eric.ed.gov har udgivet: This study employs interviews and observations to investigate instructional rationales of two purposefully sampled teachers with divergent classroom discourse practices in Swedish-speaking Finnish lower secondary mathematics classrooms. Studies on classroom discourse often point to beliefs and contextual factors shaping teachers’ discourse practices. Less is known about how tensions perceived by teachers can influence the instructional rationale in a context such as Finland, known for traditional and teacher-centered mathematics instruction. The findings of this study suggest that these Finnish teachers’ instructional rationales for differently enacted classroom-discourse practices are grounded in similar concerns of student needs, related to student learning, well-being, and equity. One of the teachers perceived tension between these concerns and mathematics education literature’s ideals of classroom discourse and avoided engaging students in discussions other than in… Continue Reading →
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eric.ed.gov har udgivet: This meta-analysis reports on the use of practitioner inquiry (PI) with early program teacher candidates in conjunction with elementary science and math methods courses using cognitive load theory as a theoretical framework. The findings suggest that the teacher candidates enhanced their knowledge of practice within practice across 5 dimensions of practice: inclusion, classroom discussion, classroom engagement, understanding student learning and grouping. The sixth outcome provides evidence of the ways that the practitioner inquiry fostered learning about how to learn from practice. Cognitive load theory can be used to explain the difficulty of assimilating theory into practice for emerging teacher candidates. Implications for teacher education are included. Link til kilde
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eric.ed.gov har udgivet: Using state-representative teacher surveys in three states–Texas, Ohio, and Kentucky–we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states,… Continue Reading →
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eric.ed.gov har udgivet: A transition from “doer” to “teacher” for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher heuristic (MATH) model. The study investigated the impact of MATH on the development of teacher candidates’ mathematical knowledge for teaching (MKT) and their pedagogical knowledge. Twenty-two preservice secondary mathematics teachers enrolled in a methods course participated in the study. Findings of the study showed that teacher candidates’ MKT was engaged as a result of analysis of the student work. While some teacher candidates based subsequent instructional planning work on what they noticed in the student work, others had gaps between what they… Continue Reading →
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eric.ed.gov har udgivet: School gardening has become increasingly popular as a context for learning in which children construct new knowledge, learn cultural and societal values related to ecological awareness, and develop and practice authentic or real-world skills (Blair, 2009; Bowker & Tearle, 2007). The present research was a longitudinal case study of children’s gardening experiences at a Reggio-inspired preschool in the United States. Eleven children and their teacher were observed over nine days in various activities such as preparing the garden beds, planting, and harvesting. Through sustained participation in a variety of gardening activities, preschoolers engaged in science-rich dialogue utilizing complex and abstract science process skills such as observing, predicting, evaluating, and comparing. Discussion of number-related concepts, spatial orientation, and size estimation and comparison was also recurrent during gardening activities.… Continue Reading →
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eric.ed.gov har udgivet: The No Child Left Behind Act resulted in increased school-level implementation of assessment-based school interventions that aim to improve student performance. Diagnostic assessments are included among these interventions, designed to help teachers use evidence about student performance to modify and differentiate instruction and improve student outcomes. The mCLASS: Math software (Ginsburg, Cannon, Eisenband, & Pappas, 2006) is comprised of screening/progress monitoring curriculum-based measures (CBMs) and Diagnostic Interviews to help teachers identify students’ skill levels. mCLASS: Math enables teachers to target instruction to each student’s needs and monitor each student’s progress toward mastery. Educators are expected to use the constantly updated diagnostic information to improve ongoing instruction and increase student achievement. Schools have found that the use of mCLASS: Math helps support curriculum, instruction, and assessment (Ginsburg et… Continue Reading →
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eric.ed.gov har udgivet: Purpose: The purpose of this research was to determine the effect of interactive whiteboard technology on the math curriculum in a single school district. Methodology: Six second grade teachers tracked their technology use during math instruction to be compared with student performance on a common assessment at the conclusion a counting money unit and qualitative grade data collected by the teacher. Results: The results indicate that interactive technology use during instruction is not having a positive effect on student learning. Conclusions: How interactive whiteboard technology is being used during instruction is more important than how often interactive whiteboard technology is being used. If the technology is only being used to create perfect visuals it is not being used to its full potential Recommendations: In order for schools… Continue Reading →
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eric.ed.gov har udgivet: “Accelerated Math”[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in mathematics for students in grades 1-12. “Accelerated Math”[TM] creates individualized assignments that align with state standards and national guidelines, scores student work, and generates formative feedback through reports for teachers and students. The software can be used in conjunction with the existing math curriculum to add practice components and aid teachers in differentiating instruction via the program’s progress-monitoring data. The What Works Clearinghouse (WWC) reviewed 32 studies on “Accelerated Math”[TM]. One of these studies meets WWC evidence standards; two studies meet WWC evidence standards with reservations; the remaining 29 studies do not meet either WWC evidence standards or eligibility screens. Based on the three studies, the WWC found mixed… Continue Reading →
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eric.ed.gov har udgivet: Current research in mathematics education places emphasis on the analysis of men and women’s accounts about their life trajectories and choices for studying, working and developing a career that involves the learning and teaching of mathematics. Within this realm, the present study aims to highlight how mathematics, gender and subjectivity become interwoven by focusing the analysis on a single case study, that of Irene–a teacher in her early 40s. Based on how she articulates hegemonic discourses and narrates her relation to mathematics from the time she was a schoolgirl up till her recent work as teacher and her endeavours as participant in a professional development teacher training course, we argue how “mathematics” becomes a mythical object for her subjectification. Irene as a female subject appropriates through her… Continue Reading →
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eric.ed.gov har udgivet: The Problems of the Week (PoWs) are creative, non-routine math challenges for elementary-, middle-, and high-school-level students. They are designed to stimulate student interest in problem solving and to encourage them to communicate their mathematical thinking. This Teacher’s Guide describes program features and provides strategies for beginning the program with students, creating a problem-solving classroom culture fitted around the existing classroom schedule. The Guide also introduces the Math Forum’s scoring rubric and feedback process. The appendices offer step-by-step instructions and additional detailed information about the Math Forum. They include: (1) details on how to search by by level/topic, standard, or textbook and perform Write Math searches; illustrated page how-tos; details about the registration process, how to start students using their subscriptions, and monitoring students’ work; (2) How… Continue Reading →
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