eric.ed.gov har udgivet: The Likelihood-to-Act (LtA) survey and a mathematics test were used in this study to assess students’ impulsive-analytic disposition in the context of mathematical problem solving. The results obtained from these two instruments were compared to those obtained using two widely-used scales: Need for Cognition (NFC) and Barratt Impulsivity Scale (BIS). The exhibited correlations of the LtA scores with the NFC, BIS, and a math test provide evidence of the criterion validity of the analytic LtA items, and suggests further revision of the impulsive LtA items to improve the overall measurement validity of the LtA scale. Students LtA scores were found to be marginally correlated to their math scores and correlated to their confidence levels in the math items. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Educators and researchers have long debated the best grade configuration grouping for middle grade students. This study examined school-level differences in reading and mathematics standardized test pass rates for students placed in middle schools versus alternative grade configurations. Latent growth modeling was conducted separately for 6th, 7th, and 8th grades across a 3-year sampling period. Sixth-grade pass rates were significantly higher in elementary schools (e.g., Kindergarten–7th grade) than in middle schools for reading (78.9% vs. 72.0%) and mathematics (82.5% vs. 76.3%). Seventh-grade pass rates in elementary schools were also significantly higher than in middle schools for reading (78.5% vs. 75.9%) and mathematics (83.1% vs. 69.2%). Eighth-grade pass rates were significantly higher in middle schools than in high schools… Continue Reading →
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eric.ed.gov har udgivet: This study tried to explore the degree of representation of math textbooks for grades (4-8) in the Kingdom of Saudi Arabia concerning the key concepts, shape, and levels of questions used in the TIMSS test. The study population of this study includes both students and teachers from fourth grade to eighth grade. The goal of this study was associated with six key concepts including numbers and their operations, algebra, geometry, measurement, statistics and probability, and a pro-rata. The researcher analyzed the questions and exercises used in the math textbooks to identify their effectiveness and efficiency. In addition, the researcher also calculated the percentages, the levels, and the shape for each key concept. The results of the study were organized in frequency tables. In the light of those… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim of the present study is to advocate the use of a participatory action research programme, the Formative Scaffolding Programme (FSP), in mathematics. The FSP’s main structure is presented as well as an implementation of a class intervention, with the aim of exploring the FSP test cycle’s virtues in a social science class in a Swedish upper-secondary school. The motivations for the FSP’s development were to enhance students’ awareness of their mathematical proficiency, alter the level and strength of their self-efficacy, foster self-regulated learning (SRL), reduce and prevent mathematics-related anxiety, and visualise the learning process in mathematics. The primary findings of the study were there was a resemblance between the FSP setting and SRL phases, and that participation… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Tablets can be used to facilitate systematic testing of academic skills. Yet, when using validated paper tests on tablet, comparability between the mediums must be established. Comparability between a tablet and a paper version of a basic math skills test (HRT: Heidelberger Rechen Test 1–4) was investigated. Five samples with second and third grade students participated. The associations between the tablet and paper version of HRT showed that these modes of administration were comparable for three arithmetic scales, but unacceptable for a pictorial counting scale. Scores were lower on tablet. Test-retest reliability for arithmetic scales on tablet was satisfactory, but was inferior for a low-performing sample. The overall convergent validity was satisfactory. No effect of test administrator was… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: The influence of gender stereotype threat on mathematics test scores of Dutch high school students: a registered report Link til kilde
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eric.ed.gov har udgivet: The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8. For all operational 2012 research version test forms (10 progress monitoring and 3 benchmark) five items were selected for removal based on statistics indicating less than optimal functioning. Items from the current pilot were used to replace the five selected items. Additionally, five items previously written to the National Council of Teachers of Mathematics Focal Point Standards, but rated as aligned with the CCSS, were added to each form. Finally, an additional fifteen items were included in benchmark tests… Continue Reading →
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eric.ed.gov har udgivet: Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts. We leverage the opportunity provided by a “natural experiment” to estimate PD’s effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum… Continue Reading →
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eric.ed.gov har udgivet: We report on a German-Indonesian design research project, which aims to significantly increase the mathematical skills of secondary school students. Since results of international comparative studies have shown that there exists a relationship between metacognition and learning success, a learning environment for the beginning with secondary school mathematics in class seven has been developed, in order to significantly enhance metacognitive and discursive activities of students and teachers. The effectiveness of the approach has been tested in a secondary school several times. In this paper the theoretical background for the design of the learning environment is described, some sample exercises are presented and student productions from the project lessons analysed. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Achievement test is a mechanism to measure student’s knowledge and abilities. Numerous categories of achievement tests have been developed by different scholars and psychologists. Since they do not directly consider curriculum adopted during the course of study of students, they do not reflect truly upon the achievements of students. We propose an achievement test which is computerized and is based on assessment of RAW (reading, arithmetic and writing) capabilities considering curriculum used for imparting education. We set compositions and contents according to age group and educational standards. We then conduct a series of experiments to show how an achievement test linked with a curriculum is reflective, in a better manner, of the student’s achievement index then a general… Continue Reading →
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