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Journal articles on the topic 'Schools Mathematics Project'
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1
Kaput, Jim. "Projects: SimCalc Project." Mathematics Teacher 96, no. 2 (February 2003): 158. http://dx.doi.org/10.5951/mt.96.2.0158.
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The SimCalc Project, partially supported for almost ten years by the National Science Foundation, is a research project involving colleagues from several universities, many middle schools, and high schools. Its goal is to use innovative but affordable technology and instructional materials to democratize access to the mathematics of change and variation. It includes, for example, ideas underlying calculus, beginning in the middle school through algebra and onward into university calculus. SimCalc approaches involve a growing mix of visually editable graphs that control dynamic simulations, visualization and data-import tools, and curriculum materials that use these software capabilities, as well as such traditional ones as function graphers. These strategies address the basic ideas of rate, slope as rate, linear functions, simultaneous conditions, interpreting graphs and modeling word problems (including more realistic ones than those that appear in most textbooks), the idea of average, mixture problems, equations, signed numbers and areas, variables and variation, and so on. They also include such ideas as periodicity, velocity and position, and rate and totals connections, including the slope and area ideas underlying the fundamental theorem of calculus.
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Naslund, Beverly. "Projects: Math and Science Solutions (MASS) Project." Mathematics Teacher 96, no. 3 (March 2003): 222. http://dx.doi.org/10.5951/mt.96.3.0222.
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The Math and Science Solutions (MASS) project is an Eisenhower Professional Development Grant that connects schools in diverse settings throughout Illinois using a variety of learning technologies. The goal of the MASS project is to improve instruction and student learning in middle school and high school mathematics and science classrooms by helping to increase teachers' content knowledge, technology integration skills, and engaged learning knowledge, in addition to creating a forum for collaboration on classroom and curricular ideas. A learning network has been formed by connecting mathematics and science teachers and administrators with faculty and preservice teachers from Western Illinois University, in Macomb, Illinois.
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Sergeeva, Elena. "Role of Projects in the Study of Mathematics." SHS Web of Conferences 50 (2018): 01157. http://dx.doi.org/10.1051/shsconf/20185001157.
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Today, it is difficult to imagine the education of children at schools and universities without the use of a project-based approach. Pupils and students carry out projects in all subjects on a variety of topics. Mathematics is one of the most difficult subject at schools. Mathematics is the most abstract subject out of all studied at school, and this is one of the reasons for difficulties the students face. This may be solved by introducing projects showing the applied value of mathematics, its relationship to other subjects, and to life in general. Projects help students to better understand the topic, to demonstrate their creativity. While implementing the project tasks students develop their cognitive skills, ability to independently navigate in the information space, ability to independently produce and design knowledge and many others. Students also carried out cross-disciplinary projects, which clearly demonstrated the relation of mathematics to everyday life and to other subjects. Then, scientific and practical conference was held based on the results of the projects.
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Muñoz, Lilia, Vladimir Villarreal, Itza Morales, Joseph Gonzalez, and Mel Nielsen. "Developing an Interactive Environment through the Teaching of Mathematics with Small Robots." Sensors 20, no. 7 (March 30, 2020): 1935. http://dx.doi.org/10.3390/s20071935.
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The article is the product of the study “Development of innovative resources to improve logical-mathematical skills in primary school, through educational robotics”, developed during the 2019 school year in three public schools in the province of Chiriquí, Republic of Panama. The teaching-learning process in students is influenced by aspects inside and outside the classroom, since not all schools have the necessary resources to deliver content or teaching material. The general objective of the project is to design, develop and implement educational robotics to improve logical-mathematical skills aimed at preschool and first grade students in public schools, using programmable educational robots. For this, a set of resources and activities were developed to improve the logical-mathematical skills of the initial stages, in public schools, obtaining significant results. Playful activities favor the teaching-learning process. Considering the analysis of the results made on the data obtained through the applied collection instruments, it can be argued that in general terms the values indicate that the students obtained a favorable level of performance in the different challenges proposed. The project has allowed the academic community to have an application of great value that allows teaching about the conservation of natural sites. The project only covers the area of mathematics in preschool and first grade.
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Boaler, Jo, and Sarah Kate Selling. "Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impacton Adults' Lives." Journal for Research in Mathematics Education 48, no. 1 (January 2017): 78–105. http://dx.doi.org/10.5951/jresematheduc.48.1.0078.
