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1.
This study describes the sense-making behaviors of sixth- and seventh-grade students (n = 46 dyads) as they read and discussed expository articles in print and digital formats. Most dyads approached the digital text as if it were static and linear, despite the availability of hyperlinks. Reading through (or covering) the text was the most commonly observed behavior, occurring in 89% of the coded intervals in the print condition and 76% of intervals in the digital condition. Students were observed discussing a variety of cognitive and metacognitive strategies. The most common strategies were process monitoring, summarizing, connecting, and reacting. The dyads used at least one overt sense-making strategy in about 50% of the intervals when reading the print text and about 65% of the intervals with the digital text. Previewing and progress monitoring, which serve important planning and self-regulative functions, were used more frequently in the digital condition. Regression analyses show that several collaborative behaviors were associated with text comprehension, as measured by a researcher-designed multiple choice test, in the print condition but not in the digital condition. These included word recognition monitoring (β = 1.84; SE = 0.90; p = .05), summarizing (β = 2.43; SE = 1.21; p = .05), and connecting (β = −5.20; SE = 2.06; p = .02) at the student level and attending to illustrations (γ = −7.08; SE = 2.17; p = .003) at the dyad level. In both conditions, prior reading achievement and prior knowledge were strong predictors of comprehension.  相似文献   

2.
The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.  相似文献   

3.
A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents’ development in mathematics (Grades 5–9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end‐of‐the‐year grades and test scores), and that achievement positively predicted these emotions, controlling for students’ gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students’ achievement and of achievement for the development of emotions.  相似文献   

4.
Understanding the cognitive processes central to mathematical development is crucial to addressing systemic inequities in math achievement. We investigate the “Groupitizing” ability in 1209 third to eighth graders (mean age at first timepoint = 10.48, 586 girls, 39.16% Asian, 28.88% Hispanic/Latino, 18.51% White), a process that captures the ability to use grouping cues to access the exact value of a set. Groupitizing improves each year from late childhood to early adolescence (d = 3.29), is a central predictor of math achievement (beta weight = .30), is linked to conceptual processes in mathematics (minimum d = 0.69), and helps explain the dynamic between the ongoing development of non-symbolic number concepts, systemic educational inequities in school associated with SES, and mathematics achievement (minimum beta weight = .11) in ways that explicit symbolic measures may miss.  相似文献   

5.
The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.
Eula Ewing MonroeEmail:
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6.
Sandra Stotsky 《Prospects》2007,37(4):489-500
This article recounts the battle in the “math wars” that took place in Massachusetts, United States in 1999–2000 over the scope, content and teaching of the state’s K-12 mathematics curriculum. Harsh controversies arose between the partisans of a “reform-math” movement stressing an undefined “conceptual understanding” and student-created algorithms and those, including the author, advocating an academically stronger mathematics curriculum as well as fluency in students’ computational skills with whole numbers and fractions. While “reform-math” supporters privileged and fought for a radical constructivist view of mathematics learning, the Massachusetts Board of Education decided to implement mathematics standards that linked strong academic content to the development of authentic computational competencies in students. Following the introduction of newly revised mathematic standards in 2000, real progress was reached in terms of student achievement. According to the results of the 2007 tests in reading and in mathematics for Grade 4 and Grade 8, reported by the National Assessment of Educational Progress (NAEP), Massachusetts ranked first nationwide in mathematics and tied for first place in reading, with its students having made significant gains from 2005 to 2007. The article makes a strong case for evidence-based curriculum design and implementation, freed, as much as possible, of mythologies and misconceptions. It explains why it was necessary to reject the theoretical assumptions and pedagogical strategies embedded in the National Council of Teachers of Mathematics’ 1989 and 2000 standards documents. It also highlights the importance of a strong personal life and working “principles” underpinning the mission of curriculum developers: successful reform “strategies” are indeed meaningless in the absence of such durable personal beliefs and values.
Sandra StotskyEmail:
Sandra Stotsky   is Professor of Education Reform and holds the 21st Century Chair in Teacher Quality in the Department of Education Reform at the University of Arkansas in Fayetteville, USA. From 2003 to 2005 she was a Research Scholar at Northeastern University, and from 1999 to 2003 she was Senior Associate Commissioner at the Massachusetts Department of Education. During that period she directed complete revisions of the state’s licensing regulations for teachers, administrators, and teacher training schools, the state’s tests for teacher licensure, and the state’s PreK-12 standards for mathematics, history and social science, English language arts and reading, science and technology/engineering, early childhood (preschool), and instructional technology. She is editor of What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and author of Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). In May 2006 she was appointed to the National Mathematics Advisory Panel and is a co-author of its final report, released in March 2008.  相似文献   

