eric.ed.gov har udgivet: For the nearly 39 million U.S. adults who do not have a high school diploma, the General Educational Development (GED) programs and exam have served as the main avenue for improving individuals’ skills and helping them earn a high school credential. However, few students who start these programs ever get this credential, and even fewer advance to the postsecondary education and higher-level training programs that could increase their earning potential. In response to this challenge, the American Council on Education (ACE) partnered with Pearson Inc. to release a new more rigorous GED test in 2014 that assessed the crucial thinking, writing, and analytical skills considered essential for success in today’s labor market. In addition, ACE partnered with the New York City Department of Education’s District 79 (D79),… Continue Reading →
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eric.ed.gov har udgivet: This article reports the findings of a study designed to examine the influence of multimodal writing on the communication of mathematical ideas. Elementary school students (ages 8-13) were required to write mathematics notes using two digital writing technologies, a personal digital notepad and a social mathematics blog, in the context of a formal intervention. Forty-two students participated, across three schools. The study showed that when students wrote notes that could be assessed for correctness, their answers were predominately right, indicating that mathematical sense-making was taking place. It also showed that the digital notepad and blog were used differently and that the type of technology influences the writing content. Moreover, students’ mathematical writing were understandable by their peers and students collaboratively explored solutions. Younger students were more likely… Continue Reading →
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eric.ed.gov har udgivet: Critical thinking, along with other skills, is included as a basic skill in the constructive education program that has been in use in Turkey since 2005. Therefore, a large increase has been observed in studies on critical thinking skills since 2005. In this frame, the present study was conducted in order to systematically examine research papers on critical thinking skills in terms of several variables published between the years 2005 and 2014 in national journals which are indexed by SSCI and the ULAKBIM social sciences database. In this context, a total of 93 articles from 29 different journals were analyzed using the NVivo 10, SPSS 18, and Microsoft Excel programs and performing content analysis which is widely used in qualitative studies. According to the findings, a large… Continue Reading →
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eric.ed.gov har udgivet: Criteria for placement tests on math skills of adult basic education (ABE) students are needed to develop tests that are not too “school-like” because the ABE students are often blocked by math anxiety due to past negative school experiences, students may encounter language problems that affect their math skills, simple math problems do not measure practical problem-solving skills, and a placement test having only right and wrong answers does not provide insight into mathematical procedures of adults. These are the criteria: (1) adult students should be enabled to show the best they can; (2) language in a placement test should not hamper the student from doing the math test; (3) adults, in particular second language learners, should have a chance to apply their own mathematical procedures and… Continue Reading →
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eric.ed.gov har udgivet: Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, “Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students”. The methods and examples included in the guide focus on helping students analyze solved problems, recognize structure, and utilize alternative approaches to solving algebra problems. Each recommendation includes the level of supporting research evidence behind it, examples to use in class, and solutions to potential implementation roadblocks. Teachers can implement these strategies in conjunction with existing standards or curricula. In addition, these strategies can be utilized for all students learning algebra in grades 6-12 and in diverse contexts, including during both formative and summative assessment. Administrators… Continue Reading →
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eric.ed.gov har udgivet: Teachers increasingly use virtual manipulatives and other apps on touch-screen devices (e.g., “iPads”) in an effort to help students understand mathematics concepts. However, students experience these apps and their affordances in different ways. The purpose of this article is to inform teachers’ decisions about app implementation in the classroom through discussion of four case studies illustrating ways children interacted with the app “Motion Math: Zoom,” and how these interactions revealed, concealed, and developed children’s mathematical understanding. These results suggest that mathematics virtual manipulative apps on touch-screen devices can be useful tools when thoughtfully implemented. Teachers can balance technological distance by assisting students who need help as they learn the technology required to interact with the app. This may include explicitly using scaffolding provided by the app, leading… Continue Reading →
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eric.ed.gov har udgivet: The Learning by Making (LbyM) project is funded by the U.S. Department of Education’s Investing in Innovation Fund (i3). As a five-year development project (2014-2018), Sonoma State University (SSU), in partnership with high-need schools and districts, has been developing an innovative, integrated high school Science, Technology, Engineering, and Mathematics (STEM) curriculum. The curriculum consists of Disciplinary Core Ideas (DCIs) in earth science and biology as described in the Next Generation Science Standards (NGSS, 2013) and utilizes an easy-to-use Logo programming language that conducts data transfer and network communications in support of student-designed investigations. The purpose of this study is to understand how LbyM is implemented in high school classrooms in rural environments, to observe the influences of this curriculum on student learning and engagement, and to explore… Continue Reading →
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eric.ed.gov har udgivet: The ReflectED programme was developed by Rosendale Primary School to improve pupils’ metacognition–their ability to think about and manage their own learning. This includes the skills of setting and monitoring goals, assessing progress, and identifying personal strengths and challenges. ReflectED consists of 28, weekly, half-hour lessons, which teach pupils strategies they can use to monitor and manage their own learning. Pupils are supported to apply and practise these strategies throughout the rest of the curriculum; reflect on their learning; and record audio, photographed and written notes of their reflections on Evernote, a note-taking app. Pupils are then encouraged to review and reflect on these records over time, so that they can observe their progress and consider which strategies seemed to work well. Teachers can also look across… Continue Reading →
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eric.ed.gov har udgivet: Computational thinking is a way of thinking that covers 21st century skills and includes new generation concepts such as robotics, coding, informatics and information construction. Computational thinking has reached an important point especially in the field of science in line with the rapid developments in technology. Robotics applications, software-based activities, STEM (Science, Technology, Engineering, Math) education and problem-based studies are some of the areas where this thinking is used. In this study, which is based on this point, it is aimed to develop a scale for computational thinking. Exploratory sequential design, one of the mixed research methods, was used in the study. First of all, a detailed literature review was conducted and needs analysis was carried out. This study consists of two stages. In the first stage,… Continue Reading →
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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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