Download or read book Understanding Teachers Perceptions and Strategies Implemented in High School Mathematics Classes Using ALEKS written by Tristan Kumor and published by . This book was released on 2021 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Assessment and Learning in Knowledge Spaces (ALEKS) is an adaptive learning tool used by hundreds of thousands of high school students in the United States. This study was designed to understand how teachers in high school mathematics classrooms used the ALEKS system for instruction and to examine what their perceptions were of its ease of use and usefulness. A basic qualitative study was conducted where five Chicagoland high school mathematics teachers were interviewed three times over the course of one academic school year. This study asked teachers to share first hand experiences and perceptions of using ALEKS. The Technology Acceptance Model (TAM) served as the theoretical framework for examining these experiences and perceptions. The results of this study indicate a variety of teaching strategies that teachers used with ALEKS as well as many common themes. Teachers used the ALEKS tool for assessing student understanding through its quizzes and assignments, used the data analysis tools with the program to analyze student progress, and made use of ALEKS to allow students to practice and receive feedback on mathematical concepts. The findings of this study indicate that teachers found ALEKS to be easy to use and useful in their teaching. Specifically, teachers cited the assessment tools, built-in feedback, ability to personalize learning, and the accessibility of learning tools for students as useful in their teaching."--Boise State University ScholarWorks.
Download or read book The Relationship Between Mathematics Teachers Perceptions of Student Motivation and Their Use of Instructional Strategies for At Risk Math Students written by Kayla Morris Couch and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student motivation in mathematics education can be affected by many variables, especially for at-risk students. Existing information is limited regarding teacher perceptions of their own pedagogy, instructional strategies, and at-risk student motivation in the area of mathematics for middle school and high school students. The purpose of this study was to analyze middle school and high school mathematics teachers' perceptions of their own pedagogy, instructional strategies, and at-risk students' motivation in mathematics. Deci and Ryan's self-determination theory was the theoretical framework used to guide the current study, which focuses on psychological and instinctive needs of individuals. An explanatory, sequential mixed method design was used to examine data from two separate quantitative surveys and qualitative data gathered from eight one-on-one interviews. Using SPSS analytical computer software, descriptive statistics were obtained. Qualitative data were coded manually by the researcher using in-vivo coding and then again using axial coding. Some of the key findings of the study included participants perceived at-risk students were more motivated in mathematics when the curriculum made connections to students' everyday lives and perceived teacher relationships with students had the greatest impact on student motivation. The results of this study may encourage mathematics teachers to develop relationships with their at-risk students and choose instructional strategies, which may promote at-risk student motivation in mathematics.
Download or read book Using a Variety of Teaching Strategies in the High School Math Class written by Keith D. Cornell and published by . This book was released on 2007 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This capstone examines how using many different teaching strategies, primarily opening and closing activities, writing, and cooperative learning helps high school students learn mathematics. For the majority of my teaching career, I mainly taught mathematics by going through examples with the class and then assigning the students problems to work on. This is described as the traditional method in my study. Authors such as The National Council of Teachers of Mathematics, David Johnson, and Sutton and Krueger provided key information throughout the study. The research was a generic qualitative study as described by Merriam and involved surveying a group of Algebra 2 students after different teaching strategies were incorporated. The results, as determined by surveys, interviews, and grade examinations, were increased understanding and engagement.
Download or read book Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College written by Adam Dwight King and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with mild/moderate disabilities frequently experience difficulty in mathematics in high school, and thus are often unprepared for math in college. The student researcher conducted a survey examining the perceptions regarding mathematical readiness of such students by professionals who work with them in high school. Participants included 47 high school special education teachers who completed an online questionnaire about the preparedness of students with disabilities in various mathematical constructs (i.e., algebra, geometry, number sense, calculator skills, and study skills) and the importance of those constructs using Likert-type rankings, as well as perceptions of barriers for transitioning to college. Ratings of student preparedness were low, with a variety of perceived barriers related to family, student, system, and teacher factors. A wide range of potential solutions was also offered, including more parent involvement, more study time and perseverance, better teaching/greater accountability from teachers in younger grades, more co-teaching/less pull-out classes, more math labs in upper grades, more math exposure and practice/math every day, and making math more interesting and applicable/gain student buy-in. Results have implications in terms of the need for greater mathematical preparation for students with disabilities transitioning to college, the importance of teacher perception, and for greater communication and collaboration between high school special education teachers and college disability resource center personnel to increase that preparation.