7.
The study investigated how well report card grades communicate to students and parents that state educational standards are being met, standards that are objectively measured by infrequently administered mandated assessments. Data sources were report card grades and external assessment scores for 2006–09 for Ontario Canada. The information that parents and students received about student performance from report cards and external assessments were similar (r s  = .47) to the r = .40–.60 range previously reported. Teachers assigned higher grades than external assessments warranted, even after a major source of construct irrelevant variance in report card grades (teacher ratings on multiple scales measuring student effort and school commitment) was controlled. The relationship of grades to assessment scores was robust across genders, school district types (Public versus Catholic) and language (English and French). Agreement of assessments was higher for grade 6 than for grade 3 and for Writing than for Reading or Mathematics. Report cards provided information about students’ future achievement that was accurate and delivered up to 2 years prior to the administration of external assessments. Seventy to 80% of students who reached the provincial achievement standard on one or both prior report cards were successful on the subsequent external assessment, compared to 30–50% of students who failed to meet the report card standard at least once.  相似文献   

8.
Studies suggest prenatal cannabis exposure is associated with mood/behavioral problems in children. However, it is unclear if targeting modifiable domains like sleep behaviors would improve outcomes in exposed youth. Using a causal inference framework, the effect of changing sleep-hours on changing internalizing/externalizing problems in children was examined using the Adolescent Brain Cognitive Development™ study baseline (ages 9–10; collected during 2016–2018) and year-1 follow-up data (N = 9825; 4663 female; 5196 white). Average treatment effects (ATE) indicated that more sleep predicted less internalizing (ATE = −.34, SE = .08, p < .001) and externalizing (ATE = −.29, SE = .07, p < .001) problems over time. However, prenatal cannabis exposure moderated the ATE on internalizing (conditional-ATE = .91, SE = .39, p = .019), whereby participants with exposure (n = 605) did not show any effect of changing sleep-hours on mood (B = .09, SE = .24).  相似文献   

9.
Mathematics teachers face a myriad of instructional obstacles. Since the early 1990s, mathematics education researchers have proposed the use of constructivist practices to counteract these ever-prevalent obstacles. While we do give credit to the choices of instructional activities the constructivist paradigm promotes, there are problems with its use as the foundation of mathematics pedagogy (e.g., Phillips, Educational Researcher 24: 5–12 1995; Simon, Journal for Research in Mathematics Education 26: 114–145 1995). In this paper, we will analyze and review the literature pertaining to the conceptual tenets and operational practices of constructivism, and the viability of these practices for meeting the professional teaching standards proposed by the National Council of Teachers of Mathematics (NCTM; 2000). We will then review the literature pertaining to a paradigm of teaching that may be more applicable, that of persuasive pedagogical practices, and the ways in which these practices can differentially meet the goals of the mathematics standards. The differences between constructivism and persuasive pedagogy lead us to believe that the adoption of the theory of teaching as persuasion, or persuasive pedagogy, may be more appropriate for learning mathematics and the identification and correction of misconceptions. Further, these pedagogical practices correspond with suggestions for mathematical discourse provided by NCTM (2000).  相似文献   

10.
Abstract Mathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the past two decades, researchers have identified and validated a number of instructional practices that help students with LD understand and use mathematics in meaningful ways. The purpose of this article is to discuss instructional guidelines and evidence‐based practices for building conceptual, procedural, and declarative knowledge within a comprehensive mathematics curriculum. The importance of balancing these three knowledge areas across mathematics content areas is noted.  相似文献   

11.
A study of the effect of science teaching with a multimedia simulation on water quality, the “River of Life,” on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards (National Research Council, 1996). Water quality provides an information-rich context for relating classroom science to real-world situations impacting the environment, and will help to improve student understanding of science (Kumar, 2005a; Kumar and Chubin, 2000). The topics addressed were classes of organisms that form river ecosystem, dissolved oxygen, macroinvertebrates, composition of air, and graph reading skills. Paired t-test of pre- and post-tests, and pre- and delayed post-tests showed significant (p < 0.05) gains. The simulation had a significant effect on the conceptual understanding of students enrolled in a K-9 science education course for prospective teachers in the following areas: composition of air, macroinvertebrates, dissolved oxygen, classes of organisms that form a river ecosystem, and graph reading skills. The gain was more in the former four areas than the latter one. A paired t-test of pre- and delayed post-tests showed significant (p < 0.05) gains in the water quality and near transfer subsets than the dissolved oxygen subset. Additionally students were able to transfer knowledge acquired from the multimedia simulation on more than one concept into teachable stand-alone lesson plans.  相似文献   

12.
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2), 2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics education.
Luis RadfordEmail:
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13.
This study investigated the relationship between children’s ability to regulate emotions and display of appropriate behavior in social settings. A sample of 33 children representing a wide range of social economic status was randomly selected from a Head Start Program and an Early Childhood Development Center in the Midwest. Data were collected using the Emotion Regulation Checklist (ERC) developed by Shields and Cicchetti (Dev Psychol 33:906–916, 1997, J Clin child Psychol, 27:231–395, 1998). A “Behavior Recording” checklist was developed and used to record appropriate and inappropriate behavior observed during children social interactions. Teacher ratings identified children as generally high emotion regulators. Girls had generally higher scores than boys in emotion regulation ability. A high relationship (r = .76) was also found between emotion regulation and display of appropriate behavior. Results indicate the importance of emotions in relation to a child’s well being and academic achievement. Additionally, these findings suggest a need for parents and early childhood educators to teach children appropriate emotional behavior when confronted with situations that are in conflict with societal norms.  相似文献   