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In a previous study of 2 schools in England that taught mathematics very differently, the first author found that a project-based mathematics approach resulted in higher achievement, greater understanding, and more appreciation of mathematics than a traditional approach. In this follow-up study, the first author contacted and interviewed a group of adults 8 years after they had left the 2 schools to investigate their knowledge use in life. This showed that the young adults who had experienced the 2 mathematics teaching approaches developed profoundly different relationships with mathematics knowledge that contributed towards the shaping of different identities as learners and users of mathematics (Boaler & Greeno, 2000). The adults from the project-based school had also moved into significantly more professional jobs, despite living in one of the lowest income areas of the country. In this article, we consider the different opportunities that the 2 school approaches offered for longterm relationships with mathematics and different forms of mathematical expertise that are differentially useful in the 21st century (Hatano & Oura, 2003).
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Muir, Tracey. "It's in the bag: Parental involvement in a numeracy at-home program." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 27–33. http://dx.doi.org/10.1177/183693911203700205.
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THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the limited research available on the ways parents can support their child's mathematical education at home through encouraging home–school community partnerships. 1 District high schools in this context refers to rural schools with classes ranging from Kindergarten–Year 10.
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Boaler, Jo. "Open and Closed Mathematics: Student Experiences and Understandings." Journal for Research in Mathematics Education 29, no. 1 (January 1998): 41–62. http://dx.doi.org/10.5951/jresematheduc.29.1.0041.
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This paper reports on 3-year case studies of 2 schools with alternative mathematical teaching approaches. One school used a traditional, textbook approach; the other used open-ended activities at all times. Using various forms of case study data, including observations, questionnaires, interviews, and quantitative assessments, I will show the ways in which the 2 approaches encouraged different forms of knowledge. Students who followed a traditional approach developed a procedural knowledge that was of limited use to them in unfamiliar situations. Students who learned mathematics in an open, project-based environment developed a conceptual understanding that provided them with advantages in a range of assessments and situations. The project students had been “apprenticed” into a system of thinking and using mathematics that helped them in both school and nonschool settings.
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Ewing, Bronwyn, Thomas J. Cooper, Annette R. Baturo, Chris Matthews, and Huayu Sun. "ContextualisingtheTeachingandLearningofMeasurementwithinTorres Strait Islander Schools." Australian Journal of Indigenous Education 39, no. 1 (2010): 11–23. http://dx.doi.org/10.1375/s1326011100000880.
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AbstractA one-year mathematics project that focused on measurement was conducted with six Torres Strait Islander schools and communities. Its key focus was to contextualise the teaching and learning of measurement within the students' culture, communities and home languages. Six teachers and two teacher aides participated in the project. This paper reports on the findings from the teachers' and teacher aides' survey questionnaire used in the first Professional Development session to identify: a) teachers' experience of teaching in the Torres Strait Islands, b) teachers' beliefs about effective ways to teach Torres Strait Islander students, and c) contexualising measurement within Torres Strait Islander culture, communities and home languages. A wide range of differing levels of knowledge and understanding about how to contextualise measurement to support student learning were identified and analysed. For example, an Indigenous teacher claimed that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they interconnect with mathematical ideas emerging from the environment of the Torres Strait communities.
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Bobis, Janette. "International Update: a National Australian Statement on Mathematics." Arithmetic Teacher 40, no. 8 (April 1993): 486–87. http://dx.doi.org/10.5951/at.40.8.0486.
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A National Statement on Mathematics for Australian Schools (Australian Education Council and the Curriculum Corporation 1991) wa released in July 1991. This document is the result of a collaborative project whose recommendations are to be implemented by the State and Territory Government education systems in Australia. It does not prescribe a panicularcurriculum but supplies a framework around which system and schools in the proces of planning can structure their mathematic curriculum.
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Abidin, Zaenal, Arif Cahyo Utomo, Vira Pratiwi, and Laely Farokhah. "PROJECT-BASED LEARNING - LITERACY IN IMPROVING STUDENTS’ MATHEMATICAL REASONING ABILITIES IN ELEMENTARY SCHOOLS." JMIE (Journal of Madrasah Ibtidaiyah Education) 4, no. 1 (June 1, 2020): 39. http://dx.doi.org/10.32934/jmie.v4i1.170.
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The lower mathematical reasoning abilities of elementary school students are the background of this research. This happens because students have not been properly facilitated to develop the ability mathematical of reasoning. Mathematics learning can develop reasoning ability well because mathematics learning has systematic concepts and conceptual relationships. This will have an impact on logical, systematic and rational ways of thinking. Therefore, teachers must be able to choose learning models that can facilitate the ability of mathematical reasoning. One learning model that can be used is the literacy project-based learning model. This study aimed to determine the effectiveness of improving the ability of mathematical reasoning students who obtain literacy project-based learning. The design of this research was used pretest-posttest non-equivalent control group. Based on research results, conclusions can be drawn about the effectiveness of learning that includes n-gain, minimum completeness criteria, and mastery learning. Literacy project-based learning has been effective in facilitating reasoning abilities. That is because literacy project-based learning can present contextual material with literacy works that are made and invited to carry out the process of thinking about the use of mathematical contexts in daily life. Furthermore, students can connect mathematical material with real-life contexts and can make reasoning to interpret learning well.
