共查询到20条相似文献，搜索用时 31 毫秒
1.
One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to a survey on mathematics word problem-solving practices. Half the respondents were teachers from center schools and the other half from mainstream programs. The latter group represented both integrated and self-contained classes. The findings clearly show that regardless of instructional setting, deaf students are not being sufficiently engaged in cognitively challenging word problem situations. Overall, teachers were found to focus more on practice exercises than on true problem-solving situations. They also emphasize problem features, possibly related to concerns about language and reading skills of their students, rather than analytical and thinking strategies. Consistent with these emphases, teachers gave more instructional attention to concrete visualizing strategies than to analytical strategies. Based on the results of this study, it appears that in two of the three types of educational settings, the majority of instructors teaching mathematics and word problem solving to deaf students lack adequate preparation and certification in mathematics to teach these skills. The responses of the certified mathematics teachers support the notion that preparation and certification in mathematics makes a difference in the kinds of word problem-solving challenges provided to deaf students. 相似文献
2.
Elizabeth Todd Brown 《Journal of Early Childhood Teacher Education》2013,34(3):239-257
This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers’ sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional practices. Examining teachers’ efficacy and beliefs can inform educational practice and help to differentiate between more and less successful instructional practices when teaching mathematics in the early childhood classroom. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the teacher-belief scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities, they rate themselves high in instructional strategies, classroom management, and student engagement. The early childhood teachers did not rate their belief in mathematics as high as their efficacy. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high teacher efficacy and high teacher mathematics beliefs would show alignment with the presence of standards-based mathematics instructional practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research may inform pre kindergarten teachers and teacher educators about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy. 相似文献
3.
Jerome V. D'Agostino 《School Effectiveness & School Improvement》2013,24(2):197-235
For this study, Prospects, a data set on schools and students in the United States collected during the early 1990s, was used to examine the effects of instructional and school organizational characteristics on the longitudinal mathematics and reading achievements of students from either a first- or third-grade cohort. Three schooling models were tested using hierarchical linear modeling (HLM) while controlling for parental socioeconomic (SES) status. Factors and variables that represented instructional and school features were derived from teacher and principal responses to survey items. These features had direct and interactive effects on mathematics achievement, supporting both an environmental and interactive model of schooling. Further, schools characterized by teacher collegiality, support for innovation, principal leadership, goal agreement, and community support contained teachers who employed important instructional strategies more effectively, and students who had the highest mathematics gains over the observed period. 相似文献
4.
Associations between Fine Motor and Mathematics Instruction and Kindergarten Mathematics Achievement
Research Findings: This study investigates the role of fine motor and mathematics instruction in mathematics achievement in an international sample of kindergarteners from the United States and China. Multilevel modeling was used to assess the interaction between students’ entering skills and classroom time spent on basic math, higher-order math and fine-motor instruction. For American children, the effect of basic math and higher-order math instruction on student achievement depended on entering skills; however, fine motor instruction had negative average effects on student achievement and did not depend on students’ entering skills. Instruction time was not a significant predictor of achievement for Chinese students. Practice or Policy: Though fine motor skills have a robust correlation with mathematics achievement, a causal link has not been established. Our study indicates that time spent in fine motor instruction does not advance mathematics achievement in kindergarten and in fact may weaken mathematics achievement, given the limited time in the instructional day. American teachers in our sample who spent more time in fine-motor instruction tended to spend less time on basic math and higher-order mathematics instruction. Educators should weigh instructional trade-offs carefully and work to tailor instruction to students’ skill levels. 相似文献
5.
Patrick McGuire Mable B. Kinzie Daniel B. Berch 《Early Childhood Education Journal》2012,40(4):213-222
Teachers in early childhood and elementary classrooms (grades K-5) have been using ten-frames as an instructional tool to support students’ mathematics skill development for many years. Use of the similar five-frame has been limited, however, despite its apparent potential as an instructional scaffold in the early elementary grades. Due to scant evidence of teacher use and a lack of systematic research we know little to nothing about both the developmental and pedagogical implications of using five frames and related instructional manipulatives in early childhood mathematics classrooms. In this paper, we provide an overview of five-frames and specifically demonstrate ways that five-frames, if used in conjunction with concrete manipulatives, can support pre-kindergarten (pre-K) children’s development of Gelman and Gallistel’s (1978) three basic counting principles: the stable-order principle, one-to-one correspondence, and cardinality. We conclude by discussing the developmental and instructional implications of using five-frames, as well as offer a set of teaching tips designed to help teachers maximize the potential advantages of integrating five-frames in the pre-K classroom. 相似文献
6.
《The Journal of educational research》2012,105(6):429-441
ABSTRACTThe author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics. 相似文献
7.
