tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Learning trajectory (LT) research in mathematics education has shaped both instructional materials and assessments. But, the body of LT research has also been critiqued for not adequately considering equity and addressing student diversity. This study begins to fill this gap by characterizing the reasoning of 23 multilingual students who participated in task-based interviews about proportional relationships and linear functions. Using tasks aligned with an established LT, the analysis focuses on the interaction of task language demand and student language background. Results show how task linguistic complexity can interfere with accurately interpreting the mathematical reasoning of emergent bilingual students. We discuss the need to (a) incorporate a focus on linguistic diversity when planning instruction and (b) broaden the students… Continue Reading →
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eric.ed.gov har udgivet: The 2012 study, “Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies,” examined the effects of “Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD),” a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. “TRIAD” is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure these effects, two versions of the intervention were delivered: (a) “TRIAD” no follow-through (“TRIAD-NFT”), where children only received “TRIAD” in preschool; and (b) “TRIAD” follow-through (“TRIAD-FT”), where children received “TRIAD” in both preschool and kindergarten. Forty-two schools from Buffalo, NY, and Boston, MA were… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article examines the educational trajectories envisioned by immigrant-origin youths. The mixed-methods research draws upon quantitative (N = 445) and interview data (n = 112). Whereas most prior research focuses on educational achievement or educational attainment of immigrant-origin youth, this article focuses on their outlooks concerning education and occupation. We determined the educational and career aspirations and expectations immigrant-origin youths have and in the ways their aspirations differ from those of Finnish-origin youths. We also seek to discover how this possible aspiration paradox is reflected in the trajectories envisioned by immigrant-origin youths. We confirm earlier findings showing that immigrant-origin youths have both a strong belief in education and the will to achieve success in tertiary-level education. We also argue for diversity of… Continue Reading →
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eric.ed.gov har udgivet: U.S. Federal and state education policies place considerable emphasis on assessing the effects that schools and teachers have on student test score performance. It is important for education policy makers to also consider other factors that can affect student achievement. This study finds that an exogenous school factor, discontinuous health insurance coverage, leads to a deficit in math achievement over time. A sample of Yuma County, Arizona public school students who experienced an illness or injury and whose health insurance coverage status was known were selected for inclusion into the study over five consecutive school years (1999-2003). The longitudinal math achievement trajectory of students who had private health insurance coverage was compared to students who had discontinuous coverage. Net of a student’s poverty status and other background… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on a design-based implementation study of the use of a diagnostic classroom assessment tool framed on learning trajectories (LTs) for middle grades mathematics, where teachers and students are provided immediate data on students’ progress along LTs. The study answers the question: “How can one characterize the challenges encountered when a school implements a diagnostic assessment system around learning trajectories at scale?” by identifying three explanatory themes: shifting to classroom assessment, understanding the concept and content of the LT, and seeing the results as a call to action. Each theme is discussed with references to observed activities and discussions with participants and related to the challenges connected with taking the concept of LTs to scale. [For the complete proceedings, see ED606556.] Link til kilde
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