THE EFFECTS OF DRAMA BASED INSTRUCTION ON SEVENTH GRADE STUDENTS2 GEOMETRY ACHIEVEMENT, VAN HIELE GEOMETRIC THINKING LEVELS, ATTITUDE TOWARD MATHEMATICS AND GEOMETRY. PDF Download
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Author:
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Category :
Languages : en
Pages :
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Book Description
The aims of this study were to investigate the effects of drama based instruction on seventh grade students2 achievement on geometry (angles and polygons.
Author:
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Category :
Languages : en
Pages :
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Book Description
The aims of this study were to investigate the effects of drama based instruction on seventh grade students2 achievement on geometry (angles and polygons.
Author: Asuman Duatepe
Publisher:
ISBN:
Category : Mathematics Education
Languages : en
Pages : 310
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Book Description
Author: MANISHA KULKARNI
Publisher: Lulu.com
ISBN: 1329896319
Category :
Languages : en
Pages : 238
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Book Description
Author: Gloria Jean Walter Moran
Publisher:
ISBN:
Category : Geometry
Languages : en
Pages : 524
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Book Description
Author: Gavin M. Bolton
Publisher: Drama
ISBN: 9781893056039
Category : Education
Languages : en
Pages : 0
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Book Description
Classroom drama is now a widespread component of the language arts. Yet there has not been an overall analysis of theory, practice, and assessment until the publication of this book by Gavin Bolton.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309147433
Category : Education
Languages : en
Pages : 399
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Book Description
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Author: Gabriele Kaiser
Publisher: Springer
ISBN: 3319625977
Category : Education
Languages : en
Pages : 735
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Book Description
This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. Directly before the congress activities were offered for 450 Early Career Researchers. The proceedings give a comprehensive overview on the current state-of-the-art of the discussions on mathematics education and display the breadth and deepness of current research on mathematical teaching-and-learning processes. The book introduces the major activities of ICME-13, namely articles from the four plenary lecturers and two plenary panels, articles from the five ICMI awardees, reports from six national presentations, three reports from the thematic afternoon devoted to specific features of ICME-13. Furthermore, the proceedings contain descriptions of the 54 Topic Study Groups, which formed the heart of the congress and reports from 29 Discussion Groups and 31 Workshops. The additional important activities of ICME-13, namely papers from the invited lecturers, will be presented in the second volume of the proceedings.
Author: Jonothan Neelands
Publisher: Cambridge University Press
ISBN: 9780521376358
Category : Juvenile Nonfiction
Languages : en
Pages : 88
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Book Description
Grade level: 7, 8, 9, 10, 11, 12, e, i, s, t.
Author: Neil Kitson
Publisher: Routledge
ISBN: 1134767455
Category : Education
Languages : en
Pages : 120
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Book Description
First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Katherine Annette Lawley Ellsworth
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 101
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Book Description
In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional math curriculum was used for the dependent variable. Student achievement was analyzed using an analysis of covariance (ANCOVA) and determine that there was a significant difference in math achievement when instruction is provided to student by teachers who have received professional development on concept-based instructional strategies. These findings have implications on teacher preparation, daily curricular instruction, and competitiveness for students in the global economy. Future research is suggested to determine impacts of concept-based instruction on students functioning above and below grade level, as well as teacher efficacy on implementing concept-based instruction for middle grades.