Download or read book Teacher Experiences and Perceptions in Implementing Instructional Strategies for Fostering Student Engagement in Upper Elementary Mathematics written by Gail Willis and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological research study was to investigate the factors that influence mathematical instruction of upper elementary teachers in school districts within Southern California. More specifically, this research study examined teaching strategies of upper elementary teachers’ experiences and perceptions regarding implementing student engagement in mathematics in school districts within Southern California. This qualitative phenomenological research study involves teachers who utilize instructional strategies based on their best practices that foster students engaging in upper elementary mathematics. In this research study, the participants explained their lived experiences and perceptions of utilizing their chosen strategies to engage students in mathematics instruction. The literature review referenced in this study exemplifies instructional strategies, which include student engagement in the upper elementary grades that are important to life-long learning. Mathematics was specifically targeted due to the negative perceptions that students have that are often associated with the subject. Students’ lack of motivation and low academic achievement are a few of their negative interpretations that are affiliated with mathematics. This study adds to the body of knowledge regarding the factors that influence teachers’ instructional decision-making when it pertains to fostering student engagement in mathematics instruction. The study participants included nine upper elementary math teachers, who are working currently in school districts within Southern California. The researcher conducted semi-structured interviews to gather participants’ insights and experiences, presenting an opportunity to explore their various perspectives individually. Due to the Covid-19 previous state-mandated restrictions, the examiner conducted the interviews in a Zoom virtual environment. The investigator interviewed nine participants each for one hour with ten open-ended questions that were distributed electronically. There were seven comprehensive themes that emerged during the qualitative analysis process: (a) engaging students in small group collaboration, (b) motivating students through rigorous instruction, (c) utilizing scaffolding techniques, (d) magnifying students’ leadership through self-directed activities, (e) implementing high-level cognitive development activities, (f) engaging students in differentiated instruction, and (g) integrating of 21st century technology. The seven themes were congruent to the theoretical framework of constructivism, and the literature review.
Download or read book Students Perceptions of Teaching Strategies in a Mathematics Classroom written by Angela R. Gentry and published by . This book was released on 2014 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was a qualitative case study with the objective to explore private high school seniors' perceptions of the strategies that assisted their learning in a mathematics classroom throughout their educational career. Population size included a sample of nine seniors from a rural, private high school in the Southern Appalachian region of the United States. The students drew from their past mathematics experiences during the interviews as well as their current dual-credit college classes. Editing coding took place during the data analysis. Findings revealed that students learned best from teacher modeling, feedback during practice, teacher-student tutoring, and reflection time. The researcher obtained these conclusions from the interviews, constructed a theory, and termed the results Students' Perceptions of Teaching Strategies in a Mathematics Classroom.
Download or read book Design Recommendations for Intelligent Tutoring Systems written by Dr. Robert A. Sottilare, US Army Research Laboratory and published by U.S. Army Research Laboratory. This book was released on 2013-08-01 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: Design Recommendations for Intelligent Tutoring Systems explores the impact of computer-based tutoring system design on education and training. Specifically, this volume, “Learner Modeling” examines the fundamentals of learner modeling and identifies best practices, emerging concepts and future needs to promote efficient and effective tutoring. Part of our design recommendations include current, projected, and needed capabilities within the Generalized Intelligent Framework for Tutoring (GIFT), an open source, modular, service-oriented architecture developed to promote simplified authoring, reuse, standardization, automated instruction and evaluation of tutoring technologies.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-08 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mobile Learning and STEM written by Helen Crompton and published by Routledge. This book was released on 2015-12-07 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, there has been a renewed focus on STEM education in the United States, fueled by evidence that young learners’ competencies in science, technology, engineering, and mathematics are falling behind those of their global peers. Scholars and practitioners are beginning to utilize the new pedagogical opportunities offered by mobile learning to improve the successes of teachers and K-12 students across STEM subjects. Mobile Learning and STEM: Case Studies in Practice is a comprehensive collection of case studies that explore mobile learning’s support of STEM subjects and that utilize mobile technology to facilitate unique and effective K-12 teaching and learning experiences. In addition to its focus on STEM achievement for researchers, this volume is a resource for teachers working to implement mobile learning initiatives into their classrooms. Mobile Learning and STEM also includes research that is applicable to classrooms in nations around the world, where few students from underrepresented racial and socioeconomic backgrounds are entering into STEM jobs. Concluding with a summary of its research and its implications to future scholarship and practice, this book is a springboard for practitioners, specialists, higher education instructors, and researchers who want to establish better practices in schools and raise student achievement in STEM subjects.
