eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on metric measurement. Topics addressed include decimal structure and prefixes, precision in measurement, reference measures, United States customary and metric systems, volume, area, and conversion. The module 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 guide and solutions to exercises gives the instructor approaches to the exercises and… Continue Reading →
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eric.ed.gov har udgivet: This handbook provides information on the purpose, organization, and use of Teacher Education and Mathematics (TEAM) modules within the context of a teacher education course for elementary education students or as supplementary materials to such a course. The four mathematics and four attitudinal modules are designed to produce four outcomes for learners: (1) increased mathematics knowledge and skills; (2) more confidence (and less math anxiety) in dealing with mathematics; (3) skill in identifying sex-role stereotyping in curriculum materials and teaching behaviors; and (4) perception of mathematics as useful and appropriate for females. Topics addressed in the mathematics modules include patterns, approximation and estimation, choice and chance, and metric measurement. Topics addressed in the four attitudinal modules include sex-role stereotypes, women and mathematics careers, women as mathematicians, and… Continue Reading →
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eric.ed.gov har udgivet: In collaboration with two other research organizations, the authors integrate principles of the BEAR Assessment System with Universal Design for Learning principles to develop and validate learning progressions and an aligned, universally designed formative and summative classroom assessment system for promoting conceptual understanding of number sense/operations for students with Math Learning Disabilities (MLD). This research will help to create an effective and validated formative assessment system for meaningfully and validly diagnosing and promoting student learning outcomes on constructs central to number sense and operations for whole numbers up to and including elementary fractions. The assessment system will offer a powerful tool that will provide teachers cutting edge research and empirically based resources for validly monitoring student knowledge and progress, meaningfully interpreting evidence about student learning from formative… Continue Reading →
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eric.ed.gov har udgivet: Sitting just north of the U.S.-Mexico border, the Chula Vista Elementary School District (CVESD) supports teaching and learning in California’s largest elementary school system. Across its 47 schools, CVESD educators serve over 30,000 students each day, 90% of whom are students of color and over one third of whom are English learners. CVESD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California’s math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within CVESD that have promoted student learning, especially… Continue Reading →
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eric.ed.gov har udgivet: This guide is designed to provide teachers with materials they can use with young women to help them to attain higher levels of mathematics achievement and to encourage them to take as many math courses as possible in high school. During their early school years, students develop skills and attitudes toward learning that form the basis of future academic growth. This guide for elementary school teachers includes strategies, activities and resources that deal with five major topics. Part 1, “Attitudes and Math,” includes materials on mathematics confidence, math aspirations and expectations, and attribution patterns. Part 2, “Math Relevance,” contains materials related to interest in mathematics, making mathematics more relevant and useful, and positive role models for girls. Part 3, “The Learning Environment,” contains materials on teacher-student interaction… Continue Reading →
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eric.ed.gov har udgivet: This publication describes features of the South Central Kansas Elementary Math-Science (SOCKEMS) project developed as a child-centered program, although the actual teaching materials and methods are not described. Materials are presented in such a way that children learn science by using their perceptual ability to great extent. Considerable emphasis is placed on concrete, tangible, observable investigative activities. Inservice teacher workshops to orient teachers with the methods and materials are provided. Evaluation of the program showed considerable student success related to short term and long term achievement and attitudinal changes. This work was prepared under an ESEA Title III contract. (PS) Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We examined the effect of learning English as a foreign language in early childhood on children’s later English and Chinese achievement and attitude toward English learning in mainland China. A total of 892 children were divided into two groups according to whether they had any English learning experience before they entered elementary school. To reduce self-selection bias in children’s early English learning experience, we employed propensity score matching (PSM) and coarsened exact matching (CEM) techniques and generated balanced samples based on children’s demographic, parent-child interactional and socio-economic characteristics. We found that the experience of early childhood English learning alone positively contributed to later English language and Chinese language achievement and also to attitudes toward English learning. The findings… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who were placed in regular classrooms and their teachers. The Turkish version of the Code for Instructional Structure and Student Academic Response-Mainstream Version (MS-CISSAR) was used for data collection which was based on a momentary time-sampling. The results of molar analysis indicated that the student behaviors displayed the most were no academic response, no task management, and no competing response. Attention and academic talk were found to be the teacher behaviors displayed the most during… Continue Reading →
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eric.ed.gov har udgivet: Learning how to use mathematics curriculum materials to create learning opportunities is an important part of the work of teaching. This paper presents findings from a study involving 15 elementary preservice teachers enrolled in, first, a content and, then, a methods course, and discusses the extent to which three curriculum interventions influenced their conceptions of how math curriculum materials are used. Additionally, this paper discusses the implications of this research for mathematics teacher education programs and proposes a framework for integrating work around curriculum materials into mathematics content and methods courses in order to prepare preservice teachers for using these materials effectively. (Contains 11 footnotes and 4 tables.) Link til kilde
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eric.ed.gov har udgivet: This research examines the impact of the No Child Left Behind (NCLB) Act on elementary science education within a Midwestern state possessing strong national education measures. Elementary teachers (N = 164) responded to an online survey, which included both closed-ended and open-ended questions pertaining to science instruction and changes made in science instruction since the implementation of NCLB. More than half of these teachers indicated they have cut time from science instruction since NCLB became a law. The reason given for this decrease in science education was mainly the need to increase time for math and reading instruction. (Contains 3 figures.) Link til kilde
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