eric.ed.gov har udgivet: In the context of a persistent achievement lag among low-income children despite substantial investments in early education, policymakers and practitioners continue to seek ways to improve the quality of children’s preschool experiences. The Making Pre-K Count study addresses whether strengthening prekindergarten (pre-K) instruction in math, hypothesized to be a “linchpin” skill in children’s development, can improve children’s short- and longer-term learning. Specifically, the study rigorously evaluated the effect of an evidence-based math curriculum called Building Blocks along with ongoing training and in-classroom coaching, relative to the typical pre-K experience. Making Pre-K Count took place in 69 pre-K sites and over 170 classrooms across New York City. Thirty-five of the pre-K sites were assigned to receive the math curriculum, training, and coaching over two years (the “BB-MPC” group),… Continue Reading →
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eric.ed.gov har udgivet: Background: Research is proposed for preservice secondary mathematics teachers to develop and use reading strategies in math classrooms. Purpose: to determine if increased instruction on using specific reading strategies in secondary mathematics classrooms significantly impacts a) the type of reading-specific instructional strategies used, b) awareness of preservice math teachers of their roles as content reading teachers and understanding of reading issues as related to mathematics. Setting: University undergraduate content area reading course for preservice teachers; university undergraduate mathematics methods course for preservice secondary math teachers. Study Sample: all secondary preservice teachers enrolled in each course will participate. Intervention: The treatment course students will receive intensified reading training in the content area reading course as relates to mathematics. Additionally, specific reading strategies will be discussed in the math… Continue Reading →
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eric.ed.gov har udgivet: Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training… Continue Reading →
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eric.ed.gov har udgivet: Instructors in higher education are very familiar with the Likert scale Students’ Evaluation of Teaching (SET) used to evaluate teaching. Researchers have raised concerns about biases affecting the results of SET surveys, as well as their validity and reliability and use in high-stakes decision making. Here, we demonstrate that Q methodology, identified as an 80-year-old mixed method, is better suited to determine the differing student views about a college math education course. We will discuss how Q used for SET can produce results that are more helpful in assisting faculty in improving their teaching effectiveness and in redesigning courses while also providing more informative SET results for faculty evaluations. Link til kilde
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eric.ed.gov har udgivet: Mathematics anxiety affects primary pre-service teachers’ engagement with and future teaching of mathematics. The study aimed to assess the level and range of mathematics anxiety in first year pre-service teachers entering their teacher education course, and to investigate the sources of this anxiety as perceived and identified by them. Data collection methods included the RMARS survey, and Critical Incident Technique. The results indicate that the most common negative impacts on pre-service teacher mathematical self-concept involved experiences with teachers. However, their current mathematics anxiety is most commonly aroused under testing or evaluation situations. Link til kilde
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