Search results for: Mathematics
Page 4/10 93 items
The current study examined the effectiveness of a supervised mentoring program on the academic achievement of low‐income students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension. These findings provide support for mentoring programs as a means to reduce resource inequity in low‐income school districts.
Updated: Jul. 05, 2011
This research study explores gender-based language, in this case women's language, and the classroom. The study specifically examines examples of women's language and how this language affects student response in the classroom. The participants were 20 students at an academic magnet school in a metropolitan area in the southeastern United States and their teacher. Five variables have been identified as characteristic of women's language--politeness, gestures, intonation, praise/saving face for others, and tag questions--and were used to evaluate the language of a female teacher in an Algebra II classroom.
Updated: Jan. 02, 2011
The current study explored the impact of using video lesson analysis methodology (VLAM) on the ability of prospective secondary mathematics teachers to analyze mathematics teaching. The participants were 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates University. It was found that the intervention remarkably improved the ability to analyze mathematics teaching of the experimental group while little improvement occurred to the control group. Implications for teacher education programs are discussed.
Updated: Dec. 21, 2010
A Comparison Study of Web-Based and Traditional Instruction on Preservice Teachers’ Knowledge of Fractions
The goal of this study was to compare the effectiveness of Web-based instruction (WBI) and traditional teaching methods on preservice elementary teachers’ fraction knowledge. Students’ knowledge of fractions was measured using a Fraction Knowledge Test. The test was administered as pre and posttests to a total of 42 preservice teachers in two classes at the same university. One of the classes was randomly assigned as the experimental group and was given WBI. The other class was assigned as a control group and was given traditional instruction. The analysis of results showed a statistically significant difference between the experimental and the control groups’ posttest mean scores in favor of the experimental group.
Updated: Jun. 13, 2010
The authors analyze nationally representative data from 1972, 1982, 1992, and 2004, examining the mathematics achievement of four high school senior cohorts, and several school and family background characteristics. The authors examine how changes in these measures relate to the black-white and Latino-white test score gaps and to changes in school minority composition. Understanding how our society can address these countervailing forces—the improving socioeconomic conditions for black and Latino families on the one hand, and the increasing racial isolation of these students in schools on the other—necessitates innovative ideas and experimentation.
Updated: May. 30, 2010
This study examines the mathematics course-taking of White, African American, and Latino students in racially diverse schools and the effects of different opportunity structures in those schools on college preparation and college-going. This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health). Evidence consistently suggests that schools can play an active role in the provision of opportunities for social mobility or in the exacerbation of social inequality, depending on how they are structured.
Updated: May. 30, 2010
Looking through the Lens of A Teacher's Life: The Power of Prototypical Stories in Understanding Teachers' Instructional Decisions in Mathematics
The focus of this narrative inquiry was to examine how teachers describe influences on their instructional decisions in mathematics. Using a lens provided by pivotal or prototypical stories teachers told about their past experiences, connections were suggested between these past experiences and their instructional decisions.
Updated: May. 09, 2010
In this article, the authors elaborate a conceptualisation of mathematics for teaching as a form of applied mathematics (using Bass's idea of characterising mathematics education as a form of applied mathematics). Furthermore, the authors examine implications of this conceptualisation for the mathematical preparation of teachers.
Updated: May. 09, 2010
The author examines responses of prospective teachers to a visual representation task and, in turn, their examination of elementary school students' responses to mathematical tasks. The analysis revealed the initial tendency of prospective teachers to create pictorial representations. It also highlights the importance of looking beyond the pictures created to how prospective teachers use mathematical models. Findings suggest that analyzing representations helps prospective teachers (and teacher educators) rethink their teaching practices.
Updated: Dec. 24, 2009
This article seeks to identify the ways in which participation in school classrooms is similar to and different from those described by Lave and Wenger, which have claimed that legitimate peripheral participation is a universal feature of situated learning. As a means to investigate situated learning as participation, the author focuses on one particular form of learning in school, which can be referred to as usual school mathematics.
Updated: Dec. 15, 2009