eric.ed.gov har udgivet: Training and investing teachers at all career levels in student-centered practices is widely recognized as a significant challenge. Various studies document the failure of student-centered teaching practices to take hold in K-12 mathematics classrooms in significant ways, including collaborative work; problems that are cognitively demanding or that encourage connections, inquiry-based approaches; teacher questioning to enhance student understanding; classroom-based performance assessments; and student choice. While pre-service math-teacher education is not solely to blame for this failure, it is also the case that pre-service training has been relatively unsuccessful at promoting nontraditional teaching practices in new mathematics teachers, in spite of the efforts and intentions of university-based teacher educators. Overcoming resistance to student-centered methods has been the author’s major challenge in teaching the secondary-level mathematics-methods course in her institution’s… Continue Reading →
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eric.ed.gov har udgivet: This pilot case study of two teachers and their learner groups from Adult and Community settings, investigates how numeracy teachers, working with adult learners in discrete numeracy classes, motivate and enable learners to build on their informal skills and apply new learning to their own real-life contexts. Teachers used a range of abstract and contextualised activities to achieve this. Similarities and differences between teachers’ approaches were analysed using a Context Continuum model. Whether teachers started with real-life situations then moved to the abstract mathematics within them, or approached it the other way around seemed less important than ensuring there was movement back and/or forth between the different discourses of numeracy and mathematics. Link til kilde
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eric.ed.gov har udgivet: In this paper we report on a study of the implementation of handheld game consoles (HGCs) in 10 Year four/five classrooms to develop student automaticity of mathematical calculations. The automaticity of mathematical calculations was compared for those students using the HGC and those being taught using traditional teaching methods. Over a school term, students (n = 236) who used the HGCs and Dr Kawashima’s Brain Training showed significant improvement in both the speed and accuracy of their mathematical calculations. Data collected in interviews during the intervention period from students, staff and parents were analysed to provide further information on the implementation and efficacy of this approach. This exploration identified that the HGCs contributed to positive learning, motivational, and efficiency outcomes. These findings highlight opportunities for using commercially… Continue Reading →
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eric.ed.gov har udgivet: The main purposes of this one-year case study are to create learning environments for indigenous students through culture-based mathematics instructional modules, and what teachers’ responds are in two tribes. The researcher leads sixteen in-service teachers and seven pre-service teachers to enter two indigenous tribes- “Cado” and “Jayama,” and design culture-based math modules for indigenous students of tribal elementary schools. Through five stages of guidance, including “preparation and planning,” “exploration and understanding,” “reading and design,” “comment and revision,” and “practice and reflection,” the participants work together to develop seven sets of culture-based math modules in total. Based on observation, interview, and analysis of related documents, it is shown that the implementation through culture-based mathematics instructional modules could motivate students’ interest in learning math, and enhance their initiatives in… Continue Reading →
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eric.ed.gov har udgivet: This paper presents tips, activities, resources, and games that parents can use to help their children become more proficient in math. Some helpful tips offered are: (1) Be positive; (2) Play family games; (3) Avoid stereotypes; (4) Choose gifts that develop problem solving skills; (5) Expand your children’s horizons; (6) Buy or borrow library books; (7) Connect math learning to the real world; (8) Visit museums, libraries and community centers; (9) Talk with teachers and other school staff; and (10) Encourage your children to solve problems. Puzzles and Games to Solve Problems, Graph Complex Information, Math Resources from the U.S. Department of Education, National Council of Teachers of Mathematics (NCTM), and Activities for Elementary School Students are also included. (Contains 5 resources.) Link til kilde
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eric.ed.gov har udgivet: Success in primary and secondary school mathematics is becoming increasingly important to today’s teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and Assessment Authority [2] underscore the rights of students with disability to access the curriculum on the same basis as students without disability. They are entitled to rigorous, relevant and engaging learning opportunities drawn from Australian Curriculum content on the same basis as students without disability. Taking this context into account, this paper provides a work-in-progress report about a two year mathematics intervention project conducted in twelve special schools (Preparatory to Year 12) in Queensland, Australia. The purpose of the project… Continue Reading →
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eric.ed.gov har udgivet: This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore the needs of learners and the learning contexts that would help them achieve higher dimensions of critical thinking and cognitive development. Based on Knowles’ six assumptions of andragogy, curriculum was designed to provide college math students meaningful learning experiences, critical thinking skills, and application within the context of the classroom. Creativity and hands-on learning proved to be beneficial not only to tactile and kinesthetic learners but to others in the classrooms as well. Additionally, math anxiety is addressed and how… 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: Today’s society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students’ attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan were selected. They were divided randomly into two groups: the treatment group (n = 22) and the control group (n = 21) and their pre- and post-test scores compared. Findings supported the hypothesis that students in the treatment group who received the math intervention obtained higher post-test scores in comparison to their classmates in the control group. Link til kilde
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eric.ed.gov har udgivet: This paper reports on the reflections of twenty-one primary preservice teachers following a microteaching experience that focused on the use of talk and collaborative group work, as part of a primary mathematics specialist education programme. Based on the didactic strategies of exploratory talk, the experience intended to develop knowledge for teaching mathematics in a contingent way. Preservice teachers’ reflections from an online survey and from written recounts were analysed in relation to noticing students’ learning and behaviour. Whilst the preservice teachers indicated that the microteaching experience impacted on their teaching, some reflections revealed tensions in noticing student learning and in balancing a focus on both collaborative talk and mathematics content. These tensions suggest that resistance to change in the practice of novice teachers may not be due… Continue Reading →
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