eric.ed.gov har udgivet: Do young children naturally develop the foundations of science, technology, engineering, and math (STEM)? And if so, should we build on these foundations by using STEM curricula in preschools? In this article, Douglas Clements and Julie Sarama argue that the answer to both these questions is yes. First, the authors show that young children possess a sophisticated informal knowledge of math, and that they frequently ask scientific questions, such as “why” questions. Preschoolers’ free play involves substantial amounts of foundational math as they explore patterns, shapes, and spatial relations; compare magnitudes; and count objects. Moreover, preschool and kindergarten children’s knowledge of and interest in math and science predicts later success in STEM. And not only in STEM: the authors show that early math knowledge also predicts later… Continue Reading →
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eric.ed.gov har udgivet: In 1999, Richard Lee Colvin published an article in “The School Administrator” titled “Math Wars: Tradition vs. Real-World Applications” that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the algebra-geometry-trigonometry-calculus sequence. On the other side are those who think students must engage with real-world problems that employ a variety of mathematical disciplines and deep learning of math concepts that comes from struggling with complex problems, comparing multiple solution paths, and learning from trial and error. To understand what it will take to bring the two sides of the mathematics debate together, first consider the approach each side takes to improve student achievement. One side wants to focus mostly… Continue Reading →
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eric.ed.gov har udgivet: Although mathematics standards have changed dramatically in recent years, teaching mathematics is as complex as it has always been. Some would argue that mathematics teaching has become even more complex, with the implementation of the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010), as teachers are being asked to make significant shifts in their instruction. The Math in Common (MiC) initiative was launched to support CCSS-M implementation in grades K-8 in 10 California school districts. As part of its evaluation of MiC, WestEd conducted classroom observations in participating MiC districts to document K-8 teachers’ instructional shifts related to the CCSS-M. The research staff visited elementary and middle school classrooms in nine MiC school districts, during the 2015-16, 2016-17, and 2017-18 academic years, to… Continue Reading →
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eric.ed.gov har udgivet: Design of appropriate learning environment has a significant importance in creation of aims of the math teaching. In the design of learning environments, teachers play a significant role. The aim of this study is determination of opinions of the math teachers concerning the learning environment that they design. In accordance with this aim, an opinion form which is comprised of open-ended questions is applied on 30 math teachers who are in charge in Middle Anatolian Region in Turkey. The data which are obtained as result of the application have been analysed and presented by using frequencies and percentages. It is understood from the obtained results that teachers benefit from the textbooks and auxiliary test books for designing the teaching environment, and they don’t often give a place… Continue Reading →
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eric.ed.gov har udgivet: This study focuses on the linguistic foundation of sound pedagogic practices related to non-language content areas referring especially to language objectives; it employ Tharp and Gallimore’s theory on learning: making teaching visible in order to develop the students’ thinking. In the contexts of training both before and after service, a study was conducted on how secondary-science and math teachers contextualize their own teaching according to Emergent Bilinguals (EBs) by using interviews and focus group discussions. Findings reveal that teachers gradually develop an increased sense of importance of language objectives over time. The strengths and challenges highlighted through the study show the need for increased teacher training in the area of teacher language awareness (TLA). So far, the predominance of TLA in the classrooms has been on language,… Continue Reading →
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eric.ed.gov har udgivet: Providing students with an opportunity to explore mathematical content through games allows teachers to include tasks that: (1) present alternative representations of the content; (2) welcome various expressions of mathematical reasoning; and (3) incorporate variations that empower all students to engage in the problem solving process. Games not only motivate students to learn mathematical concepts, but games also embody the principles of Universal Design for Learning (UDL)–a framework designed to optimise instructional decisions to meet students’ needs. In this article, the authors Games not only motivate students to learn mathematical concepts, but games also embody the principles of Universal Design for Learning (UDL)–a framework designed to optimise instructional decisions to meet students’ needs. Link til kilde
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eric.ed.gov har udgivet: The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The “Economics: Math in Real Life” program was provided in collaboration with a Title I program to integrate economics and personal finance content into mathematics instruction to demonstrate real-life applications of math concepts and increase students’ knowledge in this content area. Pretests and posttests were administered to gauge effectiveness of the authentic instruction program in increasing student knowledge in math and economics and teacher knowledge in economics. Empirical results indicate learning occurred in both math and economics for students in grades 3-5 and in economics… Continue Reading →
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eric.ed.gov har udgivet: In the present study, mobile technology was leveraged as a learning tool for core math instruction during a whole number multiplication and division unit. The researchers redesigned paper–pencil worksheets from the math curriculum into multimedia-enhanced, interactive math practice (the eWorkbook) accessed by students on an iPad. With this eWorkbook, which was conceptualized within a Universal Design for Learning framework, we aimed to reduce barriers and capitalize on strengths by embedding flexible scaffolds/supports, allowing for student choice, and incorporating evidence-based teaching practices. Results of this case study suggest students with and without learning disabilities can leverage multimedia to foster unique opportunities for the understanding and expression of mathematical knowledge. Additional affordances of the eWorkbook include extending the reach of teacher support while encouraging self-support. Implications for teachers and… Continue Reading →
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eric.ed.gov har udgivet: “Accelerated Math®,” published by Renaissance Learning, is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. “Accelerated Math®” creates individualized student assignments, scores the assignments, and generates reports on student progress. The software is typically used with the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program’s progress-monitoring data. This review focuses on studies of the use of “Accelerated Math®” in kindergarten through pre-algebra classes. The What Works Clearinghouse (WWC) identified six studies of “Accelerated Math®” that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations, and… Continue Reading →
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eric.ed.gov har udgivet: The blended learning was a learning model that combines offline and online learning. There are two types of blended learning models used in this research, namely the flipped classroom model and the station rotation model. In these models, the teacher would use WhatsApp as a media for online learning. The purpose of this research was to determine the effect of blended learning models on mathematical creative thinking skills and math anxiety of public junior high school students in Sukoharjo Regency, Central Java Province. The research method used was quasi-experimental by sampling using stratified cluster random sampling techniques. There were three schools selected as research samples, namely Mojolaban 1 Public Junior High School, Mojolaban 2 Junior High School, and Grogol 3 Public Junior High School. The data collection… Continue Reading →
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