Author: Janice L. Reyes
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 145
Get Book Here
Book Description
Author's abstract: Over the past two decades, a considerable amount of algebra instruction nationwide has shifted from high school to middle school. In Georgia, all eighth-grade students have been required to take a course that is equivalent to about 80 percent of a traditional Algebra 1 course. The purpose of this qualitative study was to explore how a selected group of eighth-grade students in a suburban Georgia middle school experience algebra within the eighth grade mathematics curriculum. A qualitative research design was used to investigate students' perceptions of algebra, the strategies employed by teachers to teach algebra, students' difficulties with algebra, and students' prior experiences with mathematics. Constructivism provided the theoretical framework for the study. As a theory of active knowing and learning, constructivism is a primary theoretical perspective on learning mathematics (Ernest, 1997). Purposeful sampling was used to select six eighth-grade participants for the study. Specifically, intensity sampling was used to identify students who had difficulty with algebra to a high, but not extreme, extent (Gall, Gall, & Borg, 2007). Data collection methods included student profiles, individual and focus group interviews, think-aloud interviews, and document analysis. Data were analyzed through the constant comparative method. Findings from this study indicate that the participants perceive algebra as being too difficult for eighth grade, especially in terms of the pace of instruction. While the participants indicated that it was important for all students to learn algebra, they noted that differentiated instructional strategies are necessary. Data from this study, however, reveal that teachers continue to rely on traditional teaching methods such as lecture and note taking. Participants further noted a benefit from cooperative learning strategies, as well as support and encouragement from teachers. It was also evident from the data that students are relying on memorization of rules or steps to solve algebra problems, rather than developing an understanding of the concepts. In addition, the participants reported feeling unprepared for the algebra they experienced in eighth grade, based on their previous math classes. These findings indicate opportunities for improving students' experience of algebra in two major areas: curriculum and pedagogy.
Author: Jerry Burkhart
Publisher: Routledge
ISBN: 1000492826
Category : Education
Languages : en
Pages : 174
Get Book Here
Book Description
Students become mathematical adventurers in these challenging and engaging activities designed to deepen and extend their understanding of concepts from the Common Core State Standards in Mathematics. The investigations in this book stretch students' mathematical imaginations to their limits as they solve puzzles, create stories, and explore fraction-related concepts that take them from the mathematics of ancient Greece to the outer reaches of infinity. Each activity comes with detailed support for classroom implementation including learning goals, discussion guides, detailed solutions, and suggestions for extending the investigation. There is also a free supplemental e-book offering strategies for motivation, assessment, parent communication, and suggestions for using the materials in different learning environments. Grades 5-8
Author: Paul Drijvers
Publisher: Springer Science & Business Media
ISBN: 9460913342
Category : Education
Languages : en
Pages : 229
Get Book Here
Book Description
Nowadays, algebra education is subject to worldwide scrutiny. Different opinions on its goals, approaches and achievements are at the heart of debates among teachers, educators, researchers and decision makers. What should the teaching of algebra in secondary school mathematics look like? Should it focus on procedural skills or on algebraic insight? Should it stress practice or integrate technology? Do we require formal proofs and notations, or do informal representations suffice? Is algebra in school an abstract subject, or does it take its relevance from application in (daily life) contexts? What should secondary school algebra education that prepares for higher education and professional practice in the twenty-first century look like? This book addresses these questions, and aims to inform in-service and future teachers, mathematics educators and researchers on recent insights in the domain, and on specific topics and themes such as the historical development of algebra, the role of productive practice, and algebra in science and engineering in particular. The authors, all affiliated with the Freudenthal Institute for Science and Mathematics Education in the Netherlands, share a common philosophy, which acts as a ? sometimes nearly invisible ? backbone for the overall view on algebra education: the theory of realistic mathematics education. From this point of departure, different perspectives are chosen to describe the opportunities and pitfalls of today’s and tomorrow’s algebra education. Inspiring examples and reflections illustrate current practice and explore the unknown future of algebra education to appropriately meet students’ needs.