Download or read book Effective Pedagogy in Mathematics p ngarau written by Glenda Anthony and published by . This book was released on 2007 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning Places written by Michael Fullan and published by Corwin Press. This book was released on 2006-07-21 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This timely book is exactly what modern schools need, blending Fullan′s theoretical genius about change with practical strategies that can work in any school. Readers will discover that it is practical, easy to use, and empowering for educators, with lots of room for personal choices at the school level." -Lyn Sharratt, Superintendent of Curriculum and Instructional Services, York Region District School Board, North Toronto, ON, Canada "This book is an easy read and provides a well developed idea of framing the school context for student achievement. The author provides excellent resources, worksheets, templates, walk-through and reflection ideas, and additional support materials." -Rosemarie Young, Past President, National Association of Elementary School Principals Encourage sustainable reform practices that foster development for the entire school community! Need an inspiring approach to school change? Need staying power for school improvement initiatives? Organized to make learning contagious throughout the school, this user-friendly guide helps create a culture of learning that promotes the simultaneous development of students, teachers, and parents—addressing specific ways to maximize study groups, student data, classroom walk-throughs, and more. The interactive self-assessment protocols focus on: Achieving a sense of purpose Facilitating program coherence Invigorating classroom teaching Supporting the professional development of teachers Developing wider circles of leadership Issuing a call to action for all educational communities, this easy-to-use manual offers a visionary yet grounded approach to revitalize educators and reenergize their efforts for meaningful, lasting reform.
Download or read book Effective mathematics teaching from teachers perspectives written by Jinfa Cai and published by Brill / Sense. This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide's main audience will be students in educational settings, including school, further education and university, together with their teachers and lecturers. However, several sections will also be useful to anyone who has some difficulty in remembering everyday things, such as names, telephone numbers and shopping lists.
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Download or read book Teaching Large Classes written by Elisa Lynn Carbone and published by SAGE. This book was released on 1998-05-27 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this useful and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end of term evaluations. Full of examples taken from many different disciplines, Teaching Large Classes will be an ideal companion for any teacher facing the challenge of the large introductory class.
Download or read book SAGE Handbook of Research on Classroom Assessment written by James H. McMillan and published by SAGE. This book was released on 2013 with total page 577 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
Download or read book Let s Put Kids First Finally written by Charles M. Achilles and published by Corwin. This book was released on 1999-04-20 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Small is better, especially in the early years of schooling How can we put into action what parents and teachers have known for years? Small classes for young children just make sense, and now research proves it. This accessible book provides the evidence to bring common sense into the classroom. In this clear and concise book, Achilles offers: Interpretation of findings from a solid foundation of research: the Student Teacher Achievement Ratio (STAR); the DuPont Study; and the Lasting Benefits Study (LBS) Vignettes, stories, and observations by practitioners on the front line that demonstrate specific applications of teaching and learning activities in small classes Positive effects and lifelong outcomes of small classes Insights into the impact of class size on social problems, physical and monetary considerations, and environmental conditions Evidence to back up supporters who advocate small classes in school This book is designed for school leaders, teachers, administrators, students, and anyone who cares about the future of education in America. Don't let good research go to waste. Small classes may come just in time to save the next generation of children.
Download or read book Knowledge Spaces written by Jean-Claude Falmagne and published by Springer Science & Business Media. This book was released on 2013-06-20 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book describes up-to-date applications and relevant theoretical results. These applications come from various places, but the most important one, numerically speaking, is the internet based educational system ALEKS. The ALEKS system is bilingual English-Spanish and covers all of mathematics, from third grade to the end of high school, and chemistry. It is also widely used in higher education because US students are often poorly prepared when they reach the university level. The chapter by Taagepera and Arasasingham deals with the application of knowledge spaces, independent of ALEKS, to the teaching of college chemistry. The four chapters by Albert and his collaborators strive to give cognitive interpretations to the combinatoric structures obtained and used by the ALEKS system. The contribution by Eppstein is technical and develops means of searching the knowledge structure efficiently.
