eric.ed.gov har udgivet: Misconceptions have been an important area of study in STEM education towards improving our understanding of learners’ construction of knowledge. The advent of largescale tutoring systems has given rise to an abundance of data in the form of learner question-answer logs in which signatures of misconceptions can be mined. In this work, we explore the extent to which collected expert misconception diagnoses can be generalized to held-out questions to add misconception semantics. We attempt this generalization by way of a question-answer neural embedding trained on chronological sequences of learner answers. As part of our study, we collect natural language misconception diagnoses from math educators for a sampling of student answers to questions within four topics on Khan Academy. Drawing inspiration from machine translation, we use a multinomial… Continue Reading →
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eric.ed.gov har udgivet: The Common Core State Standards, standards in literacy and math for K-12 that have been adopted in more than forty states, are intensifying the academic pressures on young learners. In general, these standards do not reflect how young children learn and are not developmentally appropriate. The author of this essay shows that selected Common Core math standards for Kindergarten-Grade 3 are not grounded in the large body of research on how children learn mathematics. Young children cannot ordinarily grasp mathematical concepts as early as the standards require. To meet the Common Core State Standards, teachers will be forced to teach ideas that sail over children’s heads. Children will learn “verbalisms,” memorizing statements they do not understand. They will learn to accept answers on the basis of what… 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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eric.ed.gov har udgivet: The nation’s higher goals for student learning in mathematics cannot be reached without improved teacher capacity. To accomplish these goals an analysis of current teacher preparation in mathematics is necessary, along with the development of an agenda for improvement. Based on groundwork laid during a meeting in Washington, D.C. in March 2007, the eight members of this study’s Mathematics Advisory Group guided the National Council on Teacher Quality’s evaluation of the mathematics preparation of elementary teachers. The Mathematics Advisory Group consists of mathematicians and distinguished teachers with a long history of involvement in K-12 education. The study sample included 77 institutions representing programs of all types and in 49 states and the District of Columbia (excluding Alaska), constituting more than 5 percent of those institutions offering undergraduate… Continue Reading →
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eric.ed.gov har udgivet: This module assumes that the information presented in previous modules is well known to the learner. Module 6 is the third of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 6 focuses on strategies for implementing the practices in the classroom, determining the degree of students’ progress towards meeting the practices, and using an observation tool to ensure that practices are evident in a classroom. Course Objectives: By the end of the module, the learner will be able to: (1) understand how to determine the progress that a student is making in meeting a practice; (2) state how specific instructional strategies are used to promote… Continue Reading →
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eric.ed.gov har udgivet: This module assumes that the information presented in previous modules is well known to the learner. Module 5 is the second of three modules (4, 5, and 6) designed to provide an in-depth look at the Standards of Mathematical Practice which are part of the Common Core State Standards for Mathematics. Module 5 focuses on how the practices connect to the content standards using tasks as examples. Additionally, there is a short section on the interrelatedness of the Math Practices which provides another lens through which to view the connections to the content standards. Links to descriptions to help differentiate the expected proficiencies by grade level are also included in this module. By the end of the module, the learner will be able to identify which practices… Continue Reading →
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eric.ed.gov har udgivet: This module examines Focus and Coherence, two of the three shifts required for implementation of the Common Core State Standards for Mathematics (CCSSM). Focus and Coherence are the two major design principles of the math standards. The module assumes prior knowledge of the information presented in Module 1. Course Objectives: By the end of the module, learner will be able to: (1) state the two levels of focus and find examples of each; (2) state the two levels of coherence and find examples of each; (3) use resources to determine major work for a specific grade or course in mathematics; and (3) define “CCSSM stream” and give an example which applies to a grade level or course which is of interest to the learner. (Contains 1 footnote.)… Continue Reading →
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eric.ed.gov har udgivet: In an effort to identify and incorporate exemplary practices into existing and future afterschool programs, the U.S. Department of Education commissioned a large-scale evaluation of the 21st Century Community Learning Center (CCLC) program. The purpose of this evaluation project was to develop resources and professional development that addresses issues relating to the establishment and sustainability of afterschool programs. Fifty-three high functioning programs representative across eight regional divisions of the nation, including rural and urban programs, community-based and school district related programs, were identified using rigorous methods. Exemplary practices in program organization, program structure, and especially in content delivery were studied. The findings were synthesized into the Afterschool Toolkit that was made available to programs nationwide via the world-wide-web. Professional development was conducted consistently and extensively throughout the… Continue Reading →
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eric.ed.gov har udgivet: The Common Core State Standards for Mathematics (CCSSM) was published in 2010 and includes a complete collection of standards that are published and reviewed as a “common core” in which math skills have been extensively adopted. The recommendations provided have been entirely or partially adapted by more than 47 states of the US. Authorities have committed and incredible amount of time, money and resources in creating these new standards and additional effort will be required to implement these standards The new math standards address two established issues in US education, the ordinary quality of mathematics learning and equal opportunity in U.S. schools. It is a fact that deprived students are most likely to have inexperienced or under qualified teachers, and children from impoverished families are much less… Continue Reading →
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eric.ed.gov har udgivet: The success of any education reform depends on many factors. A critical component is whether school staff are supportive of the initiative and view it as likely to improve educational outcomes. Equally important is whether school staff have the professional development opportunities they need to ensure their practice is aligned with the goals of the initiative. Chicago Public Schools (CPS) has been preparing to implement the Common Core State Standards (CCSS) since 2011-12. Teachers were expected to teach the new English and Language Arts (ELA) standards by 2013-14 and the new math standards one year later, in 2014-15. This report describes teachers’ and administrators’ experiences preparing for this transition, using survey responses from the spring of 2014 and the spring of 2015. Survey questions focused on four… Continue Reading →
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