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Khuziakhmetov, Anvar N., and Pavel M. Gorev. "Introducing Learning Creative Mathematical Activity for Students in Extra Mathematics Teaching." Bolema: Boletim de Educação Matemática 31, no. 58 (August 2017): 642–58. http://dx.doi.org/10.1590/1980-4415v31n58a06.
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Abstract The objective of the research is determined by the need to introduce creative learning mathematics activities for school students, because that is one of the ways of ensuring the effective acquisition of knowledge at the intersubject level and further successful adaptation while choosing a future career. Moreover, the resources of extra mathematics teaching at a general secondary school can be widely used. Thus, the purpose of the research is a) studying the theoretical basis for stimulating creative learning mathematics activities for the students and b) developing the teaching techniques of this stimulation in extra mathematics teaching at general secondary schools. The leading methods are a) modeling the task systems ensuring the development of the five types of learning activities: reproductive, productive, research, project, and project-research and b) the system analysis of the selections of experimental data based on estimating three criteria: fluency - the ability to generate a lot of ideas; flexibility - the ability to produce different ideas; ingenuity - the ability to react unconventionally. The experimental research has been carried out since 2001 and the problem systems characteristic of the five types of learning activities have been used. Subsequently, methodological approaches in extra mathematics teaching have been developed introducing creative mathematics activities for students.
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Suherman, Andri, Soesaptri Oediyani, Ika Handayani, Lia Uzliawati, Ina Indriana, and Darlaini Nasution. "Active Learning to Improve Fifth Grade Mathematics Achievement in Banten." Excellence in Higher Education 2, no. 2 (December 31, 2011): 103–8. http://dx.doi.org/10.5195/ehe.2011.59.
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Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten
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Cahyono, Adi Nur, Mohammad Asikin, Muhammad Zuhair Zahid, Pasttita Ayu Laksmiwati, and Miftahudin Miftahudin. "The RoboSTE[M] Project: Using Robotics Learning in a STEM Education Model to Help Prospective Mathematics Teachers Promote Students’ 21st-CenturySkills." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 85–99. http://dx.doi.org/10.26803/ijlter.20.7.5.
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Teacher education institutions play a strategic role in preparing prospective mathematics teachers with 21st-century skills to teach mathematics in schools. This study aimed to explore how mathematics lectures employing robotics in a STEM (Science, Technology, Engineering, and Mathematics) education approach can contribute to the preparation of prospective mathematics teachers with 21st-century skills to teach mathematics in schools. The research was conducted through a project called the RoboSTE[M] Project, in three stages: pre-development, development, and field experiment. The project was run to encourage prospective mathematics teachers to arrange mathematical activities for mathematics learning with a STEM education approach using robotics. The findings indicated that the model, lab and online modules developed and implemented in this project succeeded in supporting the ability of prospective mathematics teachers to design a mathematics learning environment with a STEM-influenced robotics approach that has the potential to support students’ 21st-century skills. This study has contributed to answer the problem regarding how to provide cross-curricular activities for STEM education by implementing STEM in an integrated manner in schools, including lack of training for teachers, which will translate STEM in the lesson plans. This research shows that teacher education programmes can provide adequate training for pre-service teachers in practising STEM education in mathematics classroom. This study fills in the gaps by focusing on designing a lecture model with a “STEM Robotics” approach for prospective mathematics teachers and their students and to explore its potential to promote prospective mathematics teachers’ 21st-century skills.
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Hoffman, Ruth Irene. "Educational Technology for Elementary and Middle Schools." Journal of Educational Technology Systems 16, no. 4 (June 1988): 299–314. http://dx.doi.org/10.2190/nnbt-3y3h-uq6e-cdt3.
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The Mathematics programs in elementary and middle schools are unchanged in the past fifty years. The content itself needs to be updated; teachers need to experience inservice programs for incorporating computers, models, and calculators into their classrooms. This article summarizes the work done in two projects funded by NSF.* The first revised the K-6 mathematics curriculum and also revised the computer “literacy” program. The second project was an institute for forty middle school teachers to incorporate computers, calculators, and models into their classroom teaching. The entire institute (sixty hours) was videotaped and every attendee was given an edited two hour version to use when they in turn conduct inservice programs in their districts.
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Levine, Linda L. "Promising Research, Programs, and Projects: Networking to Make a Parent Project a Dream Come True." Teaching Children Mathematics 4, no. 6 (February 1998): 376–79. http://dx.doi.org/10.5951/tcm.4.6.0376.
