eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on approximation and estimation. It consists of: (1) an instructor’s text; (2) an instructor’s guide and solutions to student exercises; (3) student materials and exercises; and (4) student summary and review. The instructor’s text provides specific directions for guiding lessons and commentary on mathematics content and mathematics attitudes. This is accomplished by a “facing pages” format whereby the right-hand page provides step-by-step teaching directives while the left-hand page provides teaching insights, other options of instruction, and psychological or attitudinal strategies, when appropriate. The instructor’s text also contains content objectives, specified to indicate the scope and structure of the module, and student evaluation materials. The instructor’s guide and solutions to exercises provides teaching approaches and solutions to problems. Student… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on probability. It consists of: (1) an instructor’s text; (2) an instructor’s guide and solutions to student exercises; (3) student materials and exercises; and (4) student summary and review. The instructor’s text provides specific directions for guiding lessons and commentary on mathematics content and mathematics attitudes. This is accomplished by a “facing pages” format whereby the right-hand page provides step-by-step teaching directives while the left-hand page provides teaching insights, other options of instruction, and psychological or attitudinal strategies, when appropriate. The instructor’s text also contains content objectives, specified to indicate the scope and structure of the module, and student evaluation materials. The instructor’s guide and solutions to exercises provides approaches and solutions to problems. Student materials and exercises… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) module is designed to increase awareness of the fact that, historically, women have contributed to mathematical knowledge and mathematics education, that they continue to do so at the present time, and that these women may serve as important role models. It contains an instructor’s text and student materials. The instructor’s text provides (1) specific directions for the instructor to follow in guiding lessons and (2) commentary designed to help in building positive mathematics attitudes. The directions tell how to proceed step-by-step, while the commentary articulates a philosophy and provides explanations, attitudinal interventions, and instructional alternatives. This is accomplished with a special “facing pages” format. The right-hand page provides teaching directives, while the left-hand page, “commentary and notes” (or just “notes” when… Continue Reading →
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eric.ed.gov har udgivet: Using a cross-cultural perspective, researchers studied the “math avoidance syndrome,” which has reached crisis proportions among American Indians, at two elementary schools on Utah’s Northern Ute Reservation and Wisconsin’s Oneida Indian Reservation in 1980. Researchers gathered data by observing math instruction at the schools and by interviewing parents, teachers, tribal officials, and a group of students from third and fourth grade classrooms. They also discussed with tribal elders each tribe’s style of computation and problem solving. Results showed that, contrary to widely held beliefs, neither degree of traditionality nor sex of student served as an accurate predictor of student math attainment or interest in math. Perceived conflicts between school and home regarding function and purpose of education, social organization of math lessons, incompatibility of classroom management styles,… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) module focuses on women, mathematics, and careers. Module goals include (among others) increasing students’ awarenesss of the role that mathematics plays in almost all careers and their ability to pinpoint mathematics behaviors used in specific careers. The module consists of an instructor’s text and student materials. The instructor’s text provides (1) specific directions for guiding the lessons and (2) commentary designed to help teachers build positive mathematics attitudes. The format is one of “facing pages” whereby the right-hand page provides step-by-step teaching directives and the left-hand page furnishes commentary that articulates a philosophy, provides explanations, and suggests psychological approaches. The “commentary and notes” page also allots space for the instructor’s use and when no commentary applies, the entire page is alloted… Continue Reading →
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eric.ed.gov har udgivet: The aim of the Title I math program was to improve the teaching of mathematics at the primary level in Title I schools. School staff and Parent Advisory Committee members had suggested and helped plan the focus of the project. It was expected that improved teaching would raise the level of understanding of basic mathematics skills and concepts of primary pupils. Testing of the children, however, was incomplete and inconclusive. All Title I primary teachers were eligible for the project. Most of the teachers from 25 public and 9 nonpublic schools availed themselves of the services offered by the project during the two years, 1972-74, covered by this report. This evaluation concentrated on the activities of the project and teachers’ responses to those activities. Teachers received over… Continue Reading →
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eric.ed.gov har udgivet: Student achievement and attitudes toward mathematics are influenced by the teacher, emphasizing the importance of quality teacher preparation. This study explored different preparations and the impact on pre-service teachers’ pedagogical content knowledge. The sample included 96 pre-service teachers enrolled in a math course at one Midwestern university. Results suggest that field experience combined with other aspects of mathematical teacher preparation impact pre-service teachers’ pedagogical content knowledge for mathematics. (Contains 7 tables.) Link til kilde
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eric.ed.gov har udgivet: The present study sought to examine the relationship between teacher quality and student achievement in public elementary schools in a community district school of the New York City. It has 23 elementary schools, more than 7,600 students and around 350 teachers. For this study, participants consist of a sample of 117 full-time teachers who were working in third, fourth and fifth grade during the 2006-2007 school year. By recognizing the link between quality teaching and student achievement, this study addressed the broad question: “What is the relationship between teacher quality and student achievement?” Methodologically, data collection was based on a standardized questionnaire developed by the National Center for Education Statistics (NCES). The survey used here was adapted by the researcher to explore three specific teacher quality characteristics:… Continue Reading →
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eric.ed.gov har udgivet: This investigation compared the attitudes of business and elementary education majors on the enjoyment and value of mathematics. Fifty elementary education majors and 58 business majors participated. The mathematics attitude questionnaire contained two sections of questions: eight questions on the enjoyment of mathematics and eight questions on the value of mathematics. The attitude of enjoyment was not significantly different between the business and elementary majors. However, elementary education majors valued mathematics significantly higher than did the business majors. It was also found that both the elementary education and business majors value mathematics to a significantly higher degree than they enjoy mathematics. No significant differences were found between male and female business majors’ enjoyment and value scores. (Author/YP) Link til kilde
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on patterns. It consists of: (1) an instructor’s text; (2) an instructor’s guide and solutions to student exercises; (3) student materials and exercises; and (4) student summary and review. The instructor’s text provides specific directions for guiding lessons and commentary on mathematics content and mathematics attitudes. This is accomplished by a “facing pages” format whereby the right-hand page provides step-by-step teaching directives while the left-hand page provides teaching insights, other options of instruction, and psychological or attitudinal strategies, when appropriate. The instructor’s text also contains content objectives, specified to indicate the scope and structure of the module, and student evaluation materials. The instructor’s guide and solutions to exercises recommends teaching approaches to the materials and provides answers to… Continue Reading →
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