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Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 64
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 64
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Book Description
Author: Robert J Wright
Publisher: SAGE
ISBN: 1446227146
Category : Education
Languages : en
Pages : 226
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Book Description
′Unlike many books based on research work this book doesn′t just let teachers know what is going wrong with children′s learning it actually gives some practical advice about what to do next. The whole book is based upon extensive observation and recording of individual children and their difficulties with mathematics. These children are the most difficult to plan for in a busy classroom and the authors appreciate the small steps and the different learning styles approaches needed for these children. This approach fits well with the NNS wave and springboard materials but takes the analysis of the individual′s difficulties to a more detailed level. The book brings together research carried out across a range of countries and therefore shows the versatility of the approaches taken. This will be a very useful book for trainee teachers as it exemplifies how to use assessment to feed into teaching. It will be helpful for class teachers and mathematics co-ordinators as well as SENCOs to assist in improving the teaching and learning for specific children in our schools′ - Mary Briggs, Primary and Early Years PGCE Co-ordinator, Institute of Education, University of Warwick ′This is a highly practical resource that will be appreciated by classroom and specialist teachers alike. It will provide teachers new to the Math Recovery program with practical help and support to diagnose errors and misconceptions in early numeracy. Practicing Math Recovery Specialists will be thrilled with the addition of four new highly focused assessments and an elaboration of the Learning Framework in Number. Early Numeracy is admirably grounded in international research and well-established theory, characteristics that are much sought after in the current data driven educational environment. Like many others, I was drawn to Math Recovery after reading the first edition of Early Numeracy. This second edition is a treasure - it is exciting to consider the impact it will have on children and teachers, and to the growth of the Math Recovery program′ - Audrey Murray, Lead Teacher, Midwest Math Recovery Training Center, Minneapolis This text has been fully updated to include developments and refinements brought about by widespread international application of the assessment tools in the Mathematics Recovery Programme. The book will help practitioners to identify and provide detailed analyses of all children but especially those who are able and those who underachieve in early numeracy. It will enable teachers, learning support personnel, numeracy consultants and educational psychologists to advise colleagues and parents on children′s number knowledge and strategies for early numeracy. The Mathematics Recovery Programme has been successfully applied in Australia, the United Kingdom and Ireland, the United States and Canada, both in specialist interventions and classroom settings. The revised version shows how familiarisation with, and understanding of, the diagnostic assessment tools has allowed teachers to become more knowledgeable in understanding children′s difficulties and misconceptions, and more skilled and confident in planning programmes of intervention and monitoring the children′s progress. This new edition includes: - Integrated frameworks of useful tasks for assessing children′s number knowledge and strategies; - Four separate and revised diagnostic assessment interviews; - Assessments for addition and subtraction strategies, Base Ten Arithmetical strategies, Early Grouping strategies, and Advanced Grouping strategies in the four operations; - How the assessment process has impacted significantly on teachers′ professional development and contributed to the raising of standards in early numeracy.
Author: Susan A. Looby
Publisher:
ISBN:
Category : Math anxiety
Languages : en
Pages : 252
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Author: Annette Marie Ziegler
Publisher:
ISBN:
Category : Curriculum evaluation
Languages : en
Pages : 414
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Book Description
"The purpose of this study was to examine the effectiveness of a mathematics intervention at the middle level in a large, suburban school district. Additional purposes of this study were: to determine if an intervention class called Key Concepts (KC) accelerated growth in a student achievement with struggling math learners using the Measures of Academic Progress by Northwest Evaluation Association and the Minnesota Comprehensive Assessments, to further analyze the effectiveness of the KC mathematics intervention class is offered as a semester or as an every other day option, by grade level, and to measure the Fidelity of Implementation of KC mathematics intervention teachers adherence to the district's curriculum and the effectiveness to student growth on the aforementioned standardized tests."--leaf iii.
Author: Thomas A. Romberg
Publisher: SUNY Press
ISBN: 9780791408995
Category : Mathematics
Languages : en
Pages : 380
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Book Description
Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed? These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.
Author: Ron Pelfrey
Publisher: ASCD
ISBN: 1416602690
Category : Education
Languages : en
Pages : 229
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Book Description
How good is your school's mathematics program? Test scores can provide some general trend information, but what you--and your students' parents--really need are specifics about the quality of the curriculum, the effectiveness of the instruction, and the school's overall capacity to support mathematics learning.The Mathematics Program Improvement Review (MPIR) is a proven evaluation process focused on standards for high-quality mathematics programs in grades K-12. Based on research into effective program-evaluation methods, the MPIR approach uses multiple data sources to clarify exactly what is working within an individual school's math program and what is not.Author and MPIR developer Ron Pelfrey has used this process to evaluate mathematics programs in more than 300 rural, urban, and suburban schools and has trained hundreds of educators to conduct reviews. Now this handbook makes the MPIR process and its benefits available to everyone. Inside, you'll find guidelines for training review team members and all the materials needed to conduct a review, including* Lists of standards and indicators for the 10 essential components of an effective mathematics program.* Templates for questionnaires, interviews, and classroom observations.* Detailed evaluation rubrics.* Forms for compiling ratings and generating a final report.Whether used as a basis for informal faculty or departmental discussion, to promote best practices in a particular area (such as curriculum or instruction), or to guide a formal program evaluation, this book will help any school or district apply MPIR tools and procedures to bring about positive change in students' mathematics learning.
