eric.ed.gov har udgivet: Mathematics and Science classes in schools have become a focus to be considered in terms of educational systems and administration around the world in the last decade. Related to the mentioned classes, there are many benefits that lead students to academic success. In the recent years, educators have found that there are so many different factors that effect students’ performance in science and math classes. Especially reading comprehension has changed so many traditional procedures in teaching math and science. It also shows remarkable benefits. This research focuses on the effects of reading comprehension on mathematics and science achievement. Students’ academic performance on the mentioned classes and their motivation towards those courses will also be the focus of the research. The research is based on the data gathered… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract A student’s reading skill is essential to learning. Assessing reading skills, specifically comprehension, is difficult. In the middle grades, students read to learn; and their teachers need a quick, easy assessment that provides immediate data on reading comprehension skill. This study explores the holistic validation approach of one eighth-grade informational text with comprehension questions currently included in the Adolescent Comprehension Evaluation (ACE). Thirty-three eighth-grade students from four different schools participated in the study. Multiple forms of validity evidence were used including test content, response process, internal structure, relationship to other variables, and consequences of testing. These multiple forms of validity evidence provided the researchers with insights into comprehension questions that would not have been uncovered using psychometric means… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT An increasing number of high-stakes mathematics standardised tests around the world place an emphasis on using mathematical word problems to assess students’ mathematical understanding. Not only do these assessments require children to think mathematically, but making sense of these tests’ mathematical word problems also brings children’s language ability, reading comprehension and working memory into play. The nature of these test items places a great deal of cognitive demand on all mathematics learners, but particularly on children completing the assessments in a second language that is still developing. This paper reports findings from an exploratory study on the contribution of language to mathematics achievement among 35 children with English as an Additional Language (EAL) and 31 children with English… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Reading comprehension is often treated as a multidimensional construct. In many reading tests, items are distributed over reading process categories to represent the subskills expected to constitute comprehension. This study explores (a) the extent to which specified subskills of reading comprehension tests are conceptually conceivable to teachers, who score and use national reading test results and (b) the extent to which teachers agree on how to locate and define item difficulty in terms of expected text comprehension. Eleven teachers of Swedish were asked to classify items from a national reading test in Sweden by process categories similar to the categories used in the PIRLS reading test. They were also asked to describe the type of comprehension necessary for… 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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