A major problem facing science education in the United States today is its failure to produce enough well-educated minority students in the natural sciences and engineering. In most cases, the early difficulties encountered by these students in middle schools persists for years and prevent majority of them from pursuing advanced degrees and careers in the sciences and engineering. Thus, the need for new teaching approaches that will motivate and channel these students, who represent the fastest growing segment of our society into science and engineering. A number of factors contribute to this underrepresentation, amongst which are perception, exclusion, and instructional strategies. Here, we report on some important factors and teaching strategies, which, when proper considered, would influence the success of minority students in the sciences. Transitional strategies are techniques that facilitators may use to help underprepared students to learn to bridge or relate different parts or situations to one common idea, fact, or skill. It is hoped that when this strategy is infused with content, along with study skills, learning styles, and sequence as well as students' personal inventories, minority performance in science and mathematics will improve. 相似文献
8.
Abstract We studied 36 students identified as “educationally disadvantaged” who scored above average on standardized achievement tests and completed a program to reinforce their academic skills in either language arts or mathematics. We pretested and posttested an additional (control) group of 28 students who received no instructional intervention. We found a significant effect of the instructional intervention for both achievement and aptitude test scores in language arts as well as mathematics. Gains in mathematics were significantly greater than in language arts. After instructional intervention, the majority of students were eligible and academically qualified for challenging gifted‐talented programs. These findings are consistent with two other similar research projects using the same instructional program and model, suggesting stability of results. We discuss implications of this study for identifying and developing academic talent in such a population. 相似文献
9.
Smita Guha 《International Journal of Early Years Education》2006,14(1):15-34
The objective of this small study was to elicit responses from early childhood teachers in India on mathematics learning strategies and to measure the extent of finger counting technique adopted by the teachers in teaching young children. Specifically, the research focused on the effective ways of teaching mathematics to children in India, and examined teachers’ approach to number counting. In India, children were taught by their parents or by their teachers to use fingers to count. The qualitative study conducted by the researcher further enriched the topic with first‐hand comments by the teachers. Although the finger counting method was not the only process that teachers would adopt, it was embedded in the culture and taken into consideration while infusing mathematics skills. The teachers confirmed adopting the Indian method of finger counting in their teaching strategy; some specified that the method helped children to undertake addition and subtraction of carrying and borrowing, as counting by objects could not be available all the time. Although the study is limited by its small sample to the unique mathematics learning experience in India, it provides readers with a glimpse of culturally responsive teaching methods and an alternative mathematics teaching strategy. 相似文献
10.
11.
Chris Rasmussen Oh Nam Kwon Karen Allen Karen Marrongelle Mark Burtch 《Asia Pacific Education Review》2006,7(1):85-93
This paper provides an overview of the Inquiry-Oriented Differential Equations (IO-DE) project and reports on the main results
of a study that compared students’ beliefs, skills, and understandings in IO-DE classes to more conventional approaches. The
IO-DE project capitalizes on advances within mathematics and mathematics education, including the instructional design theory
of Realistic Mathematics Education and the social negotiation of meaning. The main results of the comparison study found no
significant difference between project students and comparison students on an assessment of routine skills and a significant
difference in favor of project students on an assessment of conceptual understanding. Given these encouraging results, the
theoretical underpinnings of the innovative approach may be useful more broadly for undergraduate mathematics education reform. 相似文献
12.
《Exceptionality》2013,21(3):151-164
Students with mathematics learning disabilities (LD) exhibit difficulties with retrieval and cognitive skills that impede their ability to perform basic mathematical skills. Instruction in mathematical procedures (i.e., procedural knowledge) is necessary to help students learn and apply skills such as basic facts and whole-number computation. Division is a skill that is identified in curriculum across the grade levels; yet, it is a skill that is often taught last in instructional sequences because of its complexity and prerequisite knowledge. Reviews of research have revealed that students with LD benefit from a combined model of academic instruction that includes both explicit and strategic instructional procedures. This article presents an overview of division instruction and a sample of interventions for teaching division that include explicit and strategic instructional procedures, which are found in the combined model of teaching. 相似文献
13.
Yujeong Park Mary T. Brownell Elizabeth F. Bettini Amber E. Benedict 《Exceptionality》2019,27(1):1-17
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed. 相似文献
14.
Cognitive,metacognitive, and motivational aspects of problem solving 总被引：12，自引：0，他引：12
This article examines the role of cognitive, metacognitive, and motivational skills in problem solving. Cognitive skills include instructional objectives, components in a learning hierarchy, and components in information processing. Metacognitive skills include strategies for reading comprehension, writing, and mathematics. Motivational skills include motivation based on interest, self-efficacy, and attributions. All three kinds of skills are required for successful problem solving in academic settings. 相似文献
15.