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In my job as program specialist for elementary mathematics for Orange County Public Schools in Orlando. Florida, the opportunities to network with colleagues, representatives of business and industry, members of the mathematics community, and community personnel are plentiful. One such networking episode enabled my dream for a parent project to come true.
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Schell-Straub, Sigrid. "Mathematics Education Meets Development Education: The Competency 'Mathematical Modelling' combined with Global Skills and Competencies in a Secondary School Project in Germany." International Journal of Development Education and Global Learning 5, no. 1 (January 1, 2013): 7–31. http://dx.doi.org/10.18546/ijdegl.05.1.02.
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This article describes a scientific and practical journey through the worlds of mathematics education and development education/global education. It explores one link in detail: critical mathematics education and the competency 'mathematical modelling' in theory and practice. It describes a case study of a secondary school in Baden-Württemberg, Germany, based on a model of critical research. A central theme is the value of a holistic, self-organized learning process in which global and mathematical competencies and skills are combined. The research identifies the value such a process provides in helping students understand their role in a global society, including recommendations for schools, policy, and research.
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Bal, Ayten Pınar. "A Project Evaluation Scale development study related to mathematics course." Pegem Eğitim ve Öğretim Dergisi 2, no. 3 (September 1, 2012): 11–20. http://dx.doi.org/10.14527/c2s3m2.
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The main purpose of this study was to develop a reliable and valid measurement tool to assess the project in primary school mathematics course. Totally 839 fifth and sixth grade students participated to the study from different public primary schools which are located in Adana district. While developing the scale, the reliability; content validity; construct validity tests and, correlation analysis were all carried out respectively. In line with these analyses, it has been derived a 18 item scale including "Thinking Skill", "The Impact of the Procedure on Individual" and "The Environmental Support for Learning Mathematics" sub factors. Cronbach Alpha internal consistency coefficients of these three sub factors that explain 52,04 % of the total variance were calculated .89, .90 and .84 respectively. Finally, considering the results of the analyses, It can be said that the Project Evaluation Scale is a reliable and valid tool that can be applied in 5th and 6th mathematics courses.
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Aljojo, Nahla. "The Design and Implementation of a Mathematics Game-Base Learning Application for Primary Students." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 3 (July 20, 2018): 142. http://dx.doi.org/10.3991/ijim.v12i3.8739.
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<p class="1">The traditional learning process used in schools is outdated. Students nowadays spend most of their time using technologies for entertainment and to communicate with their friends. Technology can also be used to present opportunities in teaching difficult subjects, such as mathematics, in a better environment. This project aims to improve the mathematical skills of addition and subtraction in young children aged 6 to 8 by combining education and entertainment in a simple math learning game<em>. </em>Using ideas from Jerome Bruner’s theory, and Bloom’s Taxonomy of cognitive goals, this application will help children learn and interact effectively with the world around them. This project presents the design and development of a game-based learning application that improves the mathematical skills of young children. Specifically, our target-users for this application are primary school students who are learning addition and subtraction. This paper provides discussion and guidance on how to evaluate the impact of Mathematics Game-Base Learning Application. The overall results of the experimental study indicate a positive effect of Mathematics Game-Base Learning Application on the learning process.</p>
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Papanikolaou, M., N. Skenteris, and S. M. Piperakis. "Effect of external classroom noise on schoolchildren’s reading and mathematics performance: correlation of noise levels and gender." International Journal of Adolescent Medicine and Health 27, no. 1 (February 1, 2015): 25–29. http://dx.doi.org/10.1515/ijamh-2014-0006.
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Abstract The present study investigated the effect of low, medium, and high traffic road noise as well as irrelevant background speech noise on primary school children’s reading and mathematical performance. A total of 676 participants (324 boys, 47.9% and 352 girls, 52.1%) of the 4th and 5th elementary classes participated in the project. The participants were enrolled in public primary schools from urban areas and had ages ranging from 9 to 10 years and from. Schools were selected on the basis of increasing levels of exposure to road traffic noise and then classified into three categories (Low noise: 55–66 dB, Medium noise: 67–77 dB, and High noise: 72–80 dB). We measured reading comprehension and mathematical skills in accordance with the national guidelines for elementary education, using a test designed specifically for the purpose of this study. On the one hand, children in low-level noise schools showed statistically significant differences from children in medium- and high-level noise schools in reading performance (p<0.001). On the other hand, children in low-level noise schools differed significantly from children in high-level noise schools but only in mathematics performance (p=0.001). Girls in general did better in reading score than boys, especially in schools with medium- and high-level noise. Finally the levels of noise and gender were found to be two independent factors.
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Moses, Robert, Mieko Kamii, Susan McAllister Swap, and Jeffrey Howard. "The Algebra Project: Organizing in the Spirit of Ella." Harvard Educational Review 59, no. 4 (December 1, 1989): 423–44. http://dx.doi.org/10.17763/haer.59.4.27402485mqv20582.
