eric.ed.gov har udgivet: The teaching of Mathematics in the context of the Mathematical Olympiads in Brazil constitutes a context of research still little considered, with particular interest in the teaching and the learning phenomena. In Brazil, we identified a large number of teachers and students who do not participate in official math competitions, such as the Brazilian Olympiads of Mathematics of Public Schools (OBMEP). On the other hand, it is important to implement didactic resources that allow other forms of didactic transposition to the mathematical knowledge addressed for the Olympic Problems (OP). In this way, the present work presents and introduces the notion of Olympic Didactical Situation (ODS), from a perspective of didactic transposition necessary for the teacher, who must transmit the mathematical knowledge characteristic of the Mathematical Olympiads to… Continue Reading →
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eric.ed.gov har udgivet: A shortage of highly qualified math and science teachers pervades the U.S. public school system. Clearly, recruitment of talented STEM educators is critical. Previous literature offers many suggestions for how STEM teacher recruitment programs and participant selection should occur. This study investigates how early STEM majors who are not already considering teaching careers experienced a summer teaching recruitment internship and how it influenced their ideas about teaching and learning and interest in teaching high school as a possible future career. Using multiple qualitative data sources including interviews and daily internship reflections, a multi-case comparative case study was developed. The findings support that some interns substantially increased their interest in teaching careers, while other interns’ interest did not change or decreased. The impact of the recruitment internship was… Continue Reading →
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eric.ed.gov har udgivet: [Slides] presented at the annual conference of the National Council of Supervisors of Math. Link til kilde
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eric.ed.gov har udgivet: The education system is complex, but at its core, it is a learning partnership between the student, the family and teachers. This partnership — supported by the Ministry — is ultimately responsible for ensuring every learner receives a high quality education. A high quality education enables learners to realize their full potential and contribute to the well being of society. It supports students as they develop the foundational skills of reading, writing, and math, as well as other essentials necessary in the 21st century, such as self-reliance, communication, critical thinking, inquiry, creativity, problem solving, innovation, teamwork and collaboration, cross-cultural understanding, and digital information literacy. This annual service plan report provides data and discusses the results related to the measures in the Ministry of Education 2012/13-2014/15 Service Plan.… Continue Reading →
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eric.ed.gov har udgivet: The success of any education reform depends on many factors. A critical component is whether school staff are supportive of the initiative and view it as likely to improve educational outcomes. Equally important is whether school staff have the professional development opportunities they need to ensure their practice is aligned with the goals of the initiative. Chicago Public Schools (CPS) has been preparing to implement the Common Core State Standards (CCSS) since 2011-12. Teachers were expected to teach the new English and Language Arts (ELA) standards by 2013-14 and the new math standards one year later, in 2014-15. This report describes teachers’ and administrators’ experiences preparing for this transition, using survey responses from the spring of 2014 and the spring of 2015. Survey questions focused on four… Continue Reading →
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eric.ed.gov har udgivet: This paper contributes importantly to the growing literature on the training of special education teachers and how it translates into classroom practice and student achievement. The authors examine the impact of pre-service preparation and in-service formal and informal training on the ability of teachers to promote academic achievement among students with disabilities. Using student-level longitudinal data from Florida over a five-year span the authors estimate “value-added” models of student achievement. There is little support for the efficacy of in-service professional development courses focusing on special education. However, teachers with advanced degrees are more effective in boosting the math achievement of students with disabilities than are those with only a baccalaureate degree. Also pre-service preparation in special education has statistically significant and quantitatively substantial effects on the ability… Continue Reading →
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eric.ed.gov har udgivet: This study was conducted to analyse the influence of learning styles and teaching strategies on academic performance in mathematics. Surveys were conducted to 277 randomly selected grade 9 students and five purposively sample mathematics teachers. Findings reveal that most of the student-respondents have a combination of dependent, collaborative and independent learning styles. Multiple regression analysis indicates that among the learning styles, only the independent style has a significant influence on the academic performance of grade 9 students. Four teaching strategies including cooperative learning, deductive approach, inductive approach, and integrative approach, were found to have a significant influence on academic performance. By understanding the learning styles of students, teachers will be guided in designing different strategies to help students enhance learning for their improved performance in mathematics. Link… Continue Reading →
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eric.ed.gov har udgivet: Politicians, academics, and business and community members all seem to be raising concerns that America is not as globally competitive as it once was. This is due, in part, to the fact that public schools in America are not producing high school graduates with the math, science, and technical skills to succeed in higher education or be employed in a knowledge-based, global marketplace. According to the Bureau of Labor Statistics, jobs requiring science, engineering or technical training will increase 24 percent between 2004 and 2014 to 6.3 million. However, less than half of high school graduates in the United States are academically prepared for college-level math and science. Between 1970 and 2010, America’s proportion of science and engineering doctorates will fall from 50 percent to 15 percent.… Continue Reading →
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eric.ed.gov har udgivet: This study evaluates the impact of the Retired Mentors for New Teachers program, a two-year mentoring program at the elementary school level developed by Aurora Public Schools in Colorado. Many of the district’s schools serve a large percentage of economically disadvantaged children, experience high teacher turnover, and hire newer, less experienced teachers. The program addresses these challenges using master educators who recently retired from the district to provide tailored one-on-one mentoring to new teachers. The program requires mentees to meet weekly one-on-one with their mentor and monthly in school-level groups over the course of two years. This study was undertaken by Regional Educational Laboratory (REL) Central in collaboration with Aurora Public Schools. It used a randomized controlled trial to assess the impacts of the Retired Mentors for… Continue Reading →
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eric.ed.gov har udgivet: Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001-02 through 2008-09. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (0.004 to 0.005 standard deviations) and for black, white and Asian/Pacific Island students in math (0.007 to 0.041 standard deviations). We also examine the effects of race matching by… Continue Reading →
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