IMPROVING STUDENT ACHIEVEMENT IN MATHEMATICS, PART 1: RESEARCH FINDINGS. ERIC DIGEST... ED463952... U.S. DEPARTMENT OF EDUCATION PDF Download
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Languages : en
Pages :
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Author:
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Languages : en
Pages :
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Author: Douglas A. Grouws
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 54
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The ideas presented here are based on the idea that, in order to succeed, efforts to improve instruction must focus on the existing knowledge base in respect of effective teaching and learning. The practises proposed to increase the effectiveness of teaching and learning are -the extent of the students' opportunity to learn mathematics content bears directly and decisively on student mathematics achievement -focusing instruction on the meaningful development of important mathematical ideas increases the level of student learning -students can learn both concepts and skills by solving problems -giving students both an opportunity to discover and invent new knowledge and an opportunity to practise what they have learned improves student achievement -teaching that incorporates students intuitive solution methods can increase student learning, especially when combined with opportunities for student interaction and discussion -using small groups of students to work on activities, problems and assignments can increase student mathematics achievement -whole-class discussion following individual and group work improves student achievement -teaching mathematics with a focus on number sense encourages students to become problem solvers in a wide variety of situations and to view mathematics as a discipline in which thinking is important -long-term use of concrete materials is positively related to increases in student mathematics achievement and improved attitudes towards mathematics -using calculators in the learning of mathematics can result in increased achievement and improved student attitudes.
Author: Vi-Nhuan Le
Publisher: Rand Corporation
ISBN: 0833039644
Category : Education
Languages : en
Pages : 117
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This report presents the findings of a multiyear study of the effectiveness of reform-oriented science and mathematics instruction.
Author: Clark J Hickman
Publisher: IAP
ISBN: 1641137398
Category : Education
Languages : en
Pages : 199
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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:
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Category :
Languages : el
Pages : 0
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Author: Douglas A. Grouws
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 0
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Author: Eric Rolfhus
Publisher:
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Category :
Languages : en
Pages : 10
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Large scale longitudinal research (Morgan, Farkas, & Wu, 2009) and a meta-analysis (Duncan et al., 2007) have found that early mathematics achievement is a strong predictor of later mathematics achievement. In fact, end of Kindergarten and end of grade 1 mathematics achievement on ECLS-K and similar mathematics proficiency measures tends to be a stronger predictor than early measures of reading or reading-related skills such as phonemic awareness. Yet, despite increasing interest, there is little research on the effectiveness of recommended best practices in Response to Intervention Models (RtI) in mathematics (Gersten et al. 2009). This study (Rolfhus, et al. 2012) replicates the Fuchs et al. (2005) study as the first large-scale effectiveness trial (one intended to approximate real-world implementation) of "Number Rockets". While the Fuchs et al. study used interventionists experienced with at-risk students, the current study employed interventionists with a range of experience who were selected from the local community. While the Fuchs et al. study provided interventionists with substantial monitoring and support, the current study provided professional development and a support program similar to those provided by publishers of curriculum products (Agodini et al. 2009). Different measures were used to identify at-risk students, and measure outcomes. Finally, the district in the Fuchs et al. study used just one curriculum; each of the four urban districts in the current study used a different one, which may have provided a more heterogeneous instructional context. This study is the first effectiveness evaluation (and first replication) of "Number Rockets" and builds on the positive findings of the Fuchs et al. (2005) efficacy study. Tables are appended.
Author: Anne Watson
Publisher:
ISBN: 9780903535687
Category : Effective teaching
Languages : en
Pages : 55
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Author: Jean DiRuscio Taraba
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Author: Emily S. Phillips
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 34
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This study sought to investigate the effectiveness of implementing regular speed drills in a math classroom to improve student scores on math computation tests. Three questions are investigated: (1) Are there significant differences in student achievement on timed math computation tests between the conceptual, classical curriculum with typical homework practice at the end of class and the same curriculum with speed drills implemented at the end of class twice per week? (2) Is there a difference between male and female performance on the timed math computation tests before and after the speed drill intervention? (3) Is there a difference between the performance of different grade levels on the timed math computation tests before and after the speed drill intervention? The research was performed in a private classical middle school, using 17 students of a single teacher over the course of 10 weeks. The data were collected in the form of 5 different test scores and the results were analyzed using dependent, paired-sample t tests. The results suggest a significant improvement in test scores after the speed drill intervention. The claim that it was the speed drills alone that resulted in higher achievement, however, cannot be substantiated. Due to the repeated measures design, it is more likely that the continual practice with the math computation tests produced confidence and strategies that enhanced student performance, in addition to the speed drill element. More studies should be done in the future in public schools and using independent measures design to preserve validity and allow for generalization. Keywords: math computation, standardized tests, speed drills, fluency, automaticity, middle school math, conceptual instruction, classical education
