Your search found 64 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:
Special Education; Multiplication; Drills (Practice); Mathematical Concepts; Mathematics Instruction; Learning Strategies; Teaching Methods; Grade 4; Mathematics Tests; Instructional Effectiveness

Abstract:
Automaticity in math facts has been of considerable interest to special educators for decades. A review of the intervention literature suggests at least two common approaches to developing automaticity in facts. One is grounded in the use of strategies for teaching facts, the other emphasizes the use of timed practice drills. Recent research indicates that students might benefit from an integration of these two approaches. This experimental study contrasted an integrated approach (i.e., strategies and timed practice drills) with timed practice drills only for teaching multiplication facts. Participants were 58 fourth-grade students with a range of academic abilities. Fifteen of the students in the study had IEPs in math. Results indicated that both approaches were effective in helping students achieve automaticity in multiplication facts. However, students in the integrated approach generally performed better on posttest and maintenance test measures that assessed the application of facts to extended facts and approximation tasks. These results have implications for teaching a range of skills and concepts that are considered important to overall mathematical competence in the elementary grades. (Contains 7 tables and 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:

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

Descriptors:
High Risk Students; Mathematics Teachers; Special Education; Mathematics Curriculum; Academic Achievement; Student Attitudes; Low Achievement; Mathematics Achievement; Secondary School Mathematics; Middle School Students; Intervention; Program Effectiveness

Abstract:
An important component of the National Council of Teachers of Mathematics Standards is the equity principle: All students should have access to a coherent, challenging mathematics curriculum. Many in the mathematics reform community have maintained that this principle can be achieved through one well-designed curriculum. However, the extant research on equity--which focuses on either ethnic diversity or academic achievement--suggests that this principle is illusive. The current study compares the effectiveness of two curricula in teaching a range of math concepts to 53 (28 male; 25 female) middle school students at risk for special education services in math. The yearlong, quasi-experimental study involved achievement and attitudinal measures. Results indicated that students in the intervention group who used materials designed according to instructional principles described in the special education literature achieved higher academic outcomes (p less than 0.05, p less than 0.001) and had more positive attitudes toward math (p less than 0.001) than did students in the comparison group. 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 (182K) |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Profiles; Classroom Communication; Mathematics Instruction; Teaching Methods; Grade 7; Interviews; Journal Writing; Low Achievement; Student Participation; Thinking Skills; Classroom Observation Techniques

Abstract:
Classroom communication figures prominently in current math reform efforts. In this study, we analyze how one teacher used writing to support communication in a seventh-grade, low-track mathematics class. For one school year, we studied four low-achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, we developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small-group and whole-class discussions. However, our analysis of the students' journals identified multiple instances where the students were able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem. In this respect, journals potentially facilitate another important form of classroom communication. The promise of writing is that it offers an alternative to the visions of classroom communication that are strictly oral in nature. 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:
Academic Achievement; Communication (Thought Transfer); Educational Strategies; Integrated Curriculum; Mathematics Instruction; Middle Schools; Teaching Methods; Writing Across the Curriculum

Abstract:
Presents strategies for using writing to enrich students' understanding in middle school mathematics. (YDS)

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:
Academic Standards; Constructivism (Learning); Disabilities; Educational Change; Educational Practices; Elementary Secondary Education; Learning Disabilities; Mathematics Instruction; Special Education Teachers; Teaching Methods; Theory Practice Relationship

Abstract:
This article discusses forces driving mathematics reform: shifting theoretical paradigms, disappointing levels of mathematics performance of students in the United States, and the impact of rapidly changing technologies. Concerns about this reform from the special education community are discussed, and synthesized special education research relevant to mathematics reform is provided. (Contains references.) (Author/CR) 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

Descriptors:
Classroom Communication; Concept Formation; Discourse Analysis; Discussion (Teaching Technique); Educational Change; Elementary Education; Grade 4; Inclusive Schools; Learning Disabilities; Mathematical Concepts; Mathematics Instruction; Middle Schools; Problem Based Learning; Student Participation; Teacher Student Relationship; Teaching Methods

Abstract:
A study involving 28 fourth-graders in a reform mathematics classroom, 3 with learning disabilities, investigated changes in teacher and student discourse over nine-weeks. Clear patterns of change in teacher and student discourse occurred. Nonetheless, intentional efforts to include target students in whole-class discussions yielded instructional dilemmas. (Contains references.) (Author/CR)

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:
Academic Achievement; Educational Assessment; Educational Diagnosis; Elementary Secondary Education; Evaluation; Evaluation Methods; Grades (Scholastic); Grading; Performance Based Assessment; Report Cards; Summative Evaluation

Abstract:
Provides guidelines to make grades a better assessment of learning. Argues that, for any assessment task to be fair, its content, context, and performance expectations should (1) reflect knowledge appropriate to all students; (2) tap knowledge that all students have had time to acquire in the class; and (3) and be as free as possible of cultural, gender, ethnic and age bias. (AUTH/NB)

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:
Educational Environment; Educational Objectives; Elementary Secondary Education; Improvement Programs; Student Behavior; Student Needs; Student Participation; Student Responsibility; Student Rights; Student School Relationship; Teacher Role; Teacher Student Relationship

Abstract:
States that teaching students responsible behavior is as important as teaching them respectful behavior. Asserts that respectful behavior is not synonymous with compliance, and that school teachers and administrators should make this distinction clear. Defines "respect,""being respectful," and "responsibility." (NB)

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:
Academic Achievement; Grade 3; Low Achievement; Mathematics; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Primary Education; Program Effectiveness

Abstract:
Examined the responses of low-achieving students to reform-based mathematics instruction. Found that both the organization and task demands of the reform classrooms presented verbal and social challenges to low achievers that need to be addressed if these students are to benefit from reform-based mathematics instruction. (Author)

Related Items: Show Related Items

Full-Text Availability Options:

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