The major purpose for conducting this study was to determine whether certain instructional strategies were superior to others in teaching high school chemistry students problem solving. The effectiveness of four instructional strategies for teaching problem solving to students of various proportional reasoning ability, verbal and visual preference, and mathematics anxiety were compared in this aptitude by treatment interaction study. The strategies used were the factor-label method, analogies, diagrams, and proportionality. Six hundred and nine high school students in eight schools were randomly assigned to one of four teaching strategies within each classroom. Students used programmed booklets to study the mole concept, the gas laws, stoichiometry, and molarity. Problem-solving ability was measured by a series of immediate posttests, delayed posttests and the ACS-NSTA Examination in High School Chemistry. Results showed that mathematics anxiety is negatively correlated with science achievement and that problem solving is dependent on students' proportional reasoning ability. The factor-label method was found to be the most desirable method and proportionality the least desirable method for teaching the mole concept. However, the proportionality method was best for teaching the gas laws. Several second-order interactions were found to be significant when mathematics anxiety was one of the aptitudes involved. 相似文献
16.
John C. Begeny Robin S. Codding Jiayi Wang Rahma M. Hida Sierra L. Patterson Sarah Kessler Felicia Fields-Turner Kimberly A. Ramos 《Psychology in the schools》2020,57(4):540-555
More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to the impact of motivational strategies designed to improve students’ math skills. This study examined the effectiveness of specific motivational strategies used in the small-group Accelerating Mathematics Performance through Practice Strategies (AMPPS-SG) intervention program. A multiple baseline design was used with three instructional groups of second grade students to compare the relative effectiveness of three different conditions on students’ math computation skills. Condition 1 included all of the AMPPS-SG instructional components. Condition 2 included all instructional procedures as well as goal-setting, performance feedback, and reinforcement for performance. Condition 3 included all components used in Condition 2, as well as a group-based reward contingency. Results showed that students’ performance during Condition 3 was significantly better than performance during Conditions 1 and 2. 相似文献
17.
Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012
Modern educational theories emphasise effectiveness enhancing factors at the classroom level and differential effectiveness for sub-groups of students and across different learning contexts. Theoretical developments, however, are generally based on national evidence and have been criticised for lacking cross-cultural perspectives. This study used PISA 2012 data to examine how subject-specific teaching strategies related to mathematics performance of students across education systems whilst considering curvilinear associations and interactions with the socio-economic and instructional context. The results provide consistent evidence of a positive curvilinear relationship between cognitive activation strategies and mathematics performance. The association tends to be stronger in schools with a positive disciplinary climate and for students from advantaged socio-economic backgrounds, but not in every education system. Teacher-directed strategies are positively related to mathematics performance, but the association tends to become negative for high levels of teacher-directed instruction. Associations of student-oriented strategies with mathematics performance are inconsistent. The cross-national evidence contributes to the knowledge base of educational theory. 相似文献
18.
This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic retrieval of basic arithmetic combinations, such as 6 + 3. The following measures appear to be valid and reliable indicators of potential MD in kindergartners: (a) magnitude comparison (i.e., knowing which digit in a pair is larger), (b) sophistication of counting strategies, (c) fluent identification of numbers, and (d) working memory (as evidenced by reverse digit span). These are discussed in terms of the components of number sense. Implications for early intervention strategies are explored. 相似文献
19.
Systematic instructional strategies that investigators have used with students who display moderate to severe handicaps were identified and defined. The investigations which directly compared two or more strategies were analyzed, and summary statements/recommendations about the relative effectiveness and efficiency of the strategies were made. Analyzing the effectiveness of the procedures involved determining which strategies successfully taught skills to subjects. The efficiency of the strategies was analyzed on measures which indicated the skills were taught in a productive and timely manner (i.e., trials to criterion, sessions to criterion, errors to criterion, direct instruction time). Recommendations for future research and practice include (a) conduct more studies comparing the effectiveness and efficiency of instructional strategies, (b) conduct investigations of the specific variables of single strategies to identify the most efficient use of each procedure, (c) expand the efficiency measures to assess whether students learn information not directly targeted for instruction, and (d) conduct research to determine which strategy is best to use with given types of students and skills. 相似文献
20.
Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics practices that were more likely to occur in kindergarten classrooms that did and did not have ELs. We found teachers reported greater frequency of manipulatives and count/calendar activities in mathematics instruction when there were EL students in the classroom. Teachers in classrooms with ELs also reported a greater frequency of mathematics content that involved teaching shapes and practical skills. The findings indicate that teachers tended towards a supportive multimodal approach to instruction when ELs were present. 相似文献