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This article analyzes the unique impact of civil rights organizing — in the spirit of Ella Baker — on the grassroots effort of a community activist parent, Robert Moses. Moses, who is also a mathematician, argues that all children should have access to the college preparatory mathematics curriculum of the high schools, and that children without access to such programs are barred from acquiring the knowledge and skills necessary for participation in an economy driven by rapid technological change. In this article, the authors describe the interaction among parents, students, and teachers engaged in The Algebra Project, a seven-year ongoing effort to establish a pedagogy of mathematics that expects, encourages, and supports every student to study algebra at the middle-school level.
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Ovsyannikova, T. L. "Project methods for distance and blended learning in mathematics at higher schools." Otkrytoe i distantsionnoe obrazovanie, no. 4(60) (December 1, 2015): 62–68. http://dx.doi.org/10.17223/16095944/60/9.
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Frawley, Jack, and Ron Watt. "Ethnic Minority Student Achievement in Mathematics in the Early School Years in Cambodian Bilingual Schools: CARE’s Riel Mathematics Research Project." Curriculum and Teaching 26, no. 2 (January 1, 2011): 51–62. http://dx.doi.org/10.7459/ct/26.2.05.
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Whitburn, Julia. "Mathematical Attainments in Primary Schooling: Raising Standards and Reducing Diversity." National Institute Economic Review 179 (January 2002): 64–75. http://dx.doi.org/10.1177/002795010217900109.
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Concern over poor standards in mathematics among English school leavers has led to a number of government initiatives in recent years. Without a secure foundation of mathematical understanding and competence during the primary school years, later learning in mathematics is problematic. This paper examines recent major initiatives at the primary stage of schooling and their effect on raising standards, including the National Numeracy Strategy and the Improving Primary Mathematics (IPM) project. The latter project, influenced by successful Continental approaches to teaching mathematics, aimed both to raise average standards of attainment and to reduce the large variation in attainment that has, in the past, characterised the performance of English pupils.Although the new teaching approaches, and the innovatively detailed teaching materials, developed by the IPM project have enabled significant improvements to be effected, concern remains over the low attainment in England of an unduly large proportion of pupils (as compared with Continental schools). It is suggested that serious consideration needs to be given to adopting arrangements that are the norm in several other countries — namely, to introduce some flexibility in age of entry to schooling (at present in England this is governed strictly by date of birth). Such a change would, it is suggested, significantly reduce the number of low attainers and range of attainment within a class, and make a teacher's task of successful interactive whole-class teaching more manageable.
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Parker, Lesley H., and Léonie J. Rennie. "Teachers' Perceptions of the Implementation of Single-Sex Classes in Coeducational Schools." Australian Journal of Education 41, no. 2 (August 1997): 119–33. http://dx.doi.org/10.1177/000494419704100203.
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THIS paper reports research conducted as part of the Single-Sex Education Pilot Project (SSEPP) which was undertaken in 1993–1994 in Western Australia. The project involved the implementation of single-sex science and/or mathematics in ten coeducational secondary schools. Unlike previous similar initiatives, the SSEPP included professional development for the teachers involved and systematic monitoring. The paper presents an analysis of teachers' reactions to and perceptions of the SSEPP. It gives voice to teachers' views of the major issues which arose during the project, concerning outcomes for students, school organisation, teacher professional development, community response and sustainability of the change.
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Octariani, Dhia, and Isnaini Halimah Rambe. "PENGEMBANGAN BAHAN AJAR BERBASIS PROJECT BASED LEARNING BERBANTUAN SOFTWARE GEOGEBRA." MES: Journal of Mathematics Education and Science 4, no. 1 (October 30, 2018): 16–21. http://dx.doi.org/10.30743/mes.v4i1.864.
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Abstract. This research is a learning device development research that will be used in learning with the Project based Learning (PjBL) model with the help of technology, in this case using Geogebra software. Geogebra Software is a dynamic mathematical software that combines geometry, algebra and calculus can be used as a tool in mathematical learning. Geogebra is a special mathematical program that can be used as a medium for learning mathematics. This research was conducted in one of the high schools in Deli Serdang Regency. Development of learning is done gradually in accordance with step 4D, then the researchers simplify the changing of the four stages (4D) into three stages (3D) is defining, designing, and development.Keywords: Teaching Materials, Project Based Learning (PjBL), Geogebra Software
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Kasten, Peggy. "Projects." Mathematics Teacher 91, no. 9 (December 1998): 809–10. http://dx.doi.org/10.5951/mt.91.9.0809.
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The Cincinnati Public Schools received a National Science Foundation, Urban Systemic Initiative (USI) Grant in 1994. The USl unit wanted to add an integrated mathematics component to its curriculum. Integrated Mathematics (SIMMS IM), an NSF curriculum project, seemed a good fit, and work began in 1995-1996 to plan its inclusion as a pilot curriculum.