Author: Judah L. Schwartz
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 226
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Book Description
Provides standards-correlated mathematical assessments for primary and elementary grades; and offers tools for creating lessons, building student confidence, and reinforcing skills.
Author: Angela Ostwalt Hines
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 310
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Book Description
The purpose of this study was to conduct a program evaluation of two mathematics intervention programs, Transmath and Vmath, in order to discover whether students who are exposed to the intervention programs will show growth in their mathematics performance. The effectiveness of the programs was measured quantitatively by collecting a pre and postassessment score using Moby Max and qualitatively regarding the implementation and effectiveness of the two programs by conducting classroom observations and teacher interviews. -- The literature in this study identifies the connection between RTI, tiered intervention, mathematics intervention, and program implementation fidelity. The current literature contains a great deal of information on mathematics programs and how they help raise achievement scores on standardized testing; however, little literature is available comparing the use of mathematics programs and the amount of growth produced. Knowing that there is a gap in the research as to mathematics intervention programs and how they help raise achievement scores, this study aimed to address the following overarching research question: How effective are the Transmath and Vmath programs when used as an intervention strategy for struggling middle grade math students? -- This study is significant in that it presents findings related to the effectiveness of the Transmath and Vmath interventions and the relationship between academic growth as measured by Moby Max and program implementation and teacher perception. Information from this program evaluation offers insight into which mathematics intervention program will result in the most achievement growth for middle school students.
Author: Ben Clarke
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
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Book Description
This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. A series of random-effects models were estimated to compare gains between treatment and control conditions. Gain scores of intervention students were significantly greater than those of control peers on a proximal measure of mathematics achievement. The role of a strong theory-of-change model in the development and evaluation of mathematics interventions is articulated. Implications for researchers and educators designing and delivering instruction for at-risk students in a response-to-intervention model are discussed. [This article was published in "School Psychology Review," v43 n2 p160-177 2014.].
Author: Charles Munter
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
One purpose of education research is to develop and rigorously evaluate the effectiveness of programs for supporting students' learning and achievement. The Institute of Education Sciences has amplified that purpose (Shadish & Cook, 2009) and attempted to improve the methodological standards for conducting such work--primarily through the What Works Clearinghouse (WWC), which, since 2002, has supported an ongoing effort to synthesize research on the effectiveness of educational interventions, programs, and policies. According to its stringent, methodological standards, only "well-designed and well-implemented" randomized controlled trials and studies employing quasi-experimental designs with equating or matching are included in the WWC's 15 topical syntheses, one of which is mathematics. Despite repeated calls for increased attention to theory in program evaluation for more than 25 years, recent reviews of the literature suggest that the field has seen little change (Confrey & Stohl, 2004; Coryn, Noakes, Westine, & Schrt̲er, 2010; Weiss, 1997). The requirement that evaluators link research designs to the theories underlying the programs they evaluate is not included in the WWC's standards for rigorous evaluations. Given the considerable differences in mathematical goals and theories of learning from which mathematics programs are designed, and the high stakes for students' mathematics learning and academic futures (as well as for the fortunes of program developers), it is important to ask whether the WWC's methodological specifications are sufficient, or whether program evaluation has once again lost (or perhaps never gained) sight of the role of theory in evaluation design and implementation (Bickman, 1987), resulting in overly-constrained and uninterpretable syntheses of otherwise methodologically strong evaluation research (Schoenfeld, 2006). The purpose of this paper is to determine whether calls for theory-based evaluation research have had an impact on the extent to which evaluators of mathematics programs attend to program theory in their design, implementation, and reporting of studies. For each report that met stringent methodological standards (i.e., WWC evidence standards), the authors asked: (1) What type of program theory was articulated (none, sub-theoretical, or theoretical; Lipsey et al., 1985); (2) What was the quality of evaluators' articulation of program theory (entirely implicit, drawn from a limited number of resources such as developer or publisher descriptions, or drawn from multiple resources and situated in the research literature); (3) How was the articulated program theory used in the evaluation; and (4) To what extent does attention to program theory vary by characteristics of the program and evaluator(s), such as the nature of the program's mathematics learning goals and instruction (i.e., back-to-basics, typical, inquiry-based, or blended); type of publication (e.g., peer-reviewed journal or technical report); funding source (e.g., Federal/state agency or publisher/developer); and timing of analysis (i.e., primary or secondary analysis)? Modeled after the WWC's process, every report was examined and coded independently by two individuals employing the same coding scheme, and research questions listed here. The findings of evaluation studies guide the decisions of policy makers at every level, including the adoption of both curriculum materials and intervention programs. These decisions are consequential for students' mathematics learning and academic futures. It is therefore crucial that evaluators "get it right" when assessing the effectiveness of such programs. This analysis indicates that WWC's methodological specifications are inadequate because they overlook understanding and using theory in evaluation design and implementation. In general, evaluation research of mathematics programs needs to improve in its attention to and use of program theory. Tables and figures are appended.
