eric.ed.gov har udgivet: A set of parent-child math activities designed to help busy, working parents do math with their children as part of everyday situations such as cleaning up and making dinner included basic steps, variations, and information on working with children were developed for families with elementary grades children aged approximately 5 to 11 and distributed at a variety of workplaces to groups of parents who had differing occupations, education levels, ethnicity, and family structures. The activities had titles such as How Much is on the Floor?, How Much Longer?, What’s Fair?, How Much Do We Save?, Wish List, and Number of the Day. Seven parents were interviewed 2-4 weeks after they had completed the activities with their children and the ways in which they used and adapted the… Continue Reading →
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eric.ed.gov har udgivet: While many of the concepts and approaches that comprise student-centered learning have deep roots in learning theory, the cognitive sciences, and youth and child development, empirical research on student-centered learning’s impact in K-12 classrooms remains limited. This report offers highlights from three studies commissioned by Nellie Mae, researched by Education Connection, American Institutes for Research (AIR) and Stanford Center for Opportunity Policy in Education (SCOPE) to examine student-centered learning in depth–what it looks like, and how students may benefit. Together, these studies strengthen the evidence base for those seeking to identify practices that will produce the greatest benefits for students. Furthermore, they provide new insights into how to achieve the highest outcomes equitably. These studies look at how to ensure that all students–including those in underserved groups–get… Continue Reading →
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eric.ed.gov har udgivet: This issue offers a collection of timely topics focused on mathematics and science education. It uncovers the past, present, and future of the national standards movement in mathematics and science education with two articles entitled “Setting Standards for Excellence” and “On the Road to REAL Progress.” A close-up look at students doing real-life water ecology research is provided. This issue also features articles on “Math Wars,” teacher shortages, and curriculum research centers. (ASK) Link til kilde
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eric.ed.gov har udgivet: Mathematics has become increasingly important in this technological age. That is why it is even more important for children to learn mathematics at home as well as in school. This second edition of “Helping Your Children Learn Math” is for parents of children in kindergarten through fifth grade. It has been revised to include a variety of activities that will help children learn and apply mathematical concepts such as geometry, algebra, measurement, statistics, and probability in useful and fun ways. All of the 29 activities in this book relate mathematics to everyday life and complement many school mathematics lessons. Additional resources are also listed at the end. (ASK) Link til kilde
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eric.ed.gov har udgivet: The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop “critical consciousness,” is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the “Community as Classroom”, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores,… Continue Reading →
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eric.ed.gov har udgivet: In this study, different factors affecting students’ differential equations (DEs) solving abilities were explored at pre university level. To explore main factors affecting students’ differential equations problem solving ability, articles for a 19-year period, from 1996 to 2015, were critically reviewed and analyzed. It was revealed that combination of four factors; “epistemological math problem solving beliefs, belief about usefulness of mathematics, self-regulated learning (SRL) strategies and goal orientations” have great potential to enhance differential equation problem ability. Based on these findings, a conceptual model was developed and presented in this paper to enhance differential equation problem solving ability. This study has provided several important implications for the curriculum designers and teachers to enhance conceptual understanding in differential equation problem solving, particularly in the developing countries.. Link til… Continue Reading →
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eric.ed.gov har udgivet: As schools work to implement the Next Generation Science Standards (NGSS), a team at Stanford University found that project-based learning is an effective framework for engaging students. The team used project-based learning, group activities, and performance-based assessments to design an effective, engaging curriculum. Over a three-year period, the team conducted research which showed that the curriculum led to gains in both student engagement and learning outcomes (as measured by the Smarter Balanced Assessment Consortium’s math and English language arts tests, the California English Language Development Test, and a science pre- and post-assessment). The team contends that these gains were supported by a curriculum and professional development package that led to changes in teachers’ instructional practices. It highlights five things to look for when evaluating NGSS instructional materials… Continue Reading →
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eric.ed.gov har udgivet: This research is an investigation of ‘reducing mathematics anxiety: the ways implemented by teachers at primary schools in Turkey’. This study is needed to understand the ways which teachers implement to reduce the level of anxiety that pupils face in mathematics. In order to get sufficient data a qualitative research methodology was preferred in this study. The sample which purposively selected was comprised of fifty teachers teaching 4th and 5th graders at primary schools in Turkey. The results revealed that to reduce pupils’ anxiety in mathematics, teachers chose such ways as motivating pupils, making math relevant, reviewing the given topic by examples and exercises, using games and also getting support from parents. It was also found that while using these given strategies, teachers did not evaluate whether… Continue Reading →
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eric.ed.gov har udgivet: The author teaches a high school program called Commercial Foods which is designed to prepare students for careers in the food service industry. The majority of students are special needs youth who generally will not go on to postsecondary education, so her emphasis is placed on workforce development and life skills. Students have resource classes; they do not have many academic classes in the areas such as the core four: science, math, social studies and English. In this article, the author shares how she integrates these areas of education into her foods curriculum. As a career and technical education (CTE) teacher, the author believes that integration of academics is necessary to promote education across the curriculum with practical applications of math, science, social studies and English. It… Continue Reading →
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eric.ed.gov har udgivet: This article provides concrete critical and ethical responses to dominant educational policies promoting the teaching of STEM fields. Recognizing how dominant discourses of modernity (Martusewicz, et al. 2015) work discursively to constitute STEM, this paper examines and exposes how STEM education is prioritized via funding in teacher education. As well, STEM is prioritized throughout state teacher licensure policies, to the effect that, e.g., all licensed elementary teachers are required to take STEM methods courses. This article provides an example whereby the space that mainstream STEM creates can then be appropriated for radical, EcoJustice Education (Martusewicz et al., 2015). Specifically, this paper shares conceptual research theorizing the inclusion of Ecojustice Education in elementary science methods and elementary math methods courses. Building on the work of social justice education,… Continue Reading →
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