eric.ed.gov har udgivet: This book reports on a study of the implementation of the 1995 Mathematics Curriculum Framework conducted by the Massachusetts Teachers Association’s Center for Educational Quality and Professional Development (CEQ). It examines whether schools and districts provide students with the curriculum and instruction necessary to succeed on the Massachusetts Comprehensive Assessment System (MCAS) Mathematics Test. This study concludes that in the process of implementing elements of education reform, teachers and principals have been marginalized by the state agency. (KHR) Link til kilde
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eric.ed.gov har udgivet: The purpose of this study was to investigate a new methodology for detection of differences in middle grades students’ math anxiety. A mixture partial credit model analysis revealed two distinct latent classes based on homogeneities in response patterns within each latent class. Students in Class 1 had less anxiety about apprehension of math lessons and use of mathematics in daily life, and more self-efficacy for mathematics than students in Class 2. Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers in comparison to students in Class 2. However, gender, attending private or public schools, and education levels of fathers did not appear to differ between the classes. Capturing such fine-grained information extends… Continue Reading →
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