Your search found 8 results.

Descriptors:
Mathematics Instruction; Problem Solving; Educational Research; Evidence; Teaching Methods; Mathematical Applications; Group Instruction; Self Management; Reflection; Visual Aids; Protocol Analysis; Discussion (Teaching Technique); Mathematical Concepts; Algebra; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8

Abstract:
The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on current challenges in education. Authors of practice guides combine their expertise with the findings of rigorous research, when available, to develop specific recommendations for addressing these challenges. The authors rate the strength of the research evidence supporting each of their recommendations. The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of improving mathematical problem solving in grades 4 through 8. The guide provides practical, clear information on critical topics related to improving mathematical problem solving and is based on the best available evidence as judged by the authors. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains 9 tables, 21 examples and 303 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (4057K)

Descriptors:
Expertise; Feedback (Response); Mentors; Content Area Reading; Mathematics Teachers; Reading Instruction; Teacher Educators; Preservice Teacher Education; Lesson Plans; Pedagogical Content Knowledge; Reflective Teaching; Cultural Capital; Mathematics Instruction; Interdisciplinary Approach; Computer Uses in Education; Internet; Interviews; Inservice Teacher Education; Instructional Effectiveness; Educational Strategies

Abstract:
The twofold purpose of this study was to trace prospective and practicing mathematics teachers' understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two pairs of prospective and practicing mathematics teachers to develop, implement, and reflectively evaluate four lessons. A multilevel mentoring approach was used to leverage the valuing of domain knowledge in mathematics. Course materials, lesson plans, teacher reflections, mentors' feedback, interviews, and case reports were analysed using Bourdieu's concepts of cultural capital, field, and misrecognition. Results indicate that despite the study's focus on prioritising domain knowledge through pedagogical mentoring, the instances in which such knowledge were integrated effectively with reading instruction varied in relation to a mentor's expertise in mathematics. If reading teacher educators are to support prospective and practicing mathematics teachers in content area reading instruction, additional sources of mathematics cultural capital are needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Calculus; Misconceptions; Mathematics Instruction; Mathematics Teachers; Mathematics Education; Mathematics; Mathematical Concepts; Teaching Methods; Secondary School Mathematics

Abstract:
Are sequences functions? What can't the popular "vertical line test" be applied in some cases to determine if a relation is a function? How does the idea of rate of change connect with simpler ideas about proportionality as well as more advanced topics in calculus? Helping high school students develop a robust understanding of functions requires that teachers understand mathematics deeply. But what does that mean? This book focuses on essential knowledge for teachers about functions. It is organized around five big ideas, supported by multiple smaller, interconnected ideas--essential understandings. Taking teachers beyond a simple introduction to functions, this book will broaden and deepen their mathematical understanding of one of the most challenging topics for students--and themselves. It will help teachers engage their students, anticipate their perplexities, avoid pitfalls, and dispel misconceptions. They will also learn to develop appropriate tasks, techniques, and tools for assessing students' understanding of the topic. This book contains three chapters: (1) Functions: The Big Ideas and Essential Understandings; (2) Connections: Looking Back and Ahead in Learning; and (3) Challenges: Learning, Teaching, and Assessing. A foreword, a preface, an introduction, and a list of references are also included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Mathematics Curriculum; Mathematical Concepts; Grade 1; Misconceptions; Mathematics Instruction; Teaching Methods; Visual Aids; Curriculum Development; Measurement; Geometry; Spatial Ability; Numbers; Problem Solving; Pedagogical Content Knowledge; Curriculum Implementation; Elementary School Teachers; Mathematics Education; Elementary School Mathematics; Thinking Skills; Learning Processes; Student Evaluation; Arithmetic; Mathematics Skills

