eric.ed.gov har udgivet: This booklet is one in a series on different education topics intended to help parents make the most of their child’s natural curiosity and become an integral part of reaching the National Education Goals as set forth by the President and governors in 1990. The book suggests ways that parents can generate interest in mathematics in children aged 5-13. Three initial sections discuss ideas parents need to consider when working with their children. Concepts discussed include the importance of mathematics, parents’ and students’ attitudes toward mathematics, the meaning of being a mathematics problem solver, communicating mathematics, and how to use the book. Twenty-six activities are presented that incorporate games, problem solving, and hands-on experiences to teach mathematical concepts. The activities are divided into three categories: (1) Math… Continue Reading →
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eric.ed.gov har udgivet: Influences on sex equity in mathematics achievement are discussed in this summary of research and recommendations. Information on the following topics is presented, with each finding referenced to a source or sources in the bibliography provided at the end of the report: mathematics enrollment, influences on mathematics participation, predicting mathematics achievement, sex differences in attitudes toward mathematics and in mathematics achievement, visual/spatial skills, parents, peers and significant others, teachers, classroom environment, school structure, testing, advanced placement girls, career aspirations and educational goals, and recommendations to parents, teachers, and school personnel. Forty-four references are included in the bibliography. (MNS) Link til kilde
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eric.ed.gov har udgivet: This guide was prepared to assist in determining the mathematics that should be included in drafting, electricity, electronics, and machine shop programs. Information for the guide was obtained by asking teachers from every postsecondary vocational school in Kentucky to respond to a questionnaire listing mathematics competencies for their specialty by marking each competency as “needed” or “not needed.” The guide is organized in four sections. The first section provides a background for understanding and using the handbook information. The “how” and “why” of what was done are explained in this section. The second section deals with the mathematics competencies for the four programs. Listed are common competencies, competencies specific to programs, and information on using the competency information. Since it may be difficult to visualize a mathematics… Continue Reading →
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eric.ed.gov har udgivet: National professional organizations have increasingly emphasized the need for active involvement of elementary school children in thinking, decision making, and problem solving situations. Educators are calling for role playing, writing, reading, drawing, and use of manipulatives, to name but a few activities, to become part of an integrated curriculum. In an effort to determine the needs of teachers in making the change from a more traditional methodology, this paper identifies best practices as characterized by professional organizations, and describes the characteristics of math, science, and social studies programs in eight states in the South and Southeast. A 17-item survey instrument was sent to 1000 teachers in grades 1-6, with 402 teachers responding. In line with the study objective–to identify characteristics of math, science, and social studies programs… Continue Reading →
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eric.ed.gov har udgivet: The Teacher Education and Mathematics project, funded by the Women’s Educational Equity Act, developed curriculum materials to increase mathematical knowledge and confidence, increase the perception of mathematics as a female domain, reduce math anxiety, and develop skills in identifying and counteracting sex bias in mathematics instruction. To develop effective materials, a formative evaluation was to document materials’ use at each stage of development, to assess student responses to materials, to collect judgment of external experts, and to collect reactions and suggestions of instructors who used the materials. Evaluation issues explored in this paper are: reliance on observer descriptions and participant ratings, effects on students and instructional staff of intensive observations, effects on students of frequent requests for feedback and evaluative reactions, and the extent to which professionals… Continue Reading →
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eric.ed.gov har udgivet: This brochure, one in a series of four, is designed to assist people working in schools and in the community as they work together to encourage girls in mathematics, science, and engineering. Six sections discuss the reasons for and ways to work together to make changes. The first section describes what special programs can offer schools, and reciprocally, what schools offer special programs. The second section offers a rationale for making changes that will attract more women into mathematics and science related fields. The third section provides seven suggestions, based on evaluation and research, that help make collaboration work, and identifies five practices that, based on experience, should not be done. The fourth section presents a model that has enabled teachers to double the amount of hands-on… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on approximation and estimation. It consists of: (1) an instructor’s text; (2) an instructor’s guide and solutions to student exercises; (3) student materials and exercises; and (4) student summary and review. The instructor’s text provides specific directions for guiding lessons and commentary on mathematics content and mathematics attitudes. This is accomplished by a “facing pages” format whereby the right-hand page provides step-by-step teaching directives while the left-hand page provides teaching insights, other options of instruction, and psychological or attitudinal strategies, when appropriate. The instructor’s text also contains content objectives, specified to indicate the scope and structure of the module, and student evaluation materials. The instructor’s guide and solutions to exercises provides teaching approaches and solutions to problems. Student… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on probability. It consists of: (1) an instructor’s text; (2) an instructor’s guide and solutions to student exercises; (3) student materials and exercises; and (4) student summary and review. The instructor’s text provides specific directions for guiding lessons and commentary on mathematics content and mathematics attitudes. This is accomplished by a “facing pages” format whereby the right-hand page provides step-by-step teaching directives while the left-hand page provides teaching insights, other options of instruction, and psychological or attitudinal strategies, when appropriate. The instructor’s text also contains content objectives, specified to indicate the scope and structure of the module, and student evaluation materials. The instructor’s guide and solutions to exercises provides approaches and solutions to problems. Student materials and exercises… Continue Reading →
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eric.ed.gov har udgivet: As part of an effort to improve basic math instruction at Vocational-Technical Institute (T-VI) in New Mexico, a survey was conducted asking teachers, tutors, and instructional technicians to assess the importance of and student performance on 35 basic math competencies. Survey responses were then related to two national standards of mathematical literacy: the vocational standards of the Secretary of Labor’s Commission on Achieving the Necessary Skills (SCANS) and the academic standards of the National Council of Teachers of Mathematics (NCTM). Study highlights included the following: (1) several skills seen as important by SCANS and NCTM were viewed as unimportant by teachers of math and math-related subjects, including “working together in groups to solve problems,””using calculators,””ability to estimate,””ability to use measuring tools and systems,” and “ability to use… Continue Reading →
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eric.ed.gov har udgivet: This guide was written to aid home economics teachers in developing a greater understanding and use of basic skills in the home economics curriculum. The objectives of this guide are (1) to expand the awareness of underlying mathematics and science principles in the consumer and vocational home economics curriculum and (2) to provide a bank of resources to give teachers a practical and useful base from which to launch their own basic skills instruction. The curriculum guide, structured around the Montana Scope and Sequence, is divided into the curriculum areas of child development, family life, clothing and textiles, foods and nutrition, consumer education, and housing and home furnishings. Objectives and page numbers corresponding to the Scope and Sequence are noted on the top of each page. Science… Continue Reading →
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