eric.ed.gov har udgivet: In a recent study at the University of Regina, preservice teachers were asked questions about their internship experiences of teaching mathematics. One question in the study focused on asking preservice teachers to recall their most meaningful experiences in the mathematics classroom during their internship, to which many responded with stories of how their students all of a sudden just “got” a concept and how this could even be visually detected. It is interesting to note the comparisons between their responses to this question about meaningful experiences and their responses to other questions concerning their images of math as a subject, their attitudes toward math, and their perceptions of what it means to know (in) math. Factors other than ability influence students’ approaches to challenges, their persistence (or… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to provide statistical evidence to demonstrate that peer collaboration on math homework increases academic performance in math. This study examined the benefits of peer collaboration on two unit tests on multiplication. It compared the results of students who worked collaboratively on homework and those who did not. The null hypotheses in the study stated that there was no significant differences in performance between children who work collaboratively in small groups and those who work individually at the .05 level of significance. The entire study took six weeks. The subjects of this study included eighteen eight and nine year old third graders. The class included one child with a learning disability and five talented and gifted students showing various levels of intelligence… Continue Reading →
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eric.ed.gov har udgivet: Mathematics methods coursework can be an innovative environment through which to emphasize the integration of real-world data structures and opportunities. These opportunities can create instructionally informative opportunities for learners, as well as inform teacher candidates of innovative teaching tools at their fingertips. NASA offers numerous curricular opportunities to the mathematical methods coursework, with work focusing on both PreK-12 learners as well as university learners. Such a wide array of interest levels integrate numerous learning objectives, depending upon the needs and desires of the instructors and learners whom they serve. This paper focuses on the innovative opportunities that the NASA educational entity offers to the PreK-12 as well as university mathematical methods courses. Examples are presented in links to several Web sites, which are developed by and in… Continue Reading →
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eric.ed.gov har udgivet: This guide presents math-focused learning projects and accompanying inquiry activities to help students pass the math portion of the GED 2002. It is Volume 2 of a proposed four-volume series; Volume 1 describing the concept of the GED as project is also available. Section 1 relates GED as project to the math portion of the GED and explains how inquiry activities use Official GED Math Practice Test questions as stimuli and can serve as models for teacher-designed activities. It introduces the template for math inquiry activities, a series of steps and questions that fulfill the learner-centered thinking and process this guide proposes. Section 2 is an introductory learning project that helps learners comprehend and internalize information about the GED, “GED Math and You.” The two inquiry activities… Continue Reading →
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eric.ed.gov har udgivet: This investigation compared the attitudes of business and elementary education majors on the enjoyment and value of mathematics. Fifty elementary education majors and 58 business majors participated. The mathematics attitude questionnaire contained two sections of questions: eight questions on the enjoyment of mathematics and eight questions on the value of mathematics. The attitude of enjoyment was not significantly different between the business and elementary majors. However, elementary education majors valued mathematics significantly higher than did the business majors. It was also found that both the elementary education and business majors value mathematics to a significantly higher degree than they enjoy mathematics. No significant differences were found between male and female business majors’ enjoyment and value scores. (Author/YP) Link til kilde
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eric.ed.gov har udgivet: This paper reports on the processes and results of a project on the instruction and practices of mathematics problem solving and strategies. Students in the second, third, and fifth grades were targeted to increase achievement in the area of math problem solving. Problem solving achievement was measured using performance tasks, rubrics, and tests from September 2001 to January 2002. Appendices include a teacher survey, pretests and posttests, scoring rubrics, problem solving steps and strategies, and writing stems. (Contains 26 references.) (KHR) Link til kilde
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eric.ed.gov har udgivet: Piggybacking is a new approach to a university-level methods class in math, science, and social studies in early childhood education developed at the McKay Campus School in Fitchburg, Massachusetts. This approach seeks to improve on methods courses that ask college students to pretend they are teaching young children or pretend they are being instructed. The piggybacking approach is a cooperative learning methodology in which first graders are paired with undergraduate early childhood education students. These pairs, or “piggybackers,” work together to teach and learn hands-on math, science, and social studies techniques. By working with first graders and approaching education from their perspective, pre-service teachers learn the importance of using real world experience to teach math, social studies, and science. (MM) Link til kilde
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on patterns. 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 recommends teaching approaches to the materials and provides answers to… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) content module focuses on metric measurement. Topics addressed include decimal structure and prefixes, precision in measurement, reference measures, United States customary and metric systems, volume, area, and conversion. The module 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 guide and solutions to exercises gives the instructor approaches to the exercises and… Continue Reading →
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eric.ed.gov har udgivet: This document details aspects of the Waukegan Behavior Analysis Follow Through Program, designed for individualized instruction using Heath Elementary Mathematics textbooks. The guide contains five major sections. The first details the structure of the Heath series. Section two covers the process of student placement in the program. The third section contains: Preparing to Teach in a Behavior Analysis Classroom; Lesson Plans; Group Presentation of Concepts; Working in Books; and Recording Progress. Section four presents: How to Teach Math in a Behavior Analysis Classroom; Contacts; Concrete Materials for Instruction; Testing; Suggestions for Remediation; Red Line Procedures; Starred Words; and References. The final portion consists of eight appendices, titled: (A) Learning Objectives; (B) Trainee Checklist; (C) District Tests; (D) Page Correlations for Districts Tests; (E) General vs. Descriptive Praise;… Continue Reading →
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