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Author: Glenda L. Mitchell
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 231
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Book Description
Mathematics educators advocate that K-12 teachers should create classrooms where students are engaged in conversation about mathematical ideas. However to achieve these goals, it is important that teachers understand how to engage students in discussion. The purpose of this study was to identify teacher questions and student responses in a problem solving environment and examine how teachers used questioning to engage students in conversation. The findings provide descriptions of the dialogue that transpires between teachers and student as mathematical ideas are developing in the learning process. This study contributes to the mathematical research of constructivist learning theory by providing information on the dialogue between teachers and students in the mathematics learning process. This study also analyzed possible links between teachers' motivation for teaching and their teaching practices, to further knowledge on the influence of motivational theory.
Author: Glenda L. Mitchell
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 231
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Book Description
Mathematics educators advocate that K-12 teachers should create classrooms where students are engaged in conversation about mathematical ideas. However to achieve these goals, it is important that teachers understand how to engage students in discussion. The purpose of this study was to identify teacher questions and student responses in a problem solving environment and examine how teachers used questioning to engage students in conversation. The findings provide descriptions of the dialogue that transpires between teachers and student as mathematical ideas are developing in the learning process. This study contributes to the mathematical research of constructivist learning theory by providing information on the dialogue between teachers and students in the mathematics learning process. This study also analyzed possible links between teachers' motivation for teaching and their teaching practices, to further knowledge on the influence of motivational theory.
Author: Heather Wolpert-Gawron
Publisher: Corwin Press
ISBN: 1506363296
Category : Education
Languages : en
Pages : 257
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Book Description
Based on over 1000 nationwide student surveys, these 10 deep engagement strategies help you implement achievement-based cooperative learning. Includes video and a survey sample.
Author: Paola Sztajn
Publisher: Corwin Press
ISBN: 1071821571
Category : Education
Languages : en
Pages : 225
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Book Description
Achieve High-Quality Mathematics Discourse With Purposeful Talk Techniques Many mathematics teachers agree that engaging students in high quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. Activating Math Talk tackles this challenge by bringing practical, math-specific, productive discourse techniques that are applicable to any lesson or curriculum. Framed around 11 student-centered discourse techniques, this research-based book connects purposeful instructional techniques to specific lesson goals and includes a focus on supporting emergent multilingual learners. You will be guided through each technique with Classroom examples of tasks and techniques spanning grades K–5 Reflection moments to help you consider how key ideas relate to your own instruction Classroom vignettes that illustrate the techniques in action and provide opportunities to analyze and prepare for your own implementation Group discussion questions for engaging with colleagues in your professional community Achieving high-quality mathematics discourse is within your reach using the clear-cut techniques that activates your math talk efforts to promote every student’s conceptual learning.
Author: Wendy M. Smith
Publisher: American Mathematical Soc.
ISBN: 1470463776
Category : Education
Languages : en
Pages : 348
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Book Description
The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?
Author: Lucy West
Publisher: Taylor & Francis
ISBN: 1003841643
Category : Education
Languages : en
Pages : 124
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Book Description
For more than 20 years, Lucy West has been studying mathematical classroom discourse. She believes that teachers need to understand what their students are thinking as they grapple with rich mathematical tasks and that the best way to do so is through talking and listening. In this video-rich edition of Adding Talk to the Equation: Discussions and Discovery in Mathematics, she invites teachers into real-life classrooms where all students stay in the game, stay motivated about learning, and ultimately deepen their understanding. Designed for math teachers and coaches in grades 18, this self-study guide showcases elementary and middle school classrooms where teachers inspire even the most reluctant students to share their ideas. Through the stories of skilled teachers, West offers play-by-play commentary as they get more comfortable with new talk moves and learn to tune in and respond to students' math conversations. Although these discussions occur in math class, the strategies can be used to create a respectful, productive environment for any subject area. This video-based resource examines the importance of creating a safe learning environment; the value of thinking, reasoning, and questioning; the role of active, accountable listening; and the necessity of giving all students a you can do this message. West also emphasizes that slowing down, even in the face of time constraints, is crucial for creating a classroom where all students feel they have something to contribute. This guide includes transcripts of the case studies, with insightful commentary from West that gives you a window into her thinking and the complexities of the work she is doing with teachers, as well as her reflections on missed opportunities.
