eric.ed.gov har udgivet: The widespread adoption of the Common Core State Standards (2010) has caused mathematics and special educators to reconsider instructional methods. The Common Core introduces eight Standards for Mathematical Practice that outlines the dispositions that should be fostered in students. Most notable are those that push students to analyze problems, create a solution, explain/prove their reasoning to others and critique other students’ methods. Although direct instruction has been the primary approach advocated in working with students who have disabilities, this approach tends to teach basic skill proficiency with less emphasis on the problem solving advocated in the Common Core. In this paper, we use examples from our own teaching to offer an alternative to direct instruction for special education teachers who are moving into mathematics or co-teaching, an… Continue Reading →
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eric.ed.gov har udgivet: The Learning School initiative completed its pilot testing in June 2016, with 28 schools, called catalyst schools, taking part. Catalyst schools were located in all eight regional education service agencies (RESAs) and were supported by RESA staff in implementing the Learning School approach. Five schools had been part of the program for 2 years and 23 schools for 1 year. The purpose of the Learning School initiative was to allow greater levels of teacher decision making with regard to their own professional learning in order to meet the learning needs of their students in a model of continuous school improvement. This brief report provides preliminary findings about possible positive associations between the Learning School initiative and student performance in catalyst schools. These findings should be viewed with… Continue Reading →
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eric.ed.gov har udgivet: In mathematics teaching, high-leverage practices include eliciting, analyzing, and responding to students’ ideas and reasoning (Kazemi, Franke, & Lampert, 2009). While a focus on student thinking in professional development can be a powerful mechanism for linking pedagogy, mathematics, and student thinking, it is less clear how to support teacher candidates (TCs) to leverage student thinking in their mathematics teaching. Findings suggest developing an understanding of self as mathematics teacher relates to TCs’ capacity for leveraging student thinking as a pedagogical practice and for making sense of their relations to the complex dynamics in schools. The tensions TCs experienced when leveraging student thinking in the actual socio-political contexts and constraints of schooling and the influence of their identity on their representations of practice lead to implications for mathematics… Continue Reading →
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eric.ed.gov har udgivet: Khan Academy, an online platform offering educational videos and exercises in different content areas, has awakened intense interest among foundations, multilateral organizations, policy makers, and educators about how this tool can help meet the educational challenges facing countries around the world. With support from Intel, Education Development Center (EDC) researchers sought to understand how this technology fits into the complex realities of schools in a developing country. In August of 2013, researchers traveled to Santiago, Chile to conduct research in five schools where teachers are using Khan Academy. We found that the way Khan Academy functions as a digital learning environment changes the ways and the degree to which students engage with and are engaged by the math content; it also changes the way teachers and students… Continue Reading →
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eric.ed.gov har udgivet: Children have a natural interest in math, and the "Teaching Math to Young Children" practice guide (ED544376) aims to help teachers capitalize on that interest to make children's preschool and school experience more engaging and beneficial. In this practice guide summary, readers will find: (1) An overview of the guide's five practical, evidence-based recommendations; (2) Examples of innovative tools and strategies teachers can use in their classrooms; and (3) A brief discussion of the evidence that supports the guide's recommendations. Link til kilde
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eric.ed.gov har udgivet: A series of observations in math classrooms revealed a pervasive problem of “re-teaching”. It matters little the subject; before the teacher can begin teaching new material, basic skills often have to be re-taught before the lesson can move forward. Perhaps some methods are more effective than others in the classroom. Consequently, this study addressed two research questions: Q1: What teaching strategies are considered preferential by math teachers for teaching math concepts? Q2: Do teacher demographics influence those teacher preferences? Consequently, this study seeks to add to the existing literature regarding math teacher preferences for teaching the Pythagorean Theorem to high achieving and low achieving secondary mathematics students. Thirty mathematics teachers were asked to rate their preferences of six research-based standards with respect to teaching a specific math… Continue Reading →
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eric.ed.gov har udgivet: This evaluation report on the Effective Teacher Fellowship (ETF) alternative certification program (ACP). This program evaluation compared the State of Texas Assessments of Academic Readiness (STAAR) and Stanford 10 test performance of student samples whose teachers participated in four types of ACPs during the 2012-2013 and 2013-2014 academic years (ETF, university/community college, education service center, and private entity). The analyses of reading and mathematics achievement revealed mixed results, depending on the test and student grade level. However, among the most notable findings: (1) The 2012-2013 ETF ACP cohort outperformed students of teachers in comparison ACP cohorts as well as all Houston Independent School District (HISD) students on the 2013 STAAR 3-8 math tests (Level II phase-in I, percent met Satisfactory standards), while the university/community college ACP cohort… Continue Reading →
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eric.ed.gov har udgivet: Early math skills are a strong predictor of later achievement for young children, not only in math, but in other domains as well. Exhibiting strong math skills in elementary school is predictive of later high school completion and college attendance. To that end, the Making Pre-K Count and High 5s studies set out to rigorously assess whether providing high-quality math instruction, aligned across prekindergarten (pre-K) and kindergarten, could lead to long-term gains across a variety of domains for students growing up in low-income communities in New York City. In Making Pre-K Count, pre-K programs were randomly assigned to receive an evidence-based early math curriculum (Building Blocks) and associated professional development or to a pre-K-as-usual control condition. Pre-K in New York City changed rapidly during the study, with… Continue Reading →
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eric.ed.gov har udgivet: The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students’ achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools (SHS) in Accra, Ghana. The two schools were categorized as control group of forty-eight (48) students and experimental group of fifty (50) students. The analysis of data was done using independent t-test with alpha value (a) = 0.05. Pre-test assessment conducted at the beginning of the study shown no significant difference, t (95.720) = -0.441, p = 0.660 between the control and experimental groups. This indicated that the two groups were homogeneous. The experimental group received… Continue Reading →
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eric.ed.gov har udgivet: District and state education leaders frequently use screening assessments to identify students who are at risk of performing poorly on end-of-year achievement tests. This study examines the use of a universal screening assessment of reading skills for early identification of students at risk of low achievement on nationally normed tests of reading and math and provides support for the interpretation of screening scores to inform instruction. Several members of the Regional Educational Laboratory Southeast Improving Literacy Alliance already use a reading screening assessment–the Florida Center for Reading Research Reading Assessment (FRA)–for all students in grades 3-8 to identify students who may be at risk of poor end-of-year reading outcomes. To gain more information to drive instruction without students having to spend more time taking tests, these alliance… Continue Reading →
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