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Lasa, Aitzol, Jaione Abaurrea, and Haritz Iribas. "MATHEMATICAL CONTENT ON STEM ACTIVITIES." Journal on Mathematics Education 11, no. 3 (August 29, 2020): 333–46. http://dx.doi.org/10.22342/jme.11.3.11327.333-346.
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In this paper, a number of STEM educational proposals are systematically analyzed from the lens of mathematics education. An extensive innovation project was implemented during the 2019/2020 academic year in a pilot study carried out in Schools and Teacher Training Programs in Navarre (Spain), comprising a bibliographical and source analysis as a previous step to characterize the existing material, and ultimately to design and test STEM projects at different educational levels from the point of view of mathematical education. All activities belong to international publications and widely used and contrasted web repositories, and seize the usual interval of compulsory education, i.e., from the beginning of Primary School (age 6/7) to the end of Secondary School (age 15/16). The findings draw a panorama of STEM activities where mathematics is mostly utilitarian, numbers and units are functionally used to measure quantities of magnitudes, and geometric contents serve the purpose of modeling a technological prototype. As it turns out, some STEM-labelled activities do not fulfill their principles and fundamental purposes. In lower levels, there is a common confusion between STEM activities and science laboratory projects; in higher levels, complex mathematical content could appear. Even though some activities are guided science laboratory projects, it is concluded that most STEM activities have the potential of a-didactical situations, i.e., contexts where students put into practice their personal problem-solving techniques before teachers formalize the mathematical content.
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Blank, Rolf K., and Pamela H. Espenshade. "50-State Analysis of Education Policies on Science and Mathematics." Educational Evaluation and Policy Analysis 10, no. 4 (December 1988): 315–24. http://dx.doi.org/10.3102/01623737010004315.
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The Council of Chief State School Officers began a project in 1986 to develop state indicators of the condition of science and mathematics education in elementary and secondary schools. Based on a 50-state survey, the following data summarize current state policies related to science and mathematics in three areas: (a) policies affecting the amount of instruction at elementary and secondary levels; (b) state requirements for the certification of science and math teachers and policy initiatives related to teacher certification; and (c) state testing programs in science and mathematics.
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Geldhill, Robert, Sarah Kent, Andrew Milsted, Richard Chapman, Jonathan W. Essex, and Jeremy G. Frey. "e-Malaria: the schools Malaria project." Concurrency and Computation: Practice and Experience 20, no. 3 (2008): 225–38. http://dx.doi.org/10.1002/cpe.1193.
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Kirova, Gabriela. "“THE ROOM OF MYSTERIES” PROJECT FOR THE THIRD GRADE." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 423–26. http://dx.doi.org/10.35120/kij3002423k.
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One of the important components of mathematical competence is the ability to solve practical tasks. According to G. Hristova “... with the teaching of mathematics in elementary classes, the skills to learn, to handle information, to communicate, to work independently and to work in a team are formed in the students” [4]. K. Alexieva stresses in her publication that “key competences are interdependent and represent a set of knowledge, skills and relationships necessary for the individual's personal development throughout life, for building an active civic position and participation in social life as well as for the suitability for his/her realization on the labour market. Through learning in each of the subjects, key competence learning skills are acquired, which includes understanding the personal needs in the learning process and discovering the opportunities and abilities to overcome learning difficulties, both individually and in groups; critical thinking, problem solving and decision making, initiative, creativity, responsibility, teamwork, and other key competences specified in the curriculum [1]. The ability to solve practical tasks develops to a greater extent in group, teamwork on projects. Project work is one of the active learning methods. It is not widely accepted in modern mathematical education in Bulgaria. The reasons for this are many. One of them is the lack of methodological literature on the subject for elementary teachers. Many specialists organize project work with their students, including mathematics, but their experience remains unpopular. Project work is difficult to organize, involves serious planning, and often involves spending money to buy the necessary materials. To successfully integrate into project activities, it is necessary for the young students to have a certain degree of autonomy, organizational skills, communicative skills, teamwork skills, skills for individual search of information, presentation skills, and so on. Teachers with creative abilities and innovative ideas develop, organize, and work on projects in primary school but this is a matter of their goodwill and professional skills. Mathematics teaching specialists in primary schools are in debt to primary school teachers in terms of published methodological work and project activities, including mathematics. Teachers' books for mathematics curricula for primary classes should include developments of at least one class project. This is done in the Bulgarian mathematics training kits of Anubis Publishing House, where I am the author [2] [3]. In this article I will present a description of the project – Thematic Classroom “The Room of Mysteries” for the third grade. It would be good the lesson to be held at the end of the school year. It solves tasks from all of the learning content studied in mathematics in the third grade. The idea of the project is based on the so-called “Escape Room” – a place where participants have to solve a series of puzzles to leave the room. Students of the class will not be locked in their classroom, of course. They will find a locked suitcase in their room that they want to unlock to see what's in it. For better motivation students will be given the role of police inspectors, who will be divided into 6 teams to solve a series of challenges – tasks. The lesson is held in the presence of parents and relatives of the students. A team of “veteran investigators” is formed from the parents, who also have to solve puzzles. Solving each task will lead to the opening of a new puzzle, and so pupils and parents will have to deal with a series of challenges that will lead to the discovery of 7 keys, identical at first glance, only one of which unlocks the briefcase. The prize, hidden away from the students, may be their annual third-grade certificates, may be holiday books for the end of the year as well as small gifts. Materials required for the project are purchased in advance with funds collected from students' parents.
