Examining Factors of Success in Math PDF Download
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Author: Darla R. Kelberlau-Berks
Publisher:
ISBN: 9781321934915
Category :
Languages : en
Pages : 119
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Book Description
This study examined the complex topic of the Achievement Gap that exists with many African American male students. Parting company with previous studies of the under-achievement of African American students, this study considered factors that have led to success in high school math achievement by listening to the voices of six African American male students. Using in-depth individual interviewing as a methodology, the study investigated the students' perspectives on the impact of the teacher, instructional strategies, and the students' own beliefs about their math abilities. The following themes were found to be significant to the success of these six African American males: a) Factors related to self (including ideas related to attitude towards math, view of own mathematical abilities, and the role of race). b) Factors related to the teacher (including engaging learning tasks, positive classroom environment, and a display of care for students). c) Factors related to the support of learning (including access to help, involvement in school, and other supporting adults). Contrary to other research findings, the role of race was not clearly identified as a significant factor.
Author: Darla R. Kelberlau-Berks
Publisher:
ISBN: 9781321934915
Category :
Languages : en
Pages : 119
Get Book Here
Book Description
This study examined the complex topic of the Achievement Gap that exists with many African American male students. Parting company with previous studies of the under-achievement of African American students, this study considered factors that have led to success in high school math achievement by listening to the voices of six African American male students. Using in-depth individual interviewing as a methodology, the study investigated the students' perspectives on the impact of the teacher, instructional strategies, and the students' own beliefs about their math abilities. The following themes were found to be significant to the success of these six African American males: a) Factors related to self (including ideas related to attitude towards math, view of own mathematical abilities, and the role of race). b) Factors related to the teacher (including engaging learning tasks, positive classroom environment, and a display of care for students). c) Factors related to the support of learning (including access to help, involvement in school, and other supporting adults). Contrary to other research findings, the role of race was not clearly identified as a significant factor.
Author: Lynn T. Goldsmith
Publisher: Allyn & Bacon
ISBN: 9780132101288
Category : Curriculum planning
Languages : en
Pages : 0
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Book Description
Offering an innovative framework, this book helps teachers learn how to use classroom artifacts to assess students' mathematical thinking and students' understanding of mathematical content. Teachers need to be able to diagnose what their students do and don't understand about mathematics. This book helps teachers become more analytic about their students' thinking by showing them how to use student artifacts to evaluate what is happening in the classroom. Focusing on elementary through middle grades, chapters investigate what classroom artifacts are, how to interpret them and ways to use these data to improve mathematics instruction.
Author: Sandra Maitz Nichols
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 88
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Book Description
Author: Katherine M. Robinson
Publisher: Springer Nature
ISBN: 3031291956
Category : Education
Languages : en
Pages : 285
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Book Description
This book focuses on elementary and middle school children’s understanding of mathematics as well as the cognitive aspects involved in the development of mathematical knowledge, skills, and understanding. Children’s success in and understanding of mathematics stem from factors beyond the mathematics curriculum. Researchers are increasingly becoming aware of the necessity to consider a complex set of variables when accounting for large individual differences in mathematics achievement. These chapters contribute to how both researchers and educators can consider the multidimensionality of skills involved in developing mathematical knowledge in the middle school years as well as to how this knowledge can be used to enhance practices in the mathematics classroom. Topics include the cognitive and spatial skills involved in mathematics knowledge, the role of motivation in mathematics learning, the neurological processes and development of children’s mathematics skills, the development of understanding of arithmetic and fraction concepts, the factors relating to children’s word problem success, and techniques to promote mathematics understanding. This book and its companion, Mathematical Teaching and Learning, take an interdisciplinary perspective to mathematical learning and development in the elementary and middle school years. The authors and perspectives in this book draw from education, neuroscience, developmental psychology, and cognitive psychology. The book will be relevant to scholars/educators in the field of mathematics education and also those in childhood development and cognition. Each chapter also includes practical tips and implications for parents as well as for educators and researchers.
Author: Danny Bernard Martin
Publisher: Routledge
ISBN: 1135676224
Category : Education
Languages : en
Pages : 231
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Book Description
Brings together theory & methods from cultural & cog. perspectives to examine forces contributing to why a dispropriate no. of African-Amer. students don't reach their potential in math & are then underrepresented in professions requiring math skills.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Markku S. Hannula
Publisher: Springer
ISBN: 3030137619
Category : Education
Languages : en
Pages : 437
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Book Description
This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1605669873
Category : Technology & Engineering
Languages : en
Pages : 2130
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Book Description
"This multiple-volume publications exhibits the most up-to-date collection of research results and recent discoveries in the transfer of knowledge access across the globe"--Provided by publisher.
Author: Clark J Hickman
Publisher: IAP
ISBN: 1641137398
Category : Education
Languages : en
Pages : 199
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Book Description
The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.
Author: Kathryn B. Chval
Publisher: Corwin Press
ISBN: 1071810839
Category : Education
Languages : en
Pages : 317
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Book Description
Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.
