eric.ed.gov har udgivet: There is a global issue concerning the disparity in educational achievement associated with the socioeconomic status of students, known in the U.S. as the Achievement Gap. This Achievement Gap highly correlates with what has been called the Opportunity Gap for professional careers. This paper discusses this Opportunity Gap and how the University of Nebraska Omaha (UNO) is addressing the gap at a local level through summer STEM camps. Specifically, this paper looks at the increase of social capital of the participants of the UNO and Girls Inc. Eureka-STEM! summer camp through the development of instructional relationships between underserved girls ages 12-14 and UNO’s Institutional Agents, namely the Mathematics student camp leaders who were also pursuing teacher certification. A new assessment approach through the use of Social Network… Continue Reading →
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eric.ed.gov har udgivet: There is a national need for effective interventions to improve school readiness and subsequent achievement in mathematics for students from low-income families. The purpose of this study was to implement and evaluate a 2-year preschool math intervention that began at preschool entry when children were 3 years of age and continued through the end of the pre-kindergarten (pre-K) year. Three principal objectives will be addressed in this presentation: (1) to evaluate the efficacy of a math curriculum for 3-year-olds implemented in the pre-pre-kindergarten (pre-pre-K) year of preschool; (2) to compare the impact of a 2-year math intervention (implemented during pre-pre-K and pre-K years) with a 1-year math intervention (PK) or a business-as-usual control condition on children’s mathematical knowledge at the end of preschool; and (3) to examine… Continue Reading →
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eric.ed.gov har udgivet: Teacher motivation is one of the factors that affect the realization of the teaching objectives, motivation and academic achievement of student. This study aimed to answer to the question “How is the relation between the students’ academic (sciences and mathematics) achievement and teachers’ morale/motivation in Singapore, Japan, Finland and Turkey?” by using PISA 2012 data and TIMSS 2011 data. The researchers used descriptive statistics and hierarchical linear modeling (HLM) in order to study the effects of the morale and motivation qualities of the sciences and mathematics teachers on students’ academic achievement. Moreover, comparisons were made in this field according to the obtained results. The results showed that the teacher factor was more effective in countries with different income balance while the teacher morale and motivation generally has… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study is to analyze the complex argumentative structure in undergraduate mathematics classroom conversations during problem solving by taking into consideration students’ and teacher’ utterances in the classroom using field-independent Toulmin’s theory of argumentation. Analyzing students’ and teacher’ utterances in the class allowed us to reconstruct argumentations evolving in the classroom talk as argumentations in classrooms are generally teacher guided. The analyses contributed to an emerging body of research on classroom conversations. [For the complete proceedings, see ED597799.] Link til kilde
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eric.ed.gov har udgivet: In Belize, the percentage of untrained teachers (i.e. teachers with the equivalent of a high school education or less) is one of the highest in the region of Latin America and the Caribbean. In response to growing student cohorts, the increased demand for more classroom teachers has led to significant decrease in the proportion of trained teachers at both the primary and secondary levels. Fewer than 45% of teachers at primary and secondary levels are trained, whereas some countries in the region report more than 80% are trained. Perhaps as a result of the lack of training, a content test that was applied to a representative sample of teachers nationwide as part of this study design revealed important gaps in teachers’ math content knowledge. The authors hypothesized… Continue Reading →
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eric.ed.gov har udgivet: Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training… Continue Reading →
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eric.ed.gov har udgivet: How does the mind work–and especially how does it learn? Teacher’s instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such knowledge often serves teachers well, but is there anything sturdier to rely on? Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular “American Educator” column, we consider findings from this field that are strong and clear enough to merit classroom application. This month’s issue discusses math anxiety. Math anxiety is not limited to a minority of individuals nor to one country. International comparisons of high school students show that some students in every country are anxious about… Continue Reading →
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eric.ed.gov har udgivet: In this presentation, we introduce a conceptual framework for in-service professional development–the Whole Teacher approach, which attends simultaneously to the attitudes, knowledge, and practice of a teacher’s growth. Putting the framework in operation, we describe a project designed to improve teachers’ competence and increase children’s performance in early mathematics. Utilizing a quasi-experimental design, pre- and post-measures with intervention and comparison groups have been collected. The results indicated that significant growth in children’s mathematical performance favored to the intervention group. The discussion focuses on the significance of the Whole Teacher approach to teacher professional development. [For the complete proceedings, see ED584443.] Link til kilde
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eric.ed.gov har udgivet: This article is an overview of how Flin Flon School Division in Flin Flon, Manitoba, used money received through grant funding to revamp its math programming in order to meet the needs of the students within the division. A combination of standardized test scores and individual teacher assessments revealed where student mathematical understanding was lacking. Specific teachers were then trained in particular math programs purchased through this funding. As well, additional math specialist positions were created to help the division’s students learn better, and therefore become more successful with the math curriculum. Link til kilde
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eric.ed.gov har udgivet: Instructors in higher education are very familiar with the Likert scale Students’ Evaluation of Teaching (SET) used to evaluate teaching. Researchers have raised concerns about biases affecting the results of SET surveys, as well as their validity and reliability and use in high-stakes decision making. Here, we demonstrate that Q methodology, identified as an 80-year-old mixed method, is better suited to determine the differing student views about a college math education course. We will discuss how Q used for SET can produce results that are more helpful in assisting faculty in improving their teaching effectiveness and in redesigning courses while also providing more informative SET results for faculty evaluations. Link til kilde
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