14.
Mathematics teaching in Burkina Faso is faced with major challenges (high illiteracy rates, students’ difficulties, and high failure rates in mathematics, which is a central topic in the curriculum). As evidenced in many of these studies, mathematics is reputed to be tough, inaccessible, and far from what students live daily. Students here look as though they are living in two seemingly distant worlds, school and everyday life. In order to better understand these difficulties and to contribute in the long run to a more adapted teaching of mathematics, we tried to document and elicit the “mathematical resources” mobilized in various daily life social practices. In this paper, we focus on one of them, the counting and selling of mangoes by unschooled peasants. An ethnographic approach draws on the observation of the situated activity of counting and selling mangoes (during harvesting) and on “eliciting interviews” of the involved actors. The analysis of results highlights a richness of structuring resources mobilized and distributed through this practice, related to what Lave (1988) call “the experienced lived-in-world” and “constitutive order.” The mathematical resources take the form of “knowledge in action” and “theorems in action” (Vergnaud, Rech Didact Math 10(23):133–170, 1990), embedded in the social, economic, and even cultural structures of actors.  相似文献   

15.
The National Council of Teachers of Mathematics (NCTM) states that “Communication is an essential part of mathematics and mathematics education” (2000, p. 60). In fact, communication is one of the five process standards emphasized by NCTM. The communication standard highlights the importance of young children communicating their mathematical thinking coherently to peers and teachers. This standard also states that young children should use math language to express mathematical ideas (Baroody, 2000; Ginsburg, Inoue, & Seo, 1999; NCTM, 2000; Rubenstein & Thompson, 2002; Whitin & Whitin, 2003). Teachers must create a link between mathematics and language (Rubenstein & Thompson, 2002; Stigler & Hiebert, 2004). This article focuses on the informal strategies used by Melissa (a kindergarten teacher) that promoted the use of math language. The strategies were identified during a 3-month observational period in her classroom at Clinton Elementary (pseudonym). Clinton Elementary is located in a low-income neighborhood of a southern city that has a population of approximately 450,000. The neighborhood population is predominantly African-American (Davis, 1994).  相似文献   

16.
Despite substantial efforts across postsecondary education to increase minority participation in study abroad, the homogeneity of study abroad participants remains largely unchanged (Dessoff in Int Educ 15(2):20–27, 2006; Shih in , 2009). This study applies an adaptation of an integrated student choice model (Perna in Higher education: Handbook of theory and research, 2006; Salisbury et al. in Research in Higher Education 50:119–143, 2009) to identify differences between white and minority (African-American, Hispanic, and Asian-American) students across measures of human, financial, social, and cultural capital previously shown to influence aspirations to study abroad (Salisbury et al.). Analysis of data from 6,828 students at 53 institutions participating in the Wabash National Study on Liberal Arts Education suggests numerous differences between racial groups with considerable implications for institutions, scholars, and policymakers.  相似文献   

17.
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.  相似文献   

18.
This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children’s school career (ES = .11, Cohen’s d = .22, and ES = .10, Cohen’s d = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research.  相似文献   

19.
In this study we investigated whether elementary mathematics teachers’ knowledge of their students, as reflected in both the accuracy and confidence with which they are able to estimate their students’ task-specific performance on sets of mathematics problems, predicted students’ overall mathematics achievement. Thirty-nine teachers made predictions about the performance of a random sample of target students (n = 150) in their classrooms on sets of “easy” and “difficult” multiplication and division problems. Teachers also provided confidence ratings for those judgments. From these data, indicators of teachers’ judgment accuracy, judgment confidence and calibration accuracy (a measure of metacognitive monitoring) were then related to all of their students’ (n = 834) performance on year-end standardized mathematics achievement tests. Multilevel analyses indicate that teachers’ calibration accuracy, but not their task-specific judgment accuracy, significantly predicted students’ mathematics achievement. Implications for future research on teacher knowledge as well as professional development programs are discussed.  相似文献   

20.
This paper presents the results of a study of interviews (N = 17) conducted with members of a community of practice (CP) comprised of school principals, vice principals, and department heads responsible for teacher supervision in their respective schools. This CP met once a month over the course of 2 years to work on adapting the New Brunswick Department of Education’s Francophone Teacher Evaluation Program. Using Wenger’s (Communities of practice: Learning, meaning and identity. Cambridge University Press, New York, 1998) CP theoretical framework centered on four main concepts, namely meaning, practice, community, and identity, our study reveals that participants acquired knowledge by sharing their teacher supervision experiences. The participants learned new knowledge from others, enriched their supervision practices, and also gained indispensable practical skills with regard to the supervisory process. Furthermore, their fruitful discussions resulted in the creation of friendships and a sense of collegiality as they became agents for change.  相似文献   

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