eric.ed.gov har udgivet: This book offers guidelines for elementary school teachers for making adaptations in reading and mathematics instruction for students with mild disabilities in the general education classroom. Following an introductory chapter, Chapter 1 presents eight principles for materials adaption organized according to the acronym FLEXIBLE: F-feasible (adaptations must be feasible in the classroom), L-lively (adaptations must be lively and fun), E-eliminated (adaptations must have the goal of being eventually faded out), X-explicit (adaptations must have a definite explicit purpose), I-intentional (adaptions should be part of a comprehension individualized plan), B-beneficial (adaptations should benefit the student with disabilities without detracting from the learning of other students), L-limelight (adaptations do not place undue attention on the student with disabilities), and E-evaluated (adaptations should be evaluated on an ongoing basis). Chapter… Continue Reading →
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eric.ed.gov har udgivet: An attempt to meet the need for resource materials available for Adult Basic Education (ABE) personnel who work with Spanish-speaking adults is presented. The information presented was acquired by writing to commercial publishers throughout the country. Evaluations included were completed by identifying the usefulness of the curricular offerings for Spanish-speaking adults. Portions of the evaluations are designed for children and junior and senior high school students; some of these have proven useful to adults. Evaluative criteria used when the materials were assessed include: Title, Author, Publisher, Objectives, Criterion Measures, Instructional Components, Learner Prerequisite, Teacher Requirements, Reliability Effect, Cost and Time. (Author/CK) Link til kilde
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eric.ed.gov har udgivet: An attempt to meet the need for resource materials Spanish-speaking adults is presented. The information presented was acquired by writing to commercial publishers throughout the country. Evaluations included were completed by identifying the usefulness of the curricular offerings for Spanish-speaking adults. Portions of the evaluations are designed for children and junior high school students; some of these have proven useful to adults. Evaluative criteria used when the materials were assessed include: Title, Author, Publisher, Objectives, Criterion Measures, Instructional Components, Learner Prerequisite, Teacher Requirements, Reliability Effect, Cost, and Time. (Author/CK) Link til kilde
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eric.ed.gov har udgivet: This bibliography, pertinent to preschool math materials, contains math materials, contains references which are largely devoted to descriptions of materials and to an explanation of their use. The content of each reference has been described briefly and notation has been made concerning inclusion of plates which would picture the material or even show it in use. Also included in the bibliography are some math curriculum guides which may be of interest to teachers. This bibliography is by no means exhaustive, but it does acquaint the reader with several of the materials from structured math systems which are available, but not generally in use. (Author) Link til kilde
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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: The selected bibliography provides information on approximately 500 math materials appropriate for students from preschool through high school. Emphasized are manipulative aids, kits, and prepackaged programs. Materials are listed alphabetically by publisher within the following categories: activity cards, audio aids, charts, diagnostic aids, duplicating masters, film media, games and puzzles, kits and prepackaged programs, manipulatives, supplemental texts and readers, teacher references, teaching machines, transparencies and overhead visuals, and workbooks or worksheets. A typical reference includes name of material, publisher and publisher’s address, order number (when available), cost (when available), appropriate grade levels and a brief description of the material. Also noted is whether the material requires little or no reading skill, is essentially remedial, is programmed, or is suitable for enrichment purposes. (DB) Link til kilde
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eric.ed.gov har udgivet: Tackling Literacy: A Collaborative Approach to Developing Materials, for Assessing Science Literacy Skills in Content Classrooms through A STEM Perspective Link til kilde
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eric.ed.gov har udgivet: The interaction between types of communication and socio-mathematical norms on students’ learning autonomy in five curriculum programs was investigated. Uni-directional, contributive, reflective, and instructive types of communications were present in curriculum programs studied. Investigations in Number Data and Space and Math Trailblazers provided opportunities for students to explain, justify, and compare solution strategies. Math in Focus and Scott Foresman Addison Wesley-Mathematics required explanations, justifications, and comparisons of solution strategies, but those were mainly provided by the teacher. The former and latter programs potentially foster intellectual autonomous and intellectual heteronomous learning in students, respectively, while Everyday Mathematics almost equally supports both. [For the complete proceedings, see ED583989.] Link til kilde
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eric.ed.gov har udgivet: In this article, we report from a group (N=98) of students from two campuses of one Finnish university, on their study habits, and to what extent they use different kinds of learning materials in university mathematics courses. Our results show that the older students are more communicative with their teachers, whereas the younger students ask for help more often from fellow students. The sociomathematical norms that constitute the local study culture have a significant impact on the study habits and on the use of learning materials. For example, the use of videos and studying lecture materials before the lectures were clearly more usual at one campus than at the other. We also found some significant differences between the groups that are based on the study programmes. The… Continue Reading →
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eric.ed.gov har udgivet: Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to students. This booklet contains the “Math Academy–Can You See It in Nature? Explorations in Patterns & Functions,” which a teacher can use to enhance his/her math instruction while staying true to the academic rigor required by the state standards framework. It contains all the activities used for the patterns and functions Math Academy. This Math Academy is designed to help students understand the connection between geometric and numerical patterns (younger students) as well as between patterns and functions (older students). One may choose to implement a grade-level or school-wide Math Academy as the author originally… Continue Reading →
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