Author: Frances R. Spielhagen
Publisher: Teachers College Press
ISBN: 0807771821
Category : Education
Languages : en
Pages : 113
Get Book Here
Book Description
How can we increase mathematics achievement among all students? This book provides a straightforward explanation of how changing mathematics tracking policies to provide algebra instruction to all students by at least eighth grade can bring about changes in both student achievement and teacher performance. Spielhagen chronicles the success of a large school district that changed the way mathematics was delivered and increased success rates across all populations. Featuring interviews with students and teachers, the author shows how all stakeholders were brought into the process of changing policy from the ground up. Offering a model for success that can be replicated by other districts, this resource: Provides a comprehensive account of how mathematics policy that evolved in the United States over the last century has resulted in low math literacy among our population.Addresses the recommendations and counterpoints to the report of the National Mathematics Panel (2009).Includes real-life examples of how stakeholders responded to the policy change that revolutionized mathematics instruction in their district. Frances R. Spielhagen is associate professor of education and director of the Center for Adolescent Research and Development at Mount Saint Mary College, Newburgh, New York. “Offers an ‘elegant solution’ to a compelling problem in American society that has global implications: Who should study algebra and when? The best-practices approach should be required reading for pre-service and in-service educators and administrators alike. Readers will recognize that preparing students to learn algebra by 8th grade is as much a right as learning to read. It is a right upon which our future depends.” —Susan G. Assouline, Professor of School Psychology, Associate Director, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, The University of Iowa “Frances Spielhagen’s book offers a thoughtful and detailed response to one of the most important questions of our time—should all students take algebra in 8th grade? With impressive and thorough research, the author considers issues of teaching and learning, as well as curriculum and policy. For all those who care about the mathematical future of our nation’s children, this book is a must read.” —Jo Boaler, Professor of Mathematics Education, Stanford University, The School of Education “In The Algebra Solution to Mathematics Reform, Frances R. Spielhagen shows vividly and precisely how a public school system teaches children to master mathematics skills early—culminating in 8th grade algebra, a critical subject for high school graduation and college admission. Spielhagen’s book precisely demonstrates how to improve real sequential learning for students from the early grades to high school graduation, and successfully into college and life. Thus, this vital book has implications for instruction in all academic subjects, providing a living model for continuity and improvement of student learning.” —Bruce S. Cooper, Professor, Graduate School of Education, Fordham University
Author: Great Minds
Publisher: John Wiley & Sons
ISBN: 1118811542
Category : Education
Languages : en
Pages : 168
Get Book Here
Book Description
Eureka Math is a comprehensive, content-rich PreK–12 curriculum that follows the focus and coherence of the Common Core State Standards in Mathematics (CCSSM) and carefully sequences the mathematical progressions into expertly crafted instructional modules. The companion Study Guides to Eureka Math gather the key components of the curriculum for each grade into a single location, unpacking the standards in detail so that both users and non-users of Eureka Math can benefit equally from the content presented. Each of the Eureka Math Curriculum Study Guides includes narratives that provide educators with an overview of what students should be learning throughout the year, information on alignment to the instructional shifts and the standards, design of curricular components, approaches to differentiated instruction, and descriptions of mathematical models. The Study Guides can serve as either a self-study professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are new to the classroom or the standards, the Study Guides introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and useful. Teachers familiar with the Eureka Math curriculum will also find this resource valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Study Guides allow teachers to obtain a firm grasp on what it is that students should master during the year. The Eureka Math Curriculum Study Guide, Grade 6 provides an overview of all of the Grade 6 modules, including Ratios and Unit Rates; Arithmetic Operations Including Dividing by a Fraction; Rational Numbers; Expressions and Equations; Area, Surface Area, and Volume Problems; Statistics.
