eric.ed.gov har udgivet: The stated goals for the nine modules in this elementary math cluster, which is part of a series developed for the Adams State College Teacher Corps program, are that the intern will: (a) understand the scope and sequence of topics in elementary mathematics, (b) be familiar with a wide variety of activities and materials for use in a mathematics laboratory approach, (c) know various alternative approaches to teaching given mathematics topics, (d) utilize methods which convey understanding of concept rather than rote memorization, (e) realize that pupil attitudes toward a subject are as important as aptitude, (f) understand the relationship between mathematics and other elementary school curricula, and (g) know the relevance of prevalent learning theories to the specific area of mathematics. Each module contains a statement… Continue Reading →
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eric.ed.gov har udgivet: This is the fourth biennial report to Congress on the implementation of the “Elementary and Secondary Education Act’s” Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services provided for children served under Title III to ensure that all limited English proficient (LEP) students attain English proficiency and are achieving in reading or language arts and in mathematics at the same high level set by the states for all students. Under the State Formula Grant Program, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of… Continue Reading →
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eric.ed.gov har udgivet: As part of an effort to improve basic math instruction at Vocational-Technical Institute (T-VI) in New Mexico, a survey was conducted asking teachers, tutors, and instructional technicians to assess the importance of and student performance on 35 basic math competencies. Survey responses were then related to two national standards of mathematical literacy: the vocational standards of the Secretary of Labor’s Commission on Achieving the Necessary Skills (SCANS) and the academic standards of the National Council of Teachers of Mathematics (NCTM). Study highlights included the following: (1) several skills seen as important by SCANS and NCTM were viewed as unimportant by teachers of math and math-related subjects, including “working together in groups to solve problems,””using calculators,””ability to estimate,””ability to use measuring tools and systems,” and “ability to use… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Until recently, not only students of the titular nationalities (ethnicities) learned their native language but also ethnic Russians and other nationalities in some ethnic republics of Russia had to learn titular state languages of those republics. The political campaign in Russia against the compulsory teaching of state languages of republics started two years ago and culminated in the adoption of the amendment to the Russian education law on 3 August 2018. The law enacted some additional mechanisms to ensure the voluntary study of non-Russian languages. The law adoption signified the escalation of the conflict around linguistic rights and the compulsory study of state language. The problem is that the official discources typically overshadow the discourses of individuals and… Continue Reading →
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eric.ed.gov har udgivet: Within a response to intervention framework, teachers regularly base important instructional decisions on the results of formative assessments. The validity of these decisions depends, in part, upon the validity of the inference of students’ skills drawn from the formative assessment. If formative assessment items do not genuinely measure the skills they purport to measure–that is, if they are misaligned with their content standards–then the resulting inferences may be threatened. Alignment is thus critical, given the potential practical repercussions of misalignment (e.g., students denied needed interventions). In the following technical report, we report on the alignment of a randomly selected sample of roughly half the easyCBM CCSS middle school math items with the Common Core State Standards (CCSS). Results suggest a high degree of alignment, with 87% of… Continue Reading →
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eric.ed.gov har udgivet: This study was designed in response to a request from rural educators in the Northeast for support in identifying high-quality online resources to implement the Common Core State Standards for Mathematics (CCSSM). The process for identifying online resources included selecting resources that had an easily navigable CCSSM organizational structure and explicit references to the CCSSM content and/or practice standards. The process for evaluating quality involved math content experts applying the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric to the selected online resources. A total of 184 online resources were initially screened, with 59 meeting all three of these criteria. Among these 59 resources, 19 were determined to be exemplary according EQuIP: 13 of the 19 were classified as instructional resources and 6 of the 19… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Ohio is approaching CCR standards implementation during a time of transition, as they revised the Ohio Learning Standards in 2015-2016. The approval process will take place in 2016-2017, with new materials and revised standards ready for the 2017-2018… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly with regard to students with disabilities (SWDs) and English language learners (ELLs). This report examines how the state of Massachusetts is approaching CCR standards implementation during a time of transition, as it develops the Next-Generation Massachusetts Comprehensive Assessment System, or the “Next-Gen MCAS,” in 2015-2016. The transition will take place in 2016-2017, with full implementation of the… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S. Department of Education, C-SAIL has partnered with California, Kentucky, Massachusetts, Ohio, and Texas to explore their experiences with CCR standards-based reform, particularly regarding students with disabilities (SWDs) and English language learners (ELLs).This report examines how the state of Kentucky is continuing CCR standards implementation during a time of transition. As their state legislature mandates a review of the standards and accountability system every six years, the Kentucky Department of Education (KDE) is in the midst of drafting potential revisions… Continue Reading →
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eric.ed.gov har udgivet: The public high school and three private high schools in Chuuk State (formerly called Truk), Federated States of Micronesia (FSM), are located on the main island of Weno. This report documents the present state of secondary and postsecondary mathematics education in Chuuk State. The information is primarily based on interviews with administrators and mathematics teachers at both the secondary and postsecondary levels in Chuuk State. It is reported that the quality of mathematics education varies from school to school ranging from an evolving system at the public high school to high quality and a commitment to excellence at Xavier High School, one of two Catholic high schools on the island. Except for these two catholic schools, there appears to be a shortage of mathematics teachers at the… Continue Reading →
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