eric.ed.gov har udgivet: Females’ underperformance in mathematics is discussed as a function of negative expectancies by parents, teachers, and peers. These negative expectancies of significant others lead to negative self-expectancies and negative attitudes about mathematics on the part of female students. These negative expectancies and attitudes lead to lower performance, reinforcing parents’ and teachers’ negative expectancies. Thus a cycle of low expectancies leading to low performance leading to even lower expectancies is perpetuated. Some reasons this cycle persists are: (1) girls, more than boys, tend to believe that mathematical ability is something individuals either have or do not have; (2) girls are more math anxious than boys; (3) girls may believe that “girls just cannot do math”; (4) girls’ belief that their ability is so low that no amount of… Continue Reading →
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eric.ed.gov har udgivet: This report examines issues in the low achievement of American students in mathematics, with emphasis on the low representation of minority students in this field. American myths about mathematics which emphasize the importance of innate ability rather than hard work are seen as reinforcing racial and gender stereotypes about who can do mathematics. Examples of prominent mathematicians and physicists whose lives counter these myths are offered. Comparisons are made showing that American students at all levels lag behind their foreign counterparts in mathematics achievement. Details of these comparisons and how they have influenced reform efforts in mathematics education are considered. Specific barriers to mathematics achievement experienced by minority students are identified and statistics showing minority underrepresentation in this field are detailed. The Strengthening Underrepresented Minority Mathematics Achievement… Continue Reading →
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eric.ed.gov har udgivet: This collection of activities demonstrates how the study of elementary mathematics can be extended beyond the school and involve teachers and students in investigative, problem-based experiences. The activities include topics in geometry, concept of number, algebra, measurement, graphing, statistics, and probability, and are organized into five different math trails. With this method of organization, up to 100 elementary students can participate in the activities on the same day. Each math trail has 10 activities and each activity utilizes the particular attributes of the section of the mall in which it is situated. Students collect the necessary data at the mall and then complete the activities upon returning to their classrooms by interpreting the data and applying their previous learning and understanding in mathematics to solve a real-life… Continue Reading →
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eric.ed.gov har udgivet: This digest addresses the issue of sex differences in mathematics achievement in K-12 students. The problem is discussed in three sections. The first section examines the progress that has been made in narrowing the gap between girls’ and boys’ achievement in mathematics and the numbers of women and men who enter mathematics-related careers. Issues addressed include the failure of research to find any inherent differences in girls’ and boys’ abilities in mathematics, the underrepresentation of women in mathematics-related fields, strategies to motivate girls to take more mathematics courses, and strategies to encourage girls to consider mathematical and scientific careers. The second section offers innovative approaches in mathematics education funded by the Women’s Educational Equity Act (WEEA) Project. A list of the products mentioned in the article is… Continue Reading →
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eric.ed.gov har udgivet: This study compared the effects of two different special educator roles within high school algebra classes containing special needs students. The special educator served as either in-room assistant or as co-teacher. The study was conducted for one chapter of algebra study over a 3-week period. No significant differences between groups were found prior to the treatment. Following the two treatments, students in the co-teaching condition scored significantly higher in achievement than did students in the in-room assistance group or the control group. Females in the co-teaching condition achieved significantly higher scores than did females in the control group. Females receiving in-room assistance also scored significantly higher than control group females. No significant findings in achievement were found for males or for students receiving special education services. Appended… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on a study to document influences on five beginning mathematics and science teachers’ instructional beliefs after a preservice methods course in secondary literacy. The participants were former military officers who had selected teaching as a second career. The study looked at: the teachers’ beliefs about uses of literacy in their content instruction from preservice through the second teaching year; influences the teachers perceived as affecting their beliefs; and how and why the teachers’ beliefs about literacy in their content instruction changed or remained constant over the 3-year period. Results showed: all five teachers’ beliefs had been influenced by the methods course; the teachers’ instructional beliefs became more elaborate and specific during their student teaching and first year of teaching; as student teachers, they were… Continue Reading →
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eric.ed.gov har udgivet: The use of PLATO (registered) elementary school software in Fairview Elementary School, Dayton, Ohio, was studied. PLATO software had been used in Title I mathematics classes for the last 3 years. The Title I teacher used PLATO software as an integral part of her class instructional strategy. Mathematics achievement data were analyzed for 88 Title I students over the 3 school years. Pretest and posttest mathematics scores were obtained for the Ohio State Performance test in mathematics and for parallel mathematics tests. Four percent of the Title I students scored at the proficient level on the fourth grade mathematics pretest. By the end of the year, 24% of the students were proficient in mathematics, representing a large and educationally meaningful gain in performance. Students at the lower… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this research was to understand fifth grade children’s cognitive behavior as they wrote, solved and then, in small groups, shared original math story problems. Research questions examined children’s: (1) beliefs about math in this problem-writing classroom, (2) math story problem-writing behavior, (3) difficulties with their self-generated problems, and (4) small-group problem solving behavior. Case studies were conducted in the context of a teaching experiment in one fifth grade classroom. Children were engaged to write, solve and then share math story problems three or four days a week during this one year study. There were three overlapping groups of participant children. Eight children were observed as they wrote and solved math story problems. Seventeen children, including the eight previously observed, were observed via audio-recordings as… Continue Reading →
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eric.ed.gov har udgivet: This booklet is designed to be used with a video of the classroom of second-grade teacher Victoria Bill. The 40-minute video shows the teacher using a variety of manipulations, facilitating both large- and small-group discussions, and applying a problem-solving approach to math. The text in the booklet is based on spoken comments made by observers as they watched the videotape, and provides added insight into the instructional methods used in the class. The video and the accompanying booklet are divided into 16 events, each representing a change in the activities in the classroom. The discussion of each event begins with an assessment and overall description of the event, followed by discussions of classroom management, problem solving, and teaching strategies used in each example. (ND) Link til kilde
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eric.ed.gov har udgivet: The differences in effects of heterogeneous and homogeneous regrouping for math on academic ability and self-concept in math were investigated. Five sixth-grade students from both grouping placements were interviewed to determine their self-concept of their math abilities. All students labeled as average or below from both placements were given an assessment of basic grade-level math skills. The classes containing these students were observed, and each placement had the same teacher providing all math instruction. The results indicated that the homogeneous students liked their math classes better and were more likely to compare themselves above their classmates in ability than the heterogeneous students. However, there were almost no differences between overall self-concept in math between the placements, and the scores on the assessment substantially favored the heterogeneous placement.… Continue Reading →
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