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Zhao, Weijie. "Predicament and outlook of China's math education." National Science Review 7, no. 9 (April 17, 2020): 1513–17. http://dx.doi.org/10.1093/nsr/nwaa070.
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Abstract Mathematics is the foundation of science and rational thinking. Math education for the younger generation is the fundamental project to upgrade the mathematical literacy and the creativity of the whole society. China's education system has long been different from that of Western countries. China has fostered many gold medal winners of the International Mathematics Olympiad, but is also criticized as lacking creativity. In this NSR forum on math education in China, educators of high schools and universities as well as researchers of different scientific fields gather to talk about the current predicaments and future developments of China's math education. Zenghu Li Mathematician; Professor of the School of Mathematical Sciences, Beijing Normal University, Beijing, China Chao Tang Quantitative biologist; Director of the Center for Quantitative Biology, Peking University, Beijing, China Zhihong Xia Mathematician; Professor of Mathematics, Northwestern University, Evanston, USA and the Founding Chair of the Department of Mathematics, Southern University of Science and Technology, Shenzhen, China Jinlong Yang Computational chemist; Professor of the School of Chemistry and Materials Science, University of Science and Technology of China, Hefei, China Huawei Zhu Headmaster of Shenzhen Middle School, Shenzhen, China; Former leader and head coach of the national team of China for the International Mathematics Olympiad, China Gang Tian (Chair) Mathematician; Professor of the School of Mathematical Sciences, Peking University, Beijing, China
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Dorocki, Sławomir, Wioletta Kilar, and Tomasz Rachwał. "Założenia i cele Projektu „Krok w przedsiębiorczość” dla nauczycieli szkół ponadgimnazjalnych." Przedsiębiorczość - Edukacja 7 (January 1, 2011): 308–20. http://dx.doi.org/10.24917/20833296.7.24.
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This article presents the rationale and purpose of the Project “Step in entrepreneurship” to the secondary school teachers. The main objective of the project is to design and pilot testing of implementation (in Małopolska and Podkarpackie voivodeships) an innovative program of development of entrepreneurial attitudes, IT and mathematics competence in upper secondary schools. The developed training program is based on the concept of creating a virtual company by the students. It is located on the Open Educational Platform created specifically for the Project and the students compete on the virtual market.
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Isnaeni, Isnaeni. "Application Of Project Based Learning Models To Improve Mathematics Learning Results Elementary School Students For Class 2." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (November 26, 2020): 992. http://dx.doi.org/10.20961/shes.v3i3.46114.
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<em>The purpose of this study was to improve mathematics learning outcomes for students in grade II elementary schools with the Project Based Learning (PjBL) learning model by making projects in the form of nail boards in groups. The research conducted was a Classroom Action Research (CAR) in three cycles, with each cycle consisting of one meeting. The stages of each cycle are planning, implementing, observing and reflecting. In the first cycle, the students who completed the evaluation were 37,5%. In the second cycle, students who completed the evaluation were 81,25%. In cycle III, students who completed after evaluating were 93,75%. These results indicate that the Project Based Learning (PjBL) learning model by making projects in the form of nailed boards in groups can improve mathematics learning outcomes for Class II students at SDN 1 Randegan.</em>
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Wilson, Linda. "What Gets Graded Is What Gets Valued." Mathematics Teacher 87, no. 6 (September 1994): 412–14. http://dx.doi.org/10.5951/mt.87.6.0412.
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In countless high schools across the United States and Canada, mathematics teachers are struggling to make sense of, and to implement, the reforms advocated by the National Council of Teachers of Mathematics. The fall 1993 publication of the working draft of the NCTM's Assessment Standards for School Mathematics has placed assessment practices at the forefront of reform. Particularly in high schools, where grades have an elevated importance, changing the way we assess what our students know is a daunting challenge. I would like to relate one story of a teacher who believes very strongly in reform but whose efforts were largely thwarted by her grading system. This fictionalized story is based on a case-study research project conducted by the author during three months in spring 1992.
