eric.ed.gov har udgivet: This article discusses the issue of defining and facing equity elementary mathematics classrooms. It is argued that teachers have difficulty facing the fact of inequity in classrooms and that a deep conversation about equity is often avoided because many people are uncomfortable with disagreement. Two strategies for promoting in-depth dialogue about equity are presented. It is concluded that educators must confront their personal beliefs and examine how they are affecting students’ lives and student performance. (MM) Link til kilde
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eric.ed.gov har udgivet: This case study investigates an experienced secondary school mathematics teacher’s understanding of mathematics (“her” math) and decisions she makes about her students’ classroom experiences (“their” math). This report focuses on the competing roles of the teacher’s growing understanding of novel technology-rich mathematics and her decisions about activities and expectations in an algebra course in light of her beliefs about learning and teaching. Data document developments in her mathematical understanding and classroom practice during her first 13 months of teaching Computer-Intensive Algebra as a participant in the Empowering Secondary Mathematics Teachers in Computer-Intensive Environments project (CIME). (Author) Link til kilde
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eric.ed.gov har udgivet: This report examines the implementation and effects of the academic summer program for middle school students offered by Building Educated Leaders for Life (BELL). BELL’s middle school program serves rising sixth- through eighth-grade students who are performing one to two years below grade level. The goals of the program are to increase students’ literacy and math skills and to enhance their social development. Overall, the findings from this study indicate that BELL mounted a fairly well-run and well-staffed five-week summer program in summer 2012 and that students attended at a high rate even though the program was voluntary. The pattern of impact estimates suggests that, on returning to school in fall 2012, BELL students may have had stronger math skills than they would have had otherwise, equivalent… Continue Reading →
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eric.ed.gov har udgivet: This paper discusses the poor preparation of children with disabilities in math and science fields, and the perception that students with disabilities are not capable of doing work in science and math, which is often reinforced by teachers and parents. It is argued that the low expectations and waived requirements for children with disabilities are preventing children with disabilities from gaining a solid foundation in math and science. The need for children with disabilities to be trained on adaptive technology to enable them to meet basic math and science requirements in college is addressed, as well as methods for making elementary and secondary math and science text books accessible to students with disabilities. Methods include having a staff member or teacher act as a reader, providing brailled… Continue Reading →
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eric.ed.gov har udgivet: This paper presents a project description of efforts to improve preservice teacher education programs. The project focuses on two aspects. The first aspect probes Auburn Junior High School eighth-grade students and Auburn University preservice teachers, while the second probes Auburn Junior High School faculty and Auburn University faculty. The necessity of starting professional development before certification as a teacher is advocated. Two interdependent timelines of the project are provided. (YDS) Link til kilde
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eric.ed.gov har udgivet: This study examined the effects of reciprocal peer tutoring coupled with academic self-monitoring on the mathematics vocabulary acquisition of students with emotional or behavioral disabilities (EBD). Six middle school students from diverse backgrounds with EBD attending a public, urban middle school participated in the study. A rigorous multiple baseline across student dyads design was implemented. Results indicated that reciprocal peer tutoring coupled with academic self-monitoring increased assignment completion. Further, results of vocabulary and cumulative test scores indicated that students increased their math vocabulary during the intervention phase. Social validity data indicated that students and teachers felt they benefited from both peer tutoring as well as academic self-monitoring interventions. Limitations and directions for future research are discussed. Link til kilde
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eric.ed.gov har udgivet: California public schools serve a highly diverse student population, including: 65% minorities, 24.9% English Language Learners, 10.6% disabled, and 19% in poverty. In the face of this diversity, all teachers are expected to use the Curriculum Frameworks of the California State Board of Education as a “blueprint for implementing the content standards adopted by the California State Board of Education and are developed by the Curriculum Development and Supplemental Materials Commission.” The Curriculum Standards for California Public Schools and “No Child Left Behind” (NCLB) appear to have a goal of equal access to education for all students. “Education: The Promise of America” states that the goal of the NCLB legislation is to ensure that “all children are proficient in reading and math by the 2013-2014 school year”… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine the Peer Buddy Program at a high school for students with disabilities (i.e., learning and behavior disabilities) in academic and social achievement. Two specific questions were addressed: Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in their use of social skills according to self-report, special and general curriculum teacher ratings on a standardized social skill rating scale? and 2) Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in academic skill use according to past to present year comparisons on grade point averages, and special education informal assessments (Fast Math, System 44, and Acuity)? Student, special and general education teachers’ ratings on… Continue Reading →
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eric.ed.gov har udgivet: “Informed math self-placement,” a program implemented at American River College in Sacramento, California, to determine students’ readiness for college-level math, has been in place for three years. This case study describes the development and implementation of math self-placement at American River. Math self-placement consists of a Web-based testing and information site that allows students, or potential students, to gauge their level of math proficiency prior to talking with a counselor or enrolling in classes. Math faculty members and administrators are hopeful that self-placement, as an alternative to traditional placement, will provide students with concrete knowledge and experience about math standards, since self-placement includes actual self-assessment instruments (tests), developed and approved by the college’s math faculty. American River’s experience in math self-placement is noteworthy in its potential to… Continue Reading →
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eric.ed.gov har udgivet: Research reports from the annual conference of the International Group for the Psychology of Mathematics Education include: “A Comparison of Children’s Learning in Two Interactive Computer Environments” (Edwards); “On Building a Self-Confidence in Mathematics” (Eisenberg); “Classroom Discourse and Mathematics Learning” (Ellerton); “Constructivism, the Psychology of Learning, and the Nature of Mathematics” (Ernest); “Cognition, Affect, Context in Numerical Activity among Adults” (Evans); “Teachers’ Pedagogical Knowledge: The Case of Functions” (Even; Markovits); “Cognitive Tendencies and Abstraction Processes in Algebra Learning” (Filloy-Yague); “On Some Obstacles in Understanding Mathematical Texts” (Furinghetti; Paola); “Toward a Conceptual-Representational Analysis of the Exponential Function” (Goldin; Herscovics); “Duality, Ambiguity and Flexibility in Successful Mathematical Thinking” (Gray; Tall); “Children’s Word Problems Matching Multiplication and Division Calculations” (Greer; Mc Cann); “Children’s Verbal Communication in Problem Solving Activities” (Grevsmuhl);… Continue Reading →
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