eric.ed.gov har udgivet: In this study, we expand the Cohen and Ball triangle of interactions to explore the relationship of professional development to classroom practice. We consider a case study of one teacher’s implementation of a task from professional development in her 7th grade classroom. We were specifically interested in how the content and pedagogy of the professional development would be adopted by the teacher. Our findings suggest that this teacher treated pedagogy and mathematical content as separable, which led to problematic implementation of PD practices. [For the complete proceedings, see ED585874.] Link til kilde
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eric.ed.gov har udgivet: Mathematical development processes begin long before school starts and the importance of previous mathematical knowledge for later school achievements is beyond dispute. For a suitable pre-school education, the focus of interest must be to find out which early learning processes prepare children best. In this article, the acquisition of the key concepts of numeracy is presented in a developmental model, which served as framework for a supportive programme for 4-8 year-old children. The research into this intervention shows how development-oriented support of key arithmetic concepts can be constructed and taught systematically. The immediate and sustainable effect of the programme “Mina and the Mole” on the mathematical competencies of children has already been demonstrated in an evaluation study of 248 children aged 5-7. Considering the strong language-orientation of… Continue Reading →
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eric.ed.gov har udgivet: Research has proven that teachers have a fundamental influence on student results. Moreover, effective teacher professional development is one of the key mechanisms for improving student achievement. By the most recent OECD (Organisation for Economic Cooperation and Development) definition, “Professional development is defined as activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher.” The M@t.abel program suits this definition both in terms of increasing teacher subject knowledge and in terms of providing math teachers with alternative solutions and methods for presenting usual contents. Given that the effects of any professional development program on student achievement are mediated by teacher actual practices in the classroom, it is necessary to verify whether teachers enrolled in the M@t.abel program do follow the training, whether they… Continue Reading →
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eric.ed.gov har udgivet: This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14 vanguard states. In 2007, NMSI awarded grants of $13.2 each to non-profits in six states to institute AP Training and Incentive programs and grants of $2.4 million to 13 institutions of higher learning for the replication of the UTeach training program for math and science teachers. These programs are essential to address two of the country’s most pressing challenges: (1) Getting more American students to master the math… Continue Reading →
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eric.ed.gov har udgivet: This appendix provides the details that underlie the analyses reported in the evaluation brief, “After Two Years, Three Elementary Math Curricula Outperform a Fourth.” The details are organized in six sections: Study Curricula and Design (Section A), Data Collection (Section B), Construction of the Analysis File (Section C), Curriculum Effects on Student Math Achievement (Section D), Curriculum Implementation (Section E), and Effects of Switching Curricula (Section F). (Contains 19 footnotes, 35 tables, and 2 figures.) [For the full report, see ED544185.] Link til kilde
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eric.ed.gov har udgivet: Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the classroom. She hypothesizes that content coverage varies by classroom composition, because teachers respond to the needs and abilities of their students and make adjustments to teaching. More specifically, she asks: (1) Within advanced math courses with the same title, to what extent does content coverage breadth vary by classroom minority composition; (2) Within advanced math courses with the same title, to what extent does content coverage depth vary by classroom… Continue Reading →
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eric.ed.gov har udgivet: This brief aims to help educators understand the implications of math curriculum choice in the early elementary grades by presenting new findings from a study that examined how four math curricula affect students’ achievement across two years–from 1st through 2nd grades. The four curricula were (1) Investigations in Number, Data, and Space (Investigations); (2) Math Expressions; (3) Saxon Math (Saxon); and (4) Scott Foresman-Addison Wesley Mathematics (SFAW), which the developer revised and renamed enVision Math (enVision) during the study. These curricula are widely used and differ in their approaches to teaching and learning. Within districts, we randomly assigned one of the four curricula to each school that participated in the study. After one year (by the end of 1st grade), students taught with Math Expressions and Saxon… Continue Reading →
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eric.ed.gov har udgivet: Shifts in the work force (both in education and more broadly) provide an opportunity to apply other creative approaches in the quest for more effective STEM (science, technology, engineering, and mathematics) teaching. Increasingly, professionals change careers and explore new and varied professional opportunities, rather than remain in a single track for their entire careers, balancing work and life to create a career “lattice” rather than a career ladder. For instance, the percentage of veteran teachers who identify themselves as both “teaching” and “retired” shows a marked increase in the most recent (2007-08) federal Schools and Staffing Survey results. Schools recognize the value of employing retired teachers but haven’t undertaken the policy changes that would make extended flexible career options an enticing alternative to retirement. In addition, there… Continue Reading →
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eric.ed.gov har udgivet: This report summarizes research conducted primarily over the past 10 years on how families’ involvement in children’s learning and development through activities at home and at school affects the literacy, mathematics, and social-emotional skills of children ages 3 to 8. A total of 95 studies of family involvement are reviewed. These include both descriptive, nonintervention studies of the actions families take at home and at school, and intervention studies of practices that guide families to conduct activities that strengthen young children’s literacy and math learning. The family involvement research studies are divided into four categories: (1) Learning activities at home, including those that parents engage in to promote their child’s literacy and/or math skills outside school; (2) Family involvement at school, including the actions and interactions that… Continue Reading →
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eric.ed.gov har udgivet: The 2013 study, “The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs,” examined whether students taught by teachers in the “Teach for America” (“TFA”) and “The New Teacher Project Teaching Fellows” (“Teaching Fellows”) programs had greater mathematics achievement than students taught by teachers who were not in either of these programs. The study was conducted in the 2009-10 and 2010-11 school years. Researchers found that “Teaching Fellows” teachers were no more effective at improving student mathematics achievement scores than comparison teachers. This study is well executed and meets What Works Clearinghouse (WWC) group design standards without reservations. A separate WWC single study review (see ED545118) provides information about the “TFA” intervention. Three appendices are included: (1) Study details; (2) Outcome measure… Continue Reading →
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