The Effect of Inquiry Learning on Mathematics Achievement of Elementary Students PDF Download
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Author: Lori Hare
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 88
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Book Description
This study compared the mathematics achievement of second through fifth grade students using Math Investigations (2008), which promotes the use of inquiry activities, with the mathematics achievement of such students using the Houghton Mifflin (2002) curriculum. This study also examined the opinions of teachers of these students as to their feelings of competence and confidence in using the Math Investigations curriculum. Results indicated that the Math Investigations curriculum may have an impact on the math achievement of elementary school students.
Author: Lori Hare
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 88
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Book Description
This study compared the mathematics achievement of second through fifth grade students using Math Investigations (2008), which promotes the use of inquiry activities, with the mathematics achievement of such students using the Houghton Mifflin (2002) curriculum. This study also examined the opinions of teachers of these students as to their feelings of competence and confidence in using the Math Investigations curriculum. Results indicated that the Math Investigations curriculum may have an impact on the math achievement of elementary school students.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 89
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Book Description
In 2002, University of Cincinnati faculty members from the College of Engineering and the College of Education, Criminal Justice, and Human Services proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' achievement in and attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The mathematics achievement test scores and a survey measuring students' attitudes toward mathematics were obtained for both groups of students. An effect on mathematics achievement was significant at p
Author: Amanda Anne Garcia
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 92
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Book Description
This article reviews the effects of hands-on, inquiry based learning on the mathematics achievement of English language learners (ELLs). There were eighteen third grade participants of Mexican descent in this study. Their English language proficiency ability ranged from a level two to six. The study began with data collection from three weeks of regular instruction before doing three weeks of hands-on, inquiry based mathematics instruction. Both data periods began and ended with a pretest and posttest assessment to determine the achievement, measured by points of growth, during that specific type of instruction. The researcher found inquiry-based instruction did not improve mathematics achievement of ELLs; however, it would be of interest to study the impact of inquiry-based instruction in the regular education classroom over an extended period of time.
Author: Jeff C. Marshall
Publisher: ASCD
ISBN: 1416617779
Category : Education
Languages : en
Pages : 171
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Book Description
Thinking critically. Communicating effectively. Collaborating productively. Students need to develop proficiencies while mastering the practices, concepts, and ideas associated with mathematics and science. Successful students must be able to work with large data sets, design experiments, and apply what they're learning to solve real-world problems. Research shows that inquiry-based instruction boosts students' critical thinking skills and promotes the kind of creative problem solving that turns the classroom into an energized learning environment. In this book, real-world lesson plans illustrate highly effective inquiry-based instruction as you learn * How to engage math and science students at all grade levels; * Why students should explore a subject before you explain it; * How to meet rigorous standards and expectations through rich, well-aligned classroom experiences; * How to develop useful formative assessments and gather critical information during every class period; and * How to create effective questions that guide students' deep learning and your own professional development. No matter what your experience with inquiry-based instruction, Succeeding with Inquiry in Science and Math Classrooms will help hone your ability to plan and implement high-quality lessons that engage students and improve learning.
Author: Alan H. Schoenfeld
Publisher: Routledge
ISBN: 1136461841
Category : Education
Languages : en
Pages : 316
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Book Description
This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.
Author: Louise Bindel
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832546553
Category : Education
Languages : en
Pages : 268
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Book Description
Although various arguments for integrated learning of mathematics and science exist, empirical evidence that integrated learning is as beneficial as anticipated is limited. Therefore this quasi-experimental study investigates the effect of integrated learning of mathematics and science on eight student variables by comparing it to a control group. Results show that integrated learning is no miracle cure but has positive and negative effects on specific student outcomes. Whereas integrated learning effects students' view of the relation between mathematics and science positively, it effects students' scientific self-concept negatively. Thus, integrated learning should not substitute but rather complement disciplinary learning. Obwohl zahlreiche Argumente für das integrierte Lernen von Mathematik und Naturwissenschaften existieren, ist die vorteilhafte Wirkung integrierten Lernens begrenzt empirisch belegt. Im Rahmen dieser quasi-experimentellen Studie wird der Effekt integrierten Lernens auf acht Schülervariablen durch Vergleiche mit einer Kontrollgruppe untersucht. Die Ergebnisse zeigen, dass integriertes Lernen kein Allheilmittel ist sondern positive und negative Effekte auf bestimmte Schülervariablen hat. Während integriertes Lernen die Sicht der Schülerinnen und Schüler auf die Beziehung zwischen Mathematik und Naturwissenschaften positiv beeinflusst, hat es einen negativen Effekt auf das naturwissenschaftliche Selbstkonzept. Daher sollte integriertes Lernen nicht stellvertretend sondern ergänzend zu disziplinärem Lernen implementiert werden.
Author: Denise Jarrett
Publisher:
ISBN:
Category : Cognitive learning
Languages : en
Pages : 42
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Book Description
Author: Rosalind Driver
Publisher: McGraw-Hill Education (UK)
ISBN: 033523142X
Category : Education
Languages : en
Pages : 126
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Book Description
The Pupil as Scientist intends to give teachers and student teachers a better understanding of the thinking of young adolescent pupils in science lessons and to indicate the difficulties such pupils have in understanding the more abstract or formal ideas with which they are presented. It is practical in its orientation as the issues discussed are illustrated with examples drawn from dialogue and observations made in science classes. One of Rosalind Driver's main themes is that science teachers must recognise more fully and act upon the preconceptions and alternative frameworks which pupils bring to their study of science. Despite is practical orientation, the book addresses some fundamental questions arguing for a reappraisal of science teaching in secondary schools in the light of developments in cognitive psychology and philosophy of science. This is an accessible, authoritative and very helpful book for all concerned with the teaching of science in the secondary years.
Author: Trisha A. Schlachter
Publisher:
ISBN:
Category : Geometry
Languages : en
Pages : 52
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Book Description
Author: George Bickert
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 103
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Book Description
The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held publicly accountable for the academic performance and progress of all students. Since implementation of the law, much attention has been focused on the "achievement gap," that is, any differences in performance between groups of students. Students associated with the achievement gap typically come from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency (English Language Learners). The purpose of this study was to examine the effect of using curriculum-based measures (CBMs) on math achievement, particularly ELL students. Eight elementary schools in northwestern New Mexico, divided into two groups (control and experimental) of four schools each, used the same state-approved, core math curriculum, were compared using a quasi-experimental research design. In addition to the regular core curricular materials, the experimental schools were provided with weekly CBMs, containing sample questions developed from the state's performance standards. Each weekly CBM included at least one question from each of the five broad math strands: number and operations, algebra, geometry, measurement, and data and probability. Fourth (N = 283) and fifth grade (N = 294) students who had continuous enrollment for the duration of the experiment served as subjects. Successive regular administrations of the New Mexico Standards Based Assessment math subtest served as the pre- and posttest measures. Analysis of covariance tests, with the pretest as the covariate, revealed no significant treatment effects for either the fourth or fifth grade students through the use of CBMs as a supplement to the core math curriculum. The significant effects, supported by previous research, were the school and, especially, the teacher for both grades. In this study, the effects of the classroom teacher were of more importance to student achievement than either the school a child attended or what curriculum program or process a given school employed.
