eric.ed.gov har udgivet: In recent years, there has been a growing recognition that the traditional system of college mathematics remediation that relies on high-stakes placement tests and prerequisite, multi-level course sequences is associated with lowered chances of students completing developmental requirements and increased rates of student attrition. This recognition has led to nationwide reform efforts that strive to alter the structure and curricula of remedial math courses. However, these broad-based reforms have been insufficient in eliminating inequities in developmental placement and completion between students of color and other underserved students and their more advantaged peers. Informed by relevant research literature, this paper argues that the majority of reforms to developmental math education seek to remedy general barriers to student progress but are not typically designed to address equity gaps and,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The aim of this paper is to reveal the current situation of gifted education in Turkey. The talents that are valued and the concepts of giftedness were discussed according to the country’s cultural and political perspectives. Studies that had been made to analyze the beliefs of lay people, teachers and parents with respect to gifted students and their education were mentioned. Programs such as special schools (science high schools, private school programs), resource rooms and after-school programs (Science and Art Centers [SACs], Education Programs for Talented Students [EPTS], child universities) were introduced. How these programs currently function was also discussed. In addition, it has emerged that the studies carried out in the past 10 years focused on the… Continue Reading →
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eric.ed.gov har udgivet: Community colleges nationwide are looking for solutions to help students complete developmental (remedial) math–a known barrier to graduation. Some are offering computer-assisted, modular developmental math courses that allow students to earn credits incrementally and move through the curriculum at their own pace. One of these modularized courses, ModMath, was created at Tarrant County College (TCC) near Fort Worth, Texas. It reorganizes the content of TCC’s two semester-long developmental math courses into a set of six modules, each of which is five weeks long. The four primary components of the ModMath intervention are: a diagnostic assessment that places students in a starting module; individual registration into three modules per course section each semester; computer-based instruction delivered online through an instructional software program; and personalized, on-demand assistance in class… Continue Reading →
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eric.ed.gov har udgivet: Higher education institutions have taken to redesigning high-enrollment, introductory courses to improve student learning outcomes, student success, and degree completion. This paper presents findings from the assessment of course redesign by focusing on the case of developmental math at a large community college. The college adopted modularization, a common course redesign method in which concepts are disaggregated into modules and delivered through computer software. Preliminary results from the quantitative analysis of student performance in redesigned courses have been mixed. The study discusses faculty and student views and experiences with modular math redesign in order to complement and help illuminate the results from the quantitative analysis. Using evidence from five focus groups, one with faculty and four with students, the paper provides insights on how to help faculty… Continue Reading →
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eric.ed.gov har udgivet: There is a national need for effective interventions to improve school readiness and subsequent achievement in mathematics for students from low-income families. The purpose of this study was to implement and evaluate a 2-year preschool math intervention that began at preschool entry when children were 3 years of age and continued through the end of the pre-kindergarten (pre-K) year. Three principal objectives will be addressed in this presentation: (1) to evaluate the efficacy of a math curriculum for 3-year-olds implemented in the pre-pre-kindergarten (pre-pre-K) year of preschool; (2) to compare the impact of a 2-year math intervention (implemented during pre-pre-K and pre-K years) with a 1-year math intervention (PK) or a business-as-usual control condition on children’s mathematical knowledge at the end of preschool; and (3) to examine… Continue Reading →
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eric.ed.gov har udgivet: Community colleges are a large sector of postsecondary education. In 2016-2017, the United States had nearly 1,000 public 2-year postsecondary institutions (community colleges), serving almost nine million students, representing 39% of all undergraduates. The majority of entering community college students require developmental (or remedial) math. Success rates in the developmental math course sequence and college more broadly are discouragingly low. Policymakers, practitioners, and researchers alike are eagerly searching for reforms to improve success rates, but there is a dearth of causal evidence on the effectiveness of most proposed reforms. We sought to answer the following question: what effect does a modularized, computer-assisted, self-paced approach to developmental math (compared with a more “traditional” direct-instruction course alternative) have on students’ likelihood of completing the developmental math course sequence? Findings… Continue Reading →
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eric.ed.gov har udgivet: The New England Board of Higher Education (NEBHE), with support from Lumina Foundation, investigated whether the use of Khan Academy could increase community college student success in developmental math coursework, support embedded math content in technical courses, and prepare students to take or retake college placement tests. Khan Academy, an Open Educational Resource (OER), is a nonprofit organization that provides free online educational resources such as practice exercises, instructional videos and a personalized learning dashboard that empowers learners to study at their own pace in and out of the classroom. Pilot community colleges used Khan Academy’s math content as a supplement in various developmental education delivery models, including flipped, blended, self-paced, modular and traditional developmental education classrooms, as well as in some career and technical courses. A… Continue Reading →
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