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Costa, Maria Cristina Oliveira da Cristina Oliveira da. "Promoting STEAMH at primary school: a collaborative interdisciplinary project." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 12, 2018): 234–45. http://dx.doi.org/10.18844/prosoc.v4i8.3054.
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There is a growing call on the integration of Science, Technology, Engineering and Mathematics (STEM) at the primary school level, aiming to motivate students to learn these subject matters, in order to correspond to the scientific and technological challenges of an increasingly demanding society. Recently, many studies sustain the importance of extending STEM to STEAM by adding Arts to the previous areas, to better prepare students for real life. In this article, we present a way to promote STEAMH, by integrating Heritage with STEAM. With a qualitative approach and an action research methodology, we intend to investigate how to develop a pedagogical intervention project that fosters STEAMH learning at primary school and local community. It is concluded that it is possible to implement a STEAMH pedagogical intervention project, being necessary to develop a collaborative partnership with local community and local schools. Keywords: STEAMH, hands-on, interdisciplinarity, primary school, collaboration
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Slabeycius, Juraj, and Daniel Polčin. "HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL." Problems of Education in the 21st Century 50, no. 1 (December 15, 2012): 101–7. http://dx.doi.org/10.33225/pec/12.50.101.
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The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to gain practical skills in the application of ICT in education. Via the portal www.naucteviac.sk EDULAB provides schools more than 30 000 multimedia resources for five science subjects. These are multimedia materials of company Young Digital Planet, known as "universal curriculum" tailored to national language. Nevertheless, the latest computer technology, interactive whiteboards, other computer peripherals and multimedia e-learning programs don’t give school the guarantee for an increase of the of pupils’ knowledge, as long as the digital learning materials contain a number of errors and unacceptable simplification. Key words: digital education, ICT, EDULAB, physics teaching, misconception in physics.
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Brosnan, Anne. "Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools." International Journal for Lesson and Learning Studies 3, no. 3 (September 30, 2014): 236–51. http://dx.doi.org/10.1108/ijlls-09-2013-0050.
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Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.
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Post, Thomas R., Amanuel Medhanie, Michael Harwell, Ke Wu Norman, Danielle N. Dupuis, Thomas Muchlinski, Edwin Andersen, and Debra Monson. "The Impact of Prior Math Achievement on the Relationship Between HS Math Curricula and Postsecondary Math Performance, Course-Taking, and Persistence." Journal for Research in Mathematics Education 41, no. 3 (May 2010): 274–308. http://dx.doi.org/10.5951/jresematheduc.41.3.0274.
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This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially developed curriculum, the University of Chicago School Mathematics Project curriculum, or National Science Foundation-funded curriculum comprised the sample. Of interest were comparisons of the difficulty level and grade in their initial and subsequent college mathematics courses, and the number of mathematics courses completed over 8 semesters of college work. In general, high school curriculum was not differentially related to the pattern of mathematics grades that students earned over time or to the difficulty levels of the students' mathematics course-taking patterns. There also was no relationship between high school curricula and the number of college mathematics courses completed.
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Acharya, Bed Raj. "Assessment Practices in Mathematics Courses: Towards Dialectical Positioning." Interdisciplinary Research in Education 4, no. 2 (December 31, 2019): 149–61. http://dx.doi.org/10.3126/ire.v4i2.27932.
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This article aims to explore the perception and practices of mathematics teachers on assessment system in mathematics courses. I adopted interpretive research approach. Three schools each from Gorkha, Nuwakot and Kaski district were selected for study. Six students, three teachers, three head teachers, and three resource persons were the interviewees of the study. I observed classrooms and conducted FGDs for collecting textual information. The data was generated from these different sources of each school have been verified and critically analyzed through triangulation and generate themes. It was found that, existing assessment practices were formative assessments such as project work, class work, and homework, attendance, unit test, remedial support, extracurricular activities, field visit, group discussion, weekly tests and use of summative evaluation as a formative assessment tool.
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Withrow, Frank B. "The Videodisc: An Educational Challenge." Journal of Educational Technology Systems 14, no. 2 (December 1985): 91–99. http://dx.doi.org/10.2190/70h0-fx5j-u3v1-65jm.
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This article details videodisc projects in elementary schools supported in part by the United States Department of Education. The development of private videodisc programs for elementary and secondary schools is also discussed. While the author feels that this is a promising technology, he considers it as still in an experimental stage. The Videodisc Interactive Microcomputer (VIM) project supported by the Center for Libraries and Educational Improvement included forty-five elementary schools in seventeen states. The best liked of the forty-five discs supplied to the schools was the “WHALES” disc developed by the National Geