Download or read book Exploring the Effects on Mathematics Achievement of Eighth Grade Students that are Taught Problem Solving Through a Four step Method that Addresses the Perceptual Strengths of Each Student written by Michael P. Bull and published by . This book was released on 1993 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 678 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1993 with total page 704 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Journal for Research in Mathematics Education written by and published by . This book was released on 1995 with total page 644 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Download or read book Number Talks written by Sherry Parrish and published by Math Solutions. This book was released on 2010 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A multimedia professional learning resource"--Cover.

Download or read book Resources in Education written by and published by . This book was released on 1995 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Teaching Problem Solving Through Cooperative Learning Methods on Student Mathematics Achievement Attitudes Toward Mathematics Mathematics Self efficacy and Metacognition written by Edna Leticia Hernández Garduño and published by . This book was released on 1997 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2010 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).

Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Download or read book The Relationship Between Student Self concept and Mathematics Achievement Among Eight grade Students written by Theresa Burris-Woodward and published by . This book was released on 2012 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project is to develop a mathematics program for use in an eighthgrade general math class which addresses student self-concept in mathematics focused on (a) a less intimidating, non-threatening classroom environment with a profusion of positive student reinforcement, (b) small cooperative student groups where students explore, problem-solve, reason, recognize thinking with logical justifications, (c) student perseverance, (d) effective classroom questioning to draw out student thinking, and (e) logical puzzles and critical thinking math problems. The objective of the project is to assist teachers and administrators in guaranteeing that all eighth-grade students have the opportunity to be successful in mathematics. Four lessons were designed around the California Mathematics and Common Core Standards. The lessons still need to be piloted and feedback from students and teachers would be beneficial to the effectiveness of each lessons implementation in a middle school mathematics classroom. Keywords: Academic achievement, non-threatening environment, self-concept, cognitive demand, classroom discourse, mathematical classroom discourse, math reasoning.

Download or read book Mindset Mathematics Visualizing and Investigating Big Ideas Grade 8 written by Jo Boaler and published by John Wiley & Sons. This book was released on 2020-01-29 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the eighth-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same message—that they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual math tasks have been shown to improve student test scores, and more importantly change their relationship with mathematics and start believing in their own potential. The tasks in Mindset Mathematics reflect the lessons from brain science that: There is no such thing as a math person - anyone can learn mathematics to high levels. Mistakes, struggle and challenge are the most important times for brain growth. Speed is unimportant in mathematics. Mathematics is a visual and beautiful subject, and our brains want to think visually about mathematics. With engaging questions, open-ended tasks, and four-color visuals that will help kids get excited about mathematics, Mindset Mathematics is organized around nine big ideas which emphasize the connections within the Common Core State Standards (CCSS) and can be used with any current curriculum.

Download or read book Growth Mindset in the Mathematics Classroom written by Cassie Marie Duke Brzozowski and published by . This book was released on 2018 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine the effects of a growth mindset in the Mathematics classroom. The focus of the study was to determine if there was a significant difference in test scores on the curriculum-based post assessments for each unit in the eighth-grade mathematics curriculum. The participants in the study were eighth grade math students in Southington, Connecticut. The control group consisted of sixty-eight students from the 2015-2016 academic year. The treatment group consisted of seventy-one students from the 2016-2017 academic year. The students in the treatment group were introduced to a growth mindset with a presentation. To train their minds and get the students in true growth mindset form, students created small goals for achievement. In addition, students were praised for their efforts. They were taught to focus on the importance of learning as a process. When in cooperative learning groups, students were given roles to change their mindset about their individual abilities in math. These methods were based on Finely's article on how to encourage a growth mindset (2014). Minitab was used to analyze the data to determine if there was a significant difference between the treatment and control groups on the curriculum-based unit assessments in mathematics. Within the control group, a two-sample t-test was used to determine if there was a significant difference between male and female students. The results found significant differences on the Inequalities, Volume and Functions post assessments. The treatment group only scored significantly higher on the Inequalities post assessment. The control group scored significantly higher on the Volume and Functions post assessments. All the other post assessments showed no significant difference even when outliers were removed from the data. Two-sample t-tests were also able to determine there was no significant difference in the treatment group between male and female students. This study was not able to determine if a growth mindset had an effect in the eighth-grade mathematics classroom. There were many limitations that could have contributed to the lack of evidence. One being the demographics of the students and the age group. A growth mindset could have had a greater effect in a more diverse district, different grade or subject. Further research should explore these different aspects of participants. Researchers should also explore students with different socioeconomic statuses. In addition, effects on other subjects and grades should be explored to determine the effects of a growth mindset in all classrooms.

Download or read book Culturally Relevant Mathematics for High Poverty 8th Graders written by Cynthia Anne Townsend and published by . This book was released on 2016 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to bring awareness and potential suggestions to the problem of low mathematics achievement for students living in poverty and the potential that equity pedagogies may offer for these students. Tenets of Culturally Relevant Mathematics Pedagogy (CRMP) in both curriculum and instructional practices were investigated in an eighth grade mathematics classroom in a high poverty majority-minority school. This was done by examining the teaching of three CRMP tasks related to algebraic functions over four months' time. This mixed methods action research utilized case studies of students, including a student with an identified learning disability and Latina/o English language learners. Both quantitative and qualitative methods were used, which included, mathematics self-efficacy surveys, student interviews, a CRMP lesson analysis tool, CRMP task artifact analyses, a teacher reflection journal, and both teacher and student observations with observation scales. Data was analyzed to determine influences on both students' mathematics achievement and their mathematics self-efficacy beliefs. Findings indicated that real world CRMP tasks taught within cooperative learning structures did influence both students' achievement and self-efficacy in mathematics. These teacher-created tasks had high cognitive and language demands, utilized multiple representations, and afforded students opportunities to experience productive struggle . Students grew in their understanding of algebraic functions and their beliefs in themselves as doers of mathematics through teacher scaffolding, questioning, praise, and frequent feedback. It was also seen that status differences minimized through the use of group norms and becoming an expert on their topic. Students' mathematics self-efficacy was positively influenced by lessening their physiological state through strong teacher-student and peer relationships, as well as multiple opportunities to observe the modeling of others through vicarious experiences. All students with identified learning disabilities grew in both mathematics achievement and self-efficacy. Mixed results were seen in ELL and exited ELL students. Recommendations are made for supporting students with special academic and language needs. Implications for developing more equitable secondary mathematics experiences for students living in poverty are discussed for teachers, administrators, curriculum developers, professional development designers, and policy makers.

Download or read book The Effects of Math Tutoring Sessions for Parents on Eighth Grade Students Mathematics Achievement and Anxiety written by Susan Scott and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators across the United States have searched for avenues to improve students' mathematics achievement since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983) which reported that American students were behind students in other countries academically. Recent legislation, No Child Left Behind (2001), continues to address the need for improvement in mathematics among K-12 students. A possible intervention in middle school is to incorporate parental involvement. Numerous researchers (Colombo, 2006; Desimone, 1999; Epstein, 2008; Flynn, 2006; Henderson & Berla, 1994; Sheldon & Epstein, 2005; Wherry, 2006) have demonstrated the positive outcomes of parental involvement on children's education. This construct was investigated by analyzing the effects of math workshops for parents of eighth grade students on student math achievement and anxiety levels. Two theories form the foundation for the study: (a) Epstein's (1987) Theory of Overlapping Spheres which describes the behavioral practices of parental involvement and (b) Hoover-Dempsey and Sandler's (1995, 1997) Model of Parental Involvement, which is based on psychosocial constructs that affect the relationship between parental involvement and students' successes. A Nonequivalent Control-Group design and a Static-Group Comparison Design were used in the study with a sample of 105 eighth grade math students and their parents. Analysis of covariance (ANCOVA) was conducted for hypothesis one and a Two-Sample t-test was employed for hypothesis two. These statistical measures revealed no significant difference between eighth grade students' math achievement and math anxiety levels for students whose parents attended math workshops, and those students whose parents did not attend math workshops.

Download or read book An Analysis of Teacher and School Factors Influencing Computational Skills Achievement in Eighth Grade Mathematics in Arkansas Schools written by Charles Daniel Watson and published by . This book was released on 1983 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Encyclopedia of Mathematics Education written by Stephen Lerman and published by Springer. This book was released on 2020-02-07 with total page 916 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Encyclopedia of Mathematics Education is a comprehensive reference text, covering every topic in the field with entries ranging from short descriptions to much longer pieces where the topic warrants more elaboration. The entries provide access to theories and to research in the area and refer to the leading publications for further reading. The Encyclopedia is aimed at graduate students, researchers, curriculum developers, policy makers, and others with interests in the field of mathematics education. It is planned to be 700 pages in length in its hard copy form but the text will subsequently be up-dated and developed on-line in a way that retains the integrity of the ideas, the responsibility for which will be in the hands of the Editor-in-Chief and the Editorial Board. This second edition will include additional entries on: new ideas in the politics of mathematics education, working with minority students, mathematics and art, other cross-disciplinary studies, studies in emotions and mathematics, new frameworks for analysis of mathematics classrooms, and using simulations in mathematics teacher education. Existing entries will be revised and new entries written. Members of the international mathematics education research community will be invited to propose new entries. Editorial Board: Bharath Sriraman Melony Graven Yoshinori Shimizu Ruhama Even Michele Artigue Eva Jablonka Wish to Become an Author? Springer's Encyclopedia of Mathematics Education's first edition was published in 2014. The Encyclopedia is a "living" project and will continue to accept articles online as part of an eventual second edition. Articles will be peer-reviewed in a timely manner and, if found acceptable, will be immediately published online. Suggested articles are, of course, welcome. Feel encouraged to think about additional topics that we overlooked the first time around, and to suggest colleagues (including yourself!) who will want to write them. Interested new authors should contact the editor in chief, Stephen Lerman, at [email protected], for more specific instructions.