eric.ed.gov har udgivet: This paper presents results of a study that sought to answer the question, “How does integrating dance and math in an intense co-teaching model of integration affect student attitudes toward learning math?” The goal of the dance/math project was to engage students in math in ways that reached students’ multiple intelligences and encouraged them to make complex connections and try new problem solving techniques. The classroom teachers who designed and implemented the project hypothesized that students who worked with a dancer once a week to learn math concepts would become more engaged in mathematics and have more successful and positive experiences with mathematics than students who did not work with a dancer. Overall there was a significant difference between the dance/math students’ and the non-dance/math students’ attitudes… Continue Reading →
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eric.ed.gov har udgivet: Will my children’s creativity be hindered if I place them within the rigidity of an East Asian school? Conversely, could my children’s math and science skills benefit from the high expectations of an East Asian curriculum and teacher? The purpose of this study is two-fold. Firstly, it aims to demonstrate that comparison between Eastern and Western educational traditions can be framed in terms of a dialectic concerning students’ development, autonomy, learning environment, and curricula. Secondly, it is to analyze the substance and effects of this dialectic in the context of 15 families of mixed educational background situated between Eastern and Western educational traditions. These families in Hong Kong have access to educational opportunities for their children in adherence to educational styles associated with either Eastern or Western… Continue Reading →
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eric.ed.gov har udgivet: Designed for principals of elementary and middle schools, this guide addresses the essential elements of a high-quality mathematics program and is intended to be a practical, ongoing resource. The guide begins with an overview of the important issues in mathematics education and a discussion of the basic elements of a mathematics program. It continues with guidance on how mathematics should be taught, ways to use assessment data to inform mathematics instruction, and approaches for assisting students who are struggling in mathematics. Finally, it outlines strategies for collaborating with teachers and parents, improving teachers’ skills in delivering mathematics instruction, and conducting effective observations of mathematics lessons. The guide includes checklists and other materials to use to evaluate a school’s mathematics program and to collaborate with teachers and parents;… Continue Reading →
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eric.ed.gov har udgivet: The need to improve math education around the country has been well documented, especially in urban school systems like Philadelphia. In Spring 2010, only 56.6% of students in Philadelphia Public schools scored proficient or advanced on the Pennsylvania State Standardized Assessment (PSSA). In Philadelphia Empowerment Schools, the 107 lowest performing schools in the Philadelphia School District, only 45.8% of students scored proficient or advanced (PSSA preliminary results). Yet, across these schools, there is wide variation. While over 80% of students in some Empowerment schools scored proficient or advanced in math, in other schools less than 20% of the student population reached math proficiency. In October 2009, former Philadelphia Public School Superintendent Arlene Ackerman implemented the Science Research Associates (SRA) Corrective Mathematics and Corrective Reading curriculum in all… Continue Reading →
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eric.ed.gov har udgivet: This paper contributes to the theory and evidence that mathematical cognition is embodied. Drawing on the practices of primary teachers in South Africa engaged in a longitudinal research and development project — Wits Maths Connect–Primary — we report on aspects of lessons aimed at developing number sense through whole-class teacher-learner interaction. Two episodes are analysed from an embodied cognition perspective. The episodes focus on helping Grade 1 (6-year-olds) learners become fluent in counting forward and back or ordering numbers. Analysis reveals different embodied metaphors underlie the teachers’ actions, the nature of which are likely to lead to different learning opportunities. We conclude that our analysis supports a theory of embodied cognition, and demonstrates its usefulness as an analytical tool. [For the complete proceedings, see ED597799.] Link til… Continue Reading →
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eric.ed.gov har udgivet: Charter schools are largely viewed as a major innovation in the public school landscape, as they receive more independence from state laws and regulations than do traditional public schools, and are therefore more able to experiment with alternative curricula, pedagogical methods, and different ways of hiring and training teachers. Unlike traditional public schools, charters may be shut down by their authorizers for poor performance. But how is charter school performance measured? What are the effects of charter schools on student achievement? Assessing literature that uses either experimental (lottery) or student-level growth-based methods, this analysis infers the causal impact of attending a charter school on student performance. Focusing on math and reading scores, the authors find compelling evidence that charters under-perform traditional public schools in some locations, grades,… Continue Reading →
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eric.ed.gov har udgivet: E-learning will be gradually introduced to all schools and to all specialties including math lessons. Mathematics courses have increased flexibility and can be accessed from anywhere , anytime via computer linked to internt and web technologies. Characteristics of e-learning in mathematics are : efficiency, immediate, large viewing opportunities , complete and rigorous calculations. These privileges technology offers new opportunities open up new horizons as agreed upon by more and more students. The technology honors two requirements of contemporary education: space and demography. E-learning that has the same quality as traditional education, technology having negative influences on it except that it is a major change shape representation. Formative and summative exemplify using WebCT , Web Course Tools through which the teacher provides the student to be read and… Continue Reading →
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eric.ed.gov har udgivet: With the onset of Web 2.0 and 3.0–the social and semantic webs–a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education Group, 2014). Purpose is to show a case study of how teachers include student-to-student online collaboration in their Technology Integration Practices (TIP), and how some research projects are examining useful methodologies for incorporating evaluation, assessment and reflection of the approaches (Wilson et al., 2012; Wilson, Scalise, & Gochyyev, 2014). Results from the use of TIP collaborative math/science notebooks in the Assessment and Teaching of 21st Century Skills (ATC21S) project are presented. Recommendations are to help teachers answer… Continue Reading →
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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: The authors’ hypothesis is that if teachers (as experts) understand and teach concepts from the position of expertise teacher quality will improve. They believe that focusing on the key ideas will deepen both teacher and student understanding and allow learners to build the concepts necessary to form solid foundations for the application of mathematics both in and out of school. But such methods of instruction often require that teachers learn to reorganize and teach fundamental concepts in more expert-like ways. Because many teachers were taught in a system that stressed procedure rather than conceptual understanding, and the dearth of guidance on how teachers might change their teaching in this manner, such change may be difficult. Building on the expert-novice literature, and the findings by Carpenter, Fenamya, Levi,… Continue Reading →
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