Author: Stephanie Ann Sadownik
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study investigates the use of Google Classroom as a tool for teachers of students aged 10-12 years old in facilitating and developing mathematics activity and to investigate how Google Classroom can increase engagement for their mathematics students. Qualitative data were collected in the form of pre- and post- meetings, semi-structured interviews, video and audio-recordings in person and on the phone, student and teacher work samples. Quantitative data were collected in the form of front loading a Google form listing the semi-structured interview questions to all participants prior to the interview. The eight major findings are: (1) Creating a safe and respectful environment and classroom community is a critical component for fostering mathematics activity in Google Classroom; (2) Posting student voice publicly on Google Classroom may be a powerful tool that increases student engagement; (3) Teachers in this study develop mathematical activity online in Google Classroom with different frequencies due to their background experience and comfort level; (4) Designing purposeful tasks online with Google Classroom that engage students in mathematics activity is difficult for some teachers; (5) Teachers who lack self-efficacy in teaching mathematics may rely on Google Classroom to present curriculum and to answer questions from their students or parents because the asynchronous nature affords a delay in response; (6) Google Classroom is most often used by teachers in this study to communicate with parents about students and to communicate mathematics homework; (7) Teachers may be able to calm parent anxieties about student learning by providing online mathematics resources through Google Classroom; and (8) Providing parents with access to online mathematics resources on Google Classroom has the potential to increase parent engagement in mathematics. Implications from this study suggest that teachers use Google Classroom to develop discourse and mathematical processes, but their overall background knowledge in mathematics and comfort level with technology dictates how it is used. Teachers can increase student engagement in mathematics by providing course content and additional resources to parents through the use of Google Classroom. Suggestions for areas for further research are included at the end of the study.
Author:
Publisher:
ISBN: 9780731384433
Category : Community and school
Languages : en
Pages : 84
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Book Description
"The Fair Go Project (FGP) is research into student engagement being conducted by a team of researchers from the University of Western Sydney (School of Education and Early Childhood Studies) and the Priority Schools Programs, formerly PSFP (NSW Department of Education and Training). The study brings together university researchers, school teachers, education consultants and community members. It is an action research project, which began as a pilot project in 2000 with teachers and university researchers implementing and evaluating changes to their classrooms through a focus on student engagement."--P. 7.
Author: Fred M. Newmann
Publisher:
ISBN: 9780807731826
Category : Education
Languages : en
Pages : 231
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Book Description
In 1985 the federal government funded two 5-year centres to conduct research on effective schools. Student Engagement and Achievement in American Secondary Schools presents the findings of one of these studies, as carried out by the National Center of Effective Secondary Schools located at the University of Wisconsin-Madison. Editor Fred M. Newmann and the other contributors to this study examine existing research, detail their own findings, and propose concrete strategies for improving students' achievement in secondary schools.
Author: Paola Sztajn
Publisher: Corwin
ISBN: 1071821601
Category : Education
Languages : en
Pages : 241
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Book Description
Achieve High-Quality Mathematics Discourse With Purposeful Talk Techniques Many mathematics teachers agree that engaging students in high quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. Activating Math Talk tackles this challenge by bringing practical, math-specific, productive discourse techniques that are applicable to any lesson or curriculum. Framed around 11 student-centered discourse techniques, this research-based book connects purposeful instructional techniques to specific lesson goals and includes a focus on supporting emergent multilingual learners. You will be guided through each technique with Classroom examples of tasks and techniques spanning grades K–5 Reflection moments to help you consider how key ideas relate to your own instruction Classroom vignettes that illustrate the techniques in action and provide opportunities to analyze and prepare for your own implementation Group discussion questions for engaging with colleagues in your professional community Achieving high-quality mathematics discourse is within your reach using the clear-cut techniques that activates your math talk efforts to promote every student’s conceptual learning.
Author: Monica Jean Albertoni
Publisher:
ISBN: 9781321588262
Category : Dissertations, Academic
Languages : en
Pages : 89
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Book Description
"The purpose of this study was to determine the effects of student engagement when implementing interactive math. The study also investigated the effect of interactive math on student achievement. Conducted over 6 weeks, the study included the following research questions: How will incorporating interactive math lessons affect student engagement in math? How will incorporating interactive math lessons affect student achievement in math? Related literature indicated the use of various teaching strategies in order to increase student engagement. This study included 6 math lessons taught by the teacher-researcher in a fourth grade classroom. The 6 lessons covered two topics: long division and geometry. Qualitative and quantitative data collected included: pre- and post- implementation questionnaires, math autobiography, observations, interviews, and timed math tests. Results suggested that students were engaged in interactive math lessons when using manipulatives and participating in group work, and student achievement increased in math."--Abstract, p. 1.
