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Eric.ed.gov – The Math Student/The Math Teacher/The Math Problem.

eric.ed.gov har udgivet: In an examination of the problem of national mathematical illiteracy, the math student, the math teacher, and the math problem are discussed. The math student may have defects, deficiencies, disruptions, and/or differences in the cognitive abilities required to perform a mathematical problem. The math teacher may tend to be less verbal and less socially responsive than other teachers. Math teachers also may have internalized mathematical reasoning and its accompanying numerical coding and notation so that they can hardly understand the primitive state of most students and many adults and thus students tend not to question, but instead accept math as a closed system. The math word problem poses a barrier to learning because of the new words and notations and the complex language and terse sentences. An… Continue Reading

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Eric.ed.gov – Unisex Math: Narrowing the Gender Gap.

eric.ed.gov har udgivet: This study examined gender differences in attitudes toward mathematics of undergraduate students. The Attitudes Toward Mathematics Instrument (ATMI) was administered to students enrolled in introductory mathematics classes (Pre-Calculus, Calculus, and Business Calculus) at two Southeast universities, one a large state university and the other one a small private liberal arts college. The subjects of the study were 275 college students; 141 attended the state university and 134 attended the liberal arts college. General linear analysis revealed no significant differences between students from the state university and students from the liberal arts college in any of four factors (self-confidence, value of mathematics, enjoyment of mathematics, and motivation). Also, there were no significant differences between males and females on each of the four factors. These results suggest that gender… Continue Reading

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Eric.ed.gov – Understanding Math – Part II.

eric.ed.gov har udgivet: This is the second remedial workbook-text in a two-part series written for deaf students at the secondary level. It covers fractions, geometry formulas, decimals and percents, and time. For the first workbook, see SE 015 827, and for the teacher’s guide, see SE 015 829. (DT) Link til kilde

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Eric.ed.gov – Math Extra. Final Report.

eric.ed.gov har udgivet: A project adapted an existing problem-solving curriculum to help unemployed or underemployed displaced homemakers and single parents qualify for job placement and training. Forty-five adult learners from the New Choice program participated. Handouts adapted from a prior Math Employment project and instructor-created materials were used. Handouts from level 1 of the previous project were simplified even further. Instruction was supplemented with self-help groups. Findings indicated the following: 43 of 45 participants increased their math scores; 15 raised their scores 1-2 grade levels; and 28 raised their scores 3-5 grade levels using the Test of Adult Basic Education. Test scores from completion of teacher-generated word problems were substantially increased. Of the 45 participants, 28 entered training and 2 entered full-time employment. (Appendixes to the 11-page report include sample… Continue Reading

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Eric.ed.gov – Energy Math Challenge.

eric.ed.gov har udgivet: This booklet is a teacher’s guide for a lesson, appropriate for grades 3-9, to strengthen students’ mathematics skills while increasing their knowledge of energy. It consists of a game in which teams of students solve mathematics problems about energy units. The booklet contains 24 challenging mathematics word problems and 1 mega-question. (MKR) Link til kilde

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Eric.ed.gov – Classroom Strategies to Use with Students Following Traumatic Brain Injuries: Reading, Math, Writing, and Behavior

eric.ed.gov har udgivet: A Traumatic Brain Injury (TBI) changes cognition and behavior in students. Their learning needs are different from students with other exceptionalities. General and special education teachers can use specific strategies based on learning style, along with certain resources, with students who have experienced a TBI to promote learning in reading, writing and math, The typical Behavior Improvement Plan of Antecedent, Behavior, Consequences does not work with a child after a TBI. Instead, a Behavior Improvement Plan should be developed based on the student’s learning style after the injury, incorporating his or her physical and cognitive capabilities. (Contains 1 figure.) Link til kilde

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Eric.ed.gov – Math in the Workplace.

eric.ed.gov har udgivet: This document, which is designed to assist workplace education practitioners in business, education, and labor partnerships funded through the Massachusetts Department of Education’s Workplace Literacy Program, includes materials about and/or for use in developing workers’ mathematics skills. The first section, which examines the current state of the art of workplace math programs, lists math skills needed in the workplace and strategies for teaching mathematics in the workplace (teacher as facilitator, integration into other curriculum areas, collaborative learning, development of individual problem-solving strategies, importance of process, use of hands-on activities/manipulatives, and application of learning). In the second section, the author relates her own experiences in developing and presenting workplace mathematics programs to help employees accomplish the following: improve job performance, pass an examination/test, and become better-informed employees. The… Continue Reading

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Eric.ed.gov – Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE. Pilot Study

eric.ed.gov har udgivet: This report describes the conduct and outcomes of an experimental pilot study conducted in Spring 2004 to develop and test a model that aimed to enhance career and technical education (CTE) instruction with the mathematics already embedded in the curricula of six occupational areas. Although present in the CTE curriculum, math is largely implicit to both teachers and students. The impetus for the study is that many high school students, particularly those in enrolled in CTE courses, do not have the math skills necessary for today’s jobs or college entrance requirements. This research project was aimed at using an authentic context for teaching math skills. Preparation for the study began in the summer of 2003 with the nationwide recruitment of teacher-participants. CTE teachers who were interested in… Continue Reading

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Eric.ed.gov – Representing Rural Context in Doctoral-Level Math Education Courses: A Guide for Mathematics Education Professors. Occasional Paper No. 12

eric.ed.gov har udgivet: This short paper is designed to serve as a kind of primer for professors interested in thinking through ways to build a rural dimension into mathematics education courses in the interest of squarely addressing the vision and mission of ACCLAIM. Few words, therefore, will be deployed in the interest of establishing an intellectual warrant for the assumptions and assertions embedded in these pages. In fact, all that will be said in this regard is that 1) the ascendancy of what is loosely referred to as “constructivist learning theory” over the past decade clearly elevates the role of context in the development of human understanding. In other words, if professors want students (pre-school through doctoral level) to achieve at high levels, the insertion of context is currently seen… Continue Reading

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Eric.ed.gov – Increasing Math Achievement through Use of Music.

eric.ed.gov har udgivet: This report describes a program for increasing math achievement through the use of musical interventions including repeated exposure to Mozart classical music and School House Rock, and introduction to teacher-made songs that introduce mathematical concepts in the music classroom. The students of the targeted second and fourth grade classes exhibited low levels of achievement according to local and national standards. Evidence for the existence of the problem included teacher- made pre-tests, parent questionnaires, and student questionnaires. Probable causes for low levels of student mathematical achievement were identified through a review of the literature and analysis of the setting and can be divided into student, home, school, teacher, and district influences. The following probable causes were cited: disabilities, classroom climate, motivation, problem behaviors, lack of homework support due… Continue Reading