problem-solving skills, and a placement test having only right and wrong answers does not provide insight into mathematical procedures of adults. These are the criteria: (1) adult students should be enabled to show the best they can; (2) language in a placement test should not hamper the student from doing the math test; (3) adults, in particular second language learners, should have a chance to apply their own mathematical procedures and… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this practicum was to increase motivation and self-confidence of grade four students in mathematics achievement. Measured were the increase in the number of students displaying mastery of the times-tables, increase in the number of students making a gain on a math post-test, and increase in the number of students liking mathematics. Administered to the students were a math attitude questionnaire and a math pretest on basic math skills to determine the students’ attitude toward math and to determine the students’ performance level. Mental Math activities, math games design contests, in-class competitions, grade level competition, computer, calculators, systematic reviews, student-teacher interaction, and projects were used to help increase students’ interest and to increase math achievement. This study includes the following chapters: (1) “Introduction”; (2) “Study… Continue Reading →
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eric.ed.gov har udgivet: Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, “Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students”. The methods and examples included in the guide focus on helping students analyze solved problems, recognize structure, and utilize alternative approaches to solving algebra problems. Each recommendation includes the level of supporting research evidence behind it, examples to use in class, and solutions to potential implementation roadblocks. Teachers can implement these strategies in conjunction with existing standards or curricula. In addition, these strategies can be utilized for all students learning algebra in grades 6-12 and in diverse contexts, including during both formative and summative assessment. Administrators… Continue Reading →
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eric.ed.gov har udgivet: The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12… Continue Reading →
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eric.ed.gov har udgivet: This document examines various topics and issues related to the quality of science and mathematics education in the United States. They include: (1) competition from Japan and the Soviet Union; (2) federal programs and legislation designed to improve the quality of science and mathematics education; (3) scientific literacy; (4) the basics in mathematics education, outlining those recommended in the National Council of Teachers of Mathematics report, “An Agenda for Action” and discussing the importance of problem-solving skills and real-world mathematical applications; (5) science and pseudoscience, examining the scientific method and the Creationist threat; (6) National Assessment of Educational Progress science and mathematics achievement data; (7) exemplary mathematics programs and the criteria for excellence in these programs (including the development of thinking skills); (8) exemplary science programs; (9)… Continue Reading →
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eric.ed.gov har udgivet: The Learning by Making (LbyM) project is funded by the U.S. Department of Education’s Investing in Innovation Fund (i3). As a five-year development project (2014-2018), Sonoma State University (SSU), in partnership with high-need schools and districts, has been developing an innovative, integrated high school Science, Technology, Engineering, and Mathematics (STEM) curriculum. The curriculum consists of Disciplinary Core Ideas (DCIs) in earth science and biology as described in the Next Generation Science Standards (NGSS, 2013) and utilizes an easy-to-use Logo programming language that conducts data transfer and network communications in support of student-designed investigations. The purpose of this study is to understand how LbyM is implemented in high school classrooms in rural environments, to observe the influences of this curriculum on student learning and engagement, and to explore… Continue Reading →
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eric.ed.gov har udgivet: This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, “Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research”. Based on the findings of this report, seven effective instructional practices were identified for teaching mathematics to K-12 students with learning disabilities. It describes these practices and, incorporating recommendations from “The Final Report of The National Mathematics Advisory Panel” as well, specifies research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability. [To access “The Final Report of The National Mathematics Advisory Panel” see (ED500486) This publication was created by Instructional Research Group.] Link til kilde
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