Abstract:
"Focus in Grade 1: Teaching with Curriculum Focal Points" describes and illustrates learning paths for the mathematical concepts and skills of each grade 1 Focal Point as presented in Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. It includes representational supports for teaching and learning that can facilitate understanding, stimulate productive discussions about mathematical thinking, and provide a foundation for fluency with the core ideas. This book also discusses common student errors and misconceptions, reasons the errors may arise, and teaching methods or visual representations to address the errors. Because learning paths cut across grades, some discussion of related Focal Points in Kindergarten and grade 2 have been included to describe and clarify prerequisite knowledge and show how the grade 1 understandings build on what went before. "Focus in Grade 1", one in a series of grade-level publications, is designed to support teachers, supervisors, and coordinators as they develop and refine the mathematics curriculum. Contents include: (1) Introduction; (2) Number and Operations; (3) Geometry, Spatial Reasoning, and Measurement; and (4) Mathematizing: Solving Problems, Reasoning, and Communicating, Connecting, and Representing Ideas in First Grade. Preface, Acknowledgments and References are also included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Mathematics Instruction; Elementary School Mathematics; Secondary School Mathematics; Elementary School Students; Middle School Students; Early Intervention; Learning Problems; Identification; Formative Evaluation; Instructional Materials; Numeracy; Problem Solving; Word Problems (Mathematics); Visual Aids; Arithmetic; Supplementary Education; At Risk Students; Motivation Techniques; Barriers

Abstract:
Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions. The guide provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations. Each recommendation is rated strong, moderate, or low based on the strength of the research evidence for the respective recommendation. Specific recommendations include: (1) Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk; (2) Committee-selected instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8; (3) Instruction during intervention should be explicit and systematic, and should include models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review; (4) Interventions should include instruction on solving word problems that is based on common underlying structures; (5) Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas; (6) Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts; (7) Monitor the progress of students receiving supplemental instruction and other students who are at risk; and (8) Include motivational strategies in tier 2 and tier 3 interventions. Four appendixes are included: (1) Postscript from the Institute of Education Sciences; (2) About the authors; (3) Disclosure of potential conflicts of interest; and (4) Technical information on the studies. A glossary is included. (Contains 314 footnotes, 12 examples and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2015K)

Descriptors:
Foreign Countries; Mathematics Instruction; Elementary School Mathematics; Visual Aids; Textbook Content; Mathematics Achievement; Teaching Methods; Problem Solving; Grade 4; Grade 5; Grade 6; Grade 8; Word Problems (Mathematics); Algebra

Abstract:
Out of the 38 nations studied in the 1999 "Trends in International Mathematics and Science Study" (TIMSS), children in Singapore scored highest in mathematics (National Center for Education Statistics, NCES, 2003). Why do Singapore's children do so well in mathematics? The reasons are undoubtedly complex and involve social aspects. However, the mathematics texts used in Singapore present some interesting, accessible problem- solving methods, which help children solve problems in ways that are sensible and intuitive. Could the texts used in Singapore be a significant factor in children's mathematics achievement? There are some reasons to believe so. In this article, I give reasons for studying the way mathematics is presented in the elementary mathematics texts used in Singapore; show some of the mathematics problems presented in these texts and the simple diagrams that accompany these problems as sense-making aids; and present data from TIMSS indicating that children in Singapore are proficient problem solvers who far outperform U.S. children in problem-solving. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1412K) |  More Info:
Help Find in a Library

Descriptors:
College Faculty; Collegiality; Faculty Development; Higher Education; Interprofessional Relationship; Program Descriptions; Teacher Collaboration

Abstract:
Describes the University of Georgia's Deans' Forum, a group of approximately 30 faculty members who have engaged in collaborative work on issues of teacher education for over 4 years. Discusses its design, activities, and impact, and elements necessary to sustain it. (EV)

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library

Descriptors:
College Faculty; English; Higher Education; Interdisciplinary Approach; Language Arts; Mathematics Education; Mathematics Teachers; Preservice Teacher Education; Science Education; Science Teachers; Teacher Collaboration; Teacher Role

Abstract:
This paper contains five essays that describe various aspects of a collaboration called the Deans' Forum at the University of Georgia. A group of 30 faculty committed to exploring issues such as the nature and quality of instruction in university courses, course and curriculum design, learning theories relevant to college age learners, the role of the university in teacher preparation and enhancement, and the role of the university in the P-16 agenda. The five essays are: "How We Got To Expanding the 'Great Conversation' to Include A&S Faculty" (Jenny Penney Oliver); "Reflections on Our Role in Teacher Education by Two Faculty in the Franklin College of Arts and Sciences at the University of Georgia" (Victoria Davion and Hugh Ruppersburg); "The Deans' Forum: Cross-Career Dialogue in English and English Education" (Sally Hudson-Ross, Christy Desmet, and Stephanie Harrison). "The Collaborative Design of Mathematics Courses for Elementary Education Majors" (Sybilla Beckmann and Denise S. Mewborn); and "Outcomes of the Dean's Forum" (Judith Preissle). (Contains 35 references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (872K)