Author: Monica Neagoy
Publisher: Corwin Press
ISBN: 1483379760
Category : Education
Languages : en
Pages : 249
Get Book Here
Book Description
Give your students a foundation of algebra for math success – now and in the future! Algebra is not something to be feared, but something to be embraced with a sense of wonder. Planting the Seeds of Algebra, 3-5, introduces algebra as an accessible way of seeing the world that is necessary to our students’ futures. Students and teachers must become friendly with algebraic foundations, as they have increasingly become the gateway to careers in the STEM fields. Monica Neagoy empowers teachers with theoretical and practical ways to introduce Algebra to 3-5 grade students, making vital connections to concepts they will encounter in middle school and beyond. You’ll discover Four explorations to help you weave key algebraic ideas into everyday mathematics Step-by-step lessons from real classrooms that will guide you in teaching concepts and in establishing their relevance and applicability New teaching methods that break down difficult algebraic concepts and build a critical foundation for higher math Awaken new awareness and change attitudes by sowing the seeds for a vibrant, useful, and rich experience with mathematics. "While reading this book I experienced the sense of wonder and aha moments alongside the students themselves. This book will move your faculty to new depths of understanding about mathematics and will instill the passion to explore a myriad of algebraic concepts." — Bob Weiman, Director St. Stephen’s & St. Agnes School "She’s done it again! Monica Neagoy has authored another book that deftly presents important foundations of algebra while celebrating mathematics through carefully crafted explorations, all of which include student and teacher vignettes and comments about the mathematics they have learned and are teaching. Wow. When I read this book I felt like I was in a classroom!" — Francis (Skip) Fennell, McDaniel College Past President of the National Council of Teachers of Mathematics
Author:
Publisher:
ISBN:
Category : Astronautics
Languages : en
Pages : 8
Get Book Here
Book Description
Author: F. D. Rivera
Publisher: Springer
ISBN: 9462099626
Category : Education
Languages : en
Pages : 228
Get Book Here
Book Description
This is a methods book for preservice middle level majors and beginning middle school teachers. It takes a very practical approach to learning to teach middle school mathematics in an emerging Age of the Common Core State Standards. The Common Core State Standards in Mathematics (CCSSM) is not meant to be “the” official mathematics curriculum; it was purposefully developed primarily to provide clear learning expectations of mathematics content that are appropriate at every grade level and to help prepare all students to be ready for college and the workplace. A quick glance at the Table of Contents in this book indicates a serious engagement with the recommended mathematics underlying the Grade 5 through Grade 8 and (traditional pathway) Algebra I portions of the CCSSM first, with issues in content-practice assessment, learning, teaching, and classroom management pursued next and in that order. In this book we explore what it means to teach to the CCSSM within an alignment mindset involving content-practice learning, teaching, and assessment. The Common Core state content standards, which pertain to mathematical knowledge, skills, and applications, have been carefully crafted so that they are teachable, learnable, coherent, fewer, clearer, and higher. The practice standards, which refer to institutionally valued mathematical actions, processes, and habits, have been conceptualized in ways that will hopefully encourage all middle school students to engage with the content standards more deeply than merely acquiring mathematical knowledge by rote and imitation. Thus, in the CCSSM, proficiency in content alone is not sufficient, and so does practice without content, which is limited. Content and practice are both equally important and, thus, must come together in teaching, learning, and assessment in order to support authentic mathematical understanding. This blended multisourced text is a “getting smart” book. It prepares preservice middle level majors and beginning middle school teachers to work within the realities of accountable pedagogy and to develop a proactive disposition that is capable of supporting all middle school students in order for them to experience growth in mathematical understanding that is necessary for high school and beyond, including future careers.
Author: Hector Rosario
Publisher: World Scientific
ISBN: 9811210624
Category : Mathematics
Languages : en
Pages : 295
Get Book Here
Book Description
'The presentations gathered in this book offer plenty of ideas and advice for anyone seeking to start a program or affiliate with an existing one. In general, the authors do not compare their programs to those described in other chapters, but readers of the whole volume will identify significant commonalties across the various audiences, processes, obstacles, and outcomes described.Summing up: Recommended. All readers.'CHOICEThis groundbreaking anthology is a collection of accounts from leaders in mathematical outreach initiatives. The experiences range from prison education programs to alternative urban and Indian reservation classrooms across the United States, traversing the planet from the Americas to Africa, Asia, and the Indian subcontinent. Their common theme is the need to share meaningful and beautiful mathematics with disenfranchised communities across the globe.Through these stories, the authors share their educational philosophy, personal experiences, and student outcomes. They incorporate anecdotal vignettes since research articles in mathematics education often exclude them. The inclusion of these stories is an element that adds immeasurable value to the larger narratives they tell.
Author: Great Minds
Publisher: John Wiley & Sons
ISBN: 1118583736
Category : Education
Languages : en
Pages : 225
Get Book Here
Book Description
The Eureka Math curriculum provides detailed daily lessons and assessments to support teachers in integrating the Common Core State Standards for Mathematics (CCSSM) into their instruction. The companion guides to Eureka Math gather the key components of the curriculum for each grade into a single location. Both users and non-users of Eureka Math can benefit equally from the content presented. The CCSSM require careful study. A thorough study of the Guidebooks is a professional development experience in itself as users come to better understand the standards and the associated content. Each book includes narratives that provide educators with an overview of what students learn throughout the year, information on alignment to the instructional shifts and the standards, design of curricular components, and descriptions of mathematical models. The Guidebooks can serve as either a self-study professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are either brand new to the classroom or to the Eureka Math curriculum, the Grade Level Guidebooks introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and useful. Teachers already familiar with the curriculum will also find this resource valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Guidebooks allow teachers to obtain a firm grasp on what it is that students should master during the year.
