eric.ed.gov har udgivet: “Louisiana Believes” embraces the principle that all children can achieve at high levels, as evidenced in Louisiana’s recent adoption of the Common Core State Standards (CCSS). “Louisiana Believes” also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance. The “iLEAP Assessment Guide” provides an overview of Louisiana assessments administered through the integrated Louisiana Educational Assessment Program (iLEAP). In addition to providing teachers with… Continue Reading →
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eric.ed.gov har udgivet: The study aims to identify the effect of using computerized based education on Eighth grade achievement in Math. In addition the study aims to identify the effect of gender on students’ achievement who received computerized education. The study was based on the selection of students from two schools in Ma’an City one for females and the other for males. The selection was based on the availability of computer labs and a teacher who has technological experience in class. Two groups were chosen in each school; one was a controlled group and the other was the experimental group which used computerized education. The total number of selected subjects was 109 students. The four groups undertook a pretest and comparative analysis showed that there was no similar correspondence between… Continue Reading →
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eric.ed.gov har udgivet: Today’s society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students’ attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan were selected. They were divided randomly into two groups: the treatment group (n = 22) and the control group (n = 21) and their pre- and post-test scores compared. Findings supported the hypothesis that students in the treatment group who received the math intervention obtained higher post-test scores in comparison to their classmates in the control group. Link til kilde
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eric.ed.gov har udgivet: There are different perspectives in the literature on the examination of visual images used in course books. In this study, illustrations from the visuals used in geometry in the lower learning area of school mathematics were examined and summarized first by researchers and then by teachers and students. For many students, the mathematics coursebook is the first material they encounter in understanding the course content and conveying the mathematics culture. In this study, the illustrations related to the concept of Angle used in mathematics coursebook, two books published abroad, two books published in Turkey, for 5th-grade students were analyzed. The type of research is Document Analysis and the illustrations were examined in qualitative and quantitative terms. In this way, the study aimed to analyze the contribution of… Continue Reading →
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eric.ed.gov har udgivet: To address the problem of low achieving math students, a cross-age math tutoring intervention paired middle school tutors with kindergarten and first grade students with low math skills. This instrumental group case study explored the effects of the intervention on the math skills of the students through teacher interviews and the testing program of “Aimsweb Plus” (Pearson, 2017) before and after the tutoring intervention. Most of the teachers of the tutees reported measurable math gains possibly from the tutoring and most of the teachers observed improved attitude towards math work for the young tutees. Most teachers of the tutors did not report any measurable math gain from tutoring young students. All the teachers of the tutors recommended the cross-age tutoring experience as the middle school students seemed… Continue Reading →
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