eric.ed.gov har udgivet: The high levels of anxiety, apprehension, and apathy of students in college algebra courses caused the instructor to create and test a variety of math teaching techniques designed to boost student confidence and enthusiasm in the subject. Overall, this proposal covers several different techniques, which have been evaluated by both students and the instructor. The paper proposes a series of study techniques, which are covered on the first day of class and throughout the course. Armed with practical advice about approaching the algebra course, the students learn by example. The instructor uses examples, such as rules of cricket matches as a way to make the material come to life. Other suggested techniques are making chapter notes available to students, and providing example tests before final exams and… Continue Reading →
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eric.ed.gov har udgivet: The Dwight D. Eisenhower Mathematics and Science Education Program is the largest federal program for training elementary and secondary teachers in mathematics and science. It has two major components: the national program provides funding for projects of national significance and the state grant program allocates 75% of the funds to different types of state agencies and local school districts and the remaining 25% to the state agency for higher education. This document reports on: (1) how state grant funds are spent, (2) how experts view proposed improvements to the program, (3) how well the Department of Education collects and analyzes data on the program, and (4) how the various federal agencies sponsoring math and science education programs coordinate their efforts. The report concludes that the predominately short-term… Continue Reading →
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eric.ed.gov har udgivet: This report presents the findings of a study that examined the impact of compensatory education services on children’s academic achievement in grades 1 to 6. Examination of data from the 1976-79 Sustaining Effects Study of Title I revealed the following major conclusions: (1) small positive gains in reading achievement are related to participation in Title I programs; (2) the estimated impact of Title I on children’s achievement is sensitive to the definition of a control group; and (3) teacher judgment may be included in the selection and achievement process. The results of the analysis do not clarify the issue examined; results are dependent upon the formulation of the control group: one formulation used in the study showed positive results of Title I on achievement while the other… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. Abstract To plan cluster-randomized trials with sufficient statistical power to detect intervention effects on student achievement, researchers need multilevel design parameters, including measures of between-classroom and between-school differences and the amounts of variance explained by covariates at the student, classroom, and school level. Previous research has mostly been conducted in the United States, focused on two-level designs, and limited to core achievement domains (i.e., mathematics, science, reading). Using representative data of students attending grades 1–12 from three German longitudinal… Continue Reading →
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eric.ed.gov har udgivet: The stated goals for the nine modules in this elementary math cluster, which is part of a series developed for the Adams State College Teacher Corps program, are that the intern will: (a) understand the scope and sequence of topics in elementary mathematics, (b) be familiar with a wide variety of activities and materials for use in a mathematics laboratory approach, (c) know various alternative approaches to teaching given mathematics topics, (d) utilize methods which convey understanding of concept rather than rote memorization, (e) realize that pupil attitudes toward a subject are as important as aptitude, (f) understand the relationship between mathematics and other elementary school curricula, and (g) know the relevance of prevalent learning theories to the specific area of mathematics. Each module contains a statement… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The ability to notice students’ mathematical thinking is key to better understanding student learning and effective teaching. Our professional development program utilized a Child Study Assignment in an attempt to strengthen K–3 teacher noticing. We applied principles of improvement science to improve this assignment to better support the development of teachers’ noticing skills. In this article, we first describe the Child Study Assignment and adjustments made to the assignment across time. Next, we provide suggestions for how this assignment might be adapted in other contexts. Lastly, we present teachers’ perceptions of the usefulness of the Child Study Assignment. Teachers in our professional development program reported that the assignment offered valuable learning experiences, and they often shared their experience… Continue Reading →
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eric.ed.gov har udgivet: This collection of activities demonstrates how the study of elementary mathematics can be extended beyond the school and involve teachers and students in investigative, problem-based experiences. The activities include topics in geometry, concept of number, algebra, measurement, graphing, statistics, and probability, and are organized into five different math trails. With this method of organization, up to 100 elementary students can participate in the activities on the same day. Each math trail has 10 activities and each activity utilizes the particular attributes of the section of the mall in which it is situated. Students collect the necessary data at the mall and then complete the activities upon returning to their classrooms by interpreting the data and applying their previous learning and understanding in mathematics to solve a real-life… Continue Reading →
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eric.ed.gov har udgivet: The use of PLATO (registered) elementary school software in Fairview Elementary School, Dayton, Ohio, was studied. PLATO software had been used in Title I mathematics classes for the last 3 years. The Title I teacher used PLATO software as an integral part of her class instructional strategy. Mathematics achievement data were analyzed for 88 Title I students over the 3 school years. Pretest and posttest mathematics scores were obtained for the Ohio State Performance test in mathematics and for parallel mathematics tests. Four percent of the Title I students scored at the proficient level on the fourth grade mathematics pretest. By the end of the year, 24% of the students were proficient in mathematics, representing a large and educationally meaningful gain in performance. Students at the lower… Continue Reading →
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eric.ed.gov har udgivet: The Instructional Conversation (IC) is a complete classroom pedagogy that focuses on teaching through small-group dialogue with students allowing responsive instruction for each student. The IC is anchored by cognitive-developmental theory and by four decades of multi-method quasi-experimental studies. This study describes the first research of an Institute Education Sciences-funded, randomized efficacy trial of IC effects on standardized test outcomes for both English Language Learner (ELL) and Non-ELL students. The main research question for this study is: Do ELLs taught by teachers who implement the IC pedagogical model perform above controls? The study aims to explore how well and for whom the pedagogy works if indeed effects are found. The focus in this multi-cohort design (over three years) involves districts and schools where students are clustered. This… Continue Reading →
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eric.ed.gov har udgivet: National professional organizations have increasingly emphasized the need for active involvement of elementary school children in thinking, decision making, and problem solving situations. Educators are calling for role playing, writing, reading, drawing, and use of manipulatives, to name but a few activities, to become part of an integrated curriculum. In an effort to determine the needs of teachers in making the change from a more traditional methodology, this paper identifies best practices as characterized by professional organizations, and describes the characteristics of math, science, and social studies programs in eight states in the South and Southeast. A 17-item survey instrument was sent to 1000 teachers in grades 1-6, with 402 teachers responding. In line with the study objective–to identify characteristics of math, science, and social studies programs… Continue Reading →
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