eric.ed.gov har udgivet: With the advance of information and communications technologies, new teaching tools are becoming more pervasive. These tools can be utilized in a variety of ways to improve and enhance math teaching. Considering the integration of technology in teaching mathematics, it is clear that the replacement of board and chalk with digital presentation material does not cover all the aspects of the mathematic subjects. One of the important prerequisites for quality of integration technology into mathematics teaching is the teacher’s personality, i.e. knowledge, willingness and desire to improve his/her lessons bringing mathematics closer to the present generations of pupils. GeoGebra as a dynamic mathematics software allows users to explore multiple representations of mathematics concepts. The paper deals with the problem of deployment of GeoGebra in Lithuanian’s primary math… Continue Reading →
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eric.ed.gov har udgivet: When CME Group Foundation (CME) was formed in 2007 with an endowment from the Chicago Mercantile Exchange Trust, its founders set out to engage in grantmaking that would improve education from cradle to career and strengthen the region’s economy. During its first decade, nearly a quarter of CME’s grants targeted early childhood education with an emphasis on improving early math education. With students in the United States trailing students from other industrialized nations in math, CME’s leaders believed it was crucial to address the problem in the early years. Helping low-income children in Chicago build essential math skills would not only help them succeed in school but would also further the success and economic well-being of the state and the nation. From the beginning, CME’s executive director… Continue Reading →
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eric.ed.gov har udgivet: Have you been asked to teach an online course yet? If not, chances are you will–and soon. The demand for online instructors is increasing, and institutions, including community colleges, are expecting their faculty, especially junior and adjunct instructors, to step forward. Your answer is not necessarily an easy yes or no. Although online teaching has much in common with face-to- face instruction, significant differences exist. Your decision may be aided by consideration of seven key factors, ranging from your own online learning experience, through the compatibility of your preferred teaching style with effective online instruction, to what adjustments you may need to make in designing mathematical activities for teaching online. A considered answer based on these factors will more likely lead to your success. The article offers… Continue Reading →
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eric.ed.gov har udgivet: Considering the role of mathematics-focused professional development programs in improving teachers’ content knowledge and quality of teaching, we provided teachers opportunities for dealing with mathematics problems and positioning themselves as students in a large-scale long-term professional development (PD) project. In this proposal, we aimed to understand the impact of engaging in morning math problems on teachers in terms of their mathematical understanding and teaching practices. Both written work and interviews showed that solving open-ended problems helped teachers better understand the mathematics content and students’ challenges as they solve problems; thus, suggested an effective means of PD for teachers. [For complete proceedings, see ED581294.] Link til kilde
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eric.ed.gov har udgivet: In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers’ mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods courses. Findings revealed that the teachers were oriented toward differing views of learning that shaped how they organized students’ learning of language and mathematics during classroom instruction. While both teachers used similar teaching strategies to support students’ development of mathematics specific literacies, there were variances in how the learners were positioned within the classroom community and how and which repertoires of language practices were available and used during mathematics instruction. The teachers’ differing orientations toward learning are traced to their own… Continue Reading →
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eric.ed.gov har udgivet: We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students–as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)–in their eighth grade math test scores and high school course taking. We find some significant gaps between advantaged and disadvantaged students in the value added of the teachers to which they are assigned in these grades, although gaps in middle school grades are sensitive to the specification of value added. We then show that teacher assignments are highly predictive of both eighth-grade test scores and advanced course taking in high school, and that differences between advantaged and disadvantaged students in teacher assignments explain significant portions… Continue Reading →
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eric.ed.gov har udgivet: For school districts in California, just as one set of revolutionary new content standards is beginning to feel familiar, another deep change is brewing. Districts have now had more than five years to wrestle with how they implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010). Many have made large-scale changes in their systems. However, state math assessment scores have remained flat, suggesting that many districts may still be in the early stages of understanding and implementing changes that are necessary to support instruction. This report describes how 10 districts participating in the Math in Common (MiC) initiative have approached implementation of the CCSS-M somewhat differently. To implement their district visions of the CCSS-M, each MiC district’s MiC leadership team developed three… Continue Reading →
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eric.ed.gov har udgivet: The present study aims to identify the reality and difficulties of employing Information Communication Technology (ICT) in teaching from the perspective of female Mathematics teachers of middle stage in Riyadh, Saudi Arabia. The study sample consisted of (165) female Math teachers of middle stage in Riyadh. The tool utilized is a questionnaire; and in order to answer the study questions and verify the validity of its hypotheses, the author used frequencies, arithmetic means, standard deviations, ANOVA, and the Tukey Test. The results showed that the degrees of the availability of most of the domains of using devices and applications in teaching of Math were (often and sometimes). The results also showed that the availability of most of indicators of ICT employment in the teaching of Math for… Continue Reading →
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eric.ed.gov har udgivet: Increasingly, state departments of education, school districts, and high schools are recognizing that many students graduate from high school underprepared for college-level coursework in mathematics. Many are referred to remedial education when they arrive at college. To help students become better prepared for college and avoid remedial courses upon college entry, states and localities have begun to offer high school transition curricula to targeted students. These courses, learning modules, and online tutorials are developed by secondary and postsecondary faculty and offered to high school students at risk of being placed into remedial math in college. Drawing on data from several sources, including interviews from persons involved in the development of transition curricula in 11 states, this brief describes the design, implementation, and effectiveness of math transition curricula… Continue Reading →
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eric.ed.gov har udgivet: Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they were likely to do so, posting their responses to online course discussion boards. Almost half of the respondents reported they “primarily emphasize calculation skills” and shared various reasons for doing so. The remaining respondents reported emphasizing one of four other instructional practices. Teachers put forth a variety of justifications for the instructional practices they have been using. Professional development efforts will need to recognize and take account of the teachers’ beliefs, assumptions and current practices. Link til… Continue Reading →
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