eric.ed.gov har udgivet: The “MTP-Math/Science” curricula specifically target the teaching and learning of children at risk of early school failure, a population for whom achievement gaps in mathematics and science are visible even in Pre-K years. “MTP-Math” is based on Focal Areas defined by the National Council of Teachers of Mathematics (NCTM) (2006) for Pre-K through the 8th grade and developmental trajectories for Mathematics from Pre-K to grade two advanced by Clements (2004), and further focused through a review of state Pre-Kindergarten standards. In the authors’ earlier research with the “MTP” model to support language and literacy (Pianta, Mashburn, Luckner, Myers, & Kilday, 2008), the “MTP” teacher professional development program improved the quality of classroom interactions that Pre-K students experience, which in turn, promoted children’s development of language and literacy… Continue Reading →
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eric.ed.gov har udgivet: This document is the outcome of a project conducted in Massachusetts to apply the National Council of Teachers of Mathematics’ (NCTM) “Curriculum and Evaluation Standards for School Mathematics” to adult basic education (ABE) learning environments. The first chapter describes the work of the Math Team, a committee of 22 adult basic education teachers who conducted the project. Four goals are discussed: review the NCTM standards and study their applicability to ABE; develop NCTM-based standards for four environments–ABE/basic literacy, adult secondary/General Educational Development, English as a Second Language, and workplace education; implement draft standards in field-based teacher research situations; and produce final standards and a report recording the teacher research process. Chapter 2 explores the characteristics of adult learners in each of these environments. Chapter 3 lists the… Continue Reading →
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eric.ed.gov har udgivet: Teacher preparation programs are in danger of seriously under-preparing elementary teachers to teach mathematics for understanding if they wait to provide students with evidence of effective mathematics teaching methods in the mathematics methods courses. With strong traditional beliefs about how mathematics ought to be taught and their determination to be able to explain mathematics to elementary children, the methods course is much too late to change preservice teachers’ perceptions of mathematics or how to teach it. If we want to change the way they teach mathematics, we must do it in their mathematics content courses. In the content courses, we have a chance to provide them with positive and successful personal mathematics constructions. Only when they learn to become active problem-solvers, can they teach others the importance… Continue Reading →
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eric.ed.gov har udgivet: After having secondary math education majors write an essay entitled, “What is Mathematics?” for the past 4 years, the first attempt was made to create an instrument based on the results of these essays that would measure math beliefs. Based on previous research which suggests that a math teacher’s beliefs influence the teacher’s methodology, the instrument was administered to elementary education majors to determine their methodological tendencies. The results are compared to similar data obtained from secondary math education majors (n=11) and urban, college-bound high school juniors (n=13). The results suggest that elementary education majors who expect to teach mathematics need a broader vision of what mathematics is. Appendixes contain the survey instrument and results. (Author/NB) Link til kilde
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eric.ed.gov har udgivet: A teacher that emphasizes reasoning, logic and validity gives their students access to mathematics as an effective way of practicing critical thinking. All students have the ability to enhance and expand their critical thinking when learning mathematics. Students can develop this ability when confronting mathematical problems, identifying possible solutions and evaluating and justifying their reasons for the results, thereby allowing students to become confident critical thinkers. Critical thinking and reasoning allows students to think about how they utilize their discipline of mathematical skills (i.e., they think about their method of thinking). Metacognition helps students to recognize that math is logical reasoning on solutions to problems. Students are taught how to: identify scenarios; evaluate; select problem-solving strategies; identify possible conclusions; select logical conclusions; describe how a solution was… Continue Reading →
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eric.ed.gov har udgivet: To succeed in today’s economy, students need both proficiency in the “three Rs” (reading, writing and arithmetic) and strong applied skills. Communication skills, team work, and critical thinking have long been at the top of employers’ lists of applied skills they seek in employees. States are responding to employers’ needs by putting in place new educational standards. These standards include not only higher levels of basic academic knowledge that students are expected to master but also applied skills pertaining to presenting information, explaining one’s reasoning, and effectively collaborating in groups. As a result, teachers nationwide are having students work in groups more frequently. This report examines a recent large-scale effort to expand a cooperative learning program in middle schools. The change in standard instructional practices gives schools… Continue Reading →
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eric.ed.gov har udgivet: The National Research Center for Career and Technical Education (NRCCTE) has undertaken three scientifically based research studies in an effort to determine whether the integration of career and technical education (CTE) courses with academic content can increase student achievement. These include the Math-in-CTE study, completed in 2005 (also known as “Building Academic Skills in Context”; Stone, Alfeld, Pearson, Lewis, & Jensen, 2006); the Authentic Literacy Applications in CTE pilot study, completed in 2009, with a full-year study launched in 2010; and the Science-in-CTE pilot study, launched in 2010. Each of these three studies was designed as a group-randomized trial in which teachers and their classes were randomly assigned to control and experimental groups. Each also employed a mixed-methods approach intended to capture qualitative data in order to… 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: The National Study of Charter Management Organization (CMO) Effectiveness is a four-year study designed to assess the impact of CMOs on student achievement and to identify effective structures and practices. An earlier report from this study documented the substantial variation in CMO student achievement impacts as well as variation in CMOs’ use of particular educational strategies and practices. That report noted that the most effective CMOs emphasize two practices in particular: schoolwide behavior strategies and intensive teacher coaching and monitoring. This report is designed to provide an in-depth description of the student behavior and teacher coaching practices of five high-performing CMOs that rely on these practices. Focusing on five high-performing CMOs, the report seeks to help educators learn more about these promising practices. To identify practices associated… Continue Reading →
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eric.ed.gov har udgivet: The Common Core State Standards (CCSS) in mathematics are currently adopted in most U.S. states. Nonetheless, most math teachers across the country are still experiencing difficulties in putting these standards into practice. Teachers and local school administrators are faced with a challenge of adapting methodologies in instruction and assessment to ensure that students master the knowledge and skills required in the new standards. This leads to an urgent need for well-designed teaching and assessment tools for math education that are aligned to the CCSS. The purpose of this paper is to illustrate the Computer Adaptive Formative Assessment (CAFA) SmartWorkbook which is an Information and Communication Technology (ICT) based teaching and assessment tool specially designed for coping with challenges in implementing the CCSS in mathematics. The CAFA SmartWorkbook… Continue Reading →
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