eric.ed.gov har udgivet: This paper summarizes a formative evaluation of a developmental project designed to maximize the potential use of computers in mathematics instruction through the use of volunteers. The project was conducted using a 7th-grade class at an intermediate school in Utah. Data were analyzed for 12 students in a special class for students not having the necessary basic mathematics skills to enroll in a regular class. Students used math computer lab twice a week. The volunteers determined what mathematics skills each student needed to practice by referring to the student files, determined what software program would be appropriate for the student, and managed all the necessary student data. Both quantitative and qualitative data were analyzed for: (1) achievement; (2) attitude about mathematics; (3) mathematics anxiety; (4) study habits;… Continue Reading →
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eric.ed.gov har udgivet: Biotechnology constitutes one of the most challenging, cutting-edge, and rapidly growing fields in science today. Both the practical implications and the hands-on nature of this “modern science” make the topic of biotechnology an attractive addition to the high school science curriculum. The current study is the first of its kind to explore how student characteristics and biotechnology course outcomes relate to one another. Results indicated that students’ general attitudes about science and their overall math skills predicted success across a number of measures, including both self-reported skill ratings as well as the more traditional measures of course grade and exam score. The results also demonstrated the association between skill, as measured through self-reported proficiency ratings, and achievement on an articulation exam. It documented the relation between skills… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: This paper presents the annual report of the Consolidated Grant Title V, Part A: Innovative Programs for the fiscal year 2008-2009. This report contains three sections. Section I, “Progress Report by Program”, contains the following programs: (1) Local Education Reform Plan To Improve Reading, Math, and Language Arts; (2) Reading and Math Reform Programs; (3) Improving Teacher Quality; (4) Expanded Learning Opportunities; (5) Alternative School Program; (6) Cooperative Education Services; (7) Technology Education; (8) Integrating Science and Allied Health; (9) Gifted and Talented Education; (10) Private, Non-Profit Schools Program Participation; and (11) Education Technology. Section II focuses on participating schools data. Section III focuses on financial expenditure data. Individual programs contain tables. Link til kilde
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eric.ed.gov har udgivet: This second issue of “Connect” highlights innovative teaching as practiced by teachers and administrators in Michigan schools as they seek to provide greater personalization for every student’s learning. Nicholas Provenzano and Ben Gilpin give field reports from their schools, which have implemented a version of 20-Time–a concept borrowed from business where it has been used to encourage creativity in product development. 20-Time seeks to promote students’ motivation, autonomy, and communication and interpersonal skills in collaborative endeavors–all characteristics deemed essential for their working careers. Tara Maynard and Delia Bush provide field reports on their flipped math classes. Flipped classrooms take advantage of technology by reversing the traditional schoolwork-homework activities. This arrangement allows greater personalization, and creates extra class time for teachers to help individual students or small groups… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
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eric.ed.gov har udgivet: This paper describes findings from a blocked randomized design (BRD) field study conducted to examine the “Next Generation Preschool Math” (NGPM) program’s implementation in preschool classrooms and promise in improving young children’s mathematic learning. NGPM integrates traditional preschool activities with developmentally appropriate technology to support teaching and learning. During development, an evidence-based curriculum design framework and iterative development processes were employed (i.e. design-based research). Research questions guiding this research include: (1) Does experiencing NGPM impact young children’s mastery of subitizing and equipartitioning?; (2) Can the NGPM units feasibly be implemented in preschool classrooms?; (3) Does experiencing the NGPM unit 1 impact young children’s mastery of subitizing?; (4) Does experiencing the NGPM unit 2 impact young children’s mastery of equipartitioning?; and (5) Does experiencing the NGPM intervention improve… Continue Reading →
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eric.ed.gov har udgivet: Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness). The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3)… Continue Reading →
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eric.ed.gov har udgivet: This article presents a mixed-method study of the innovative “Senso-Math” preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children through the intervention of trained facilitators who bring the adjunct program into preschools. The results indicate a positive change in the attitudes of the facilitators to their professional calling and, after an adjustment period, a positive attitude overall regarding the facilitators’ contribution to mathematics education in the preschool as evidenced by the significant relationships that developed between the facilitators and the preschool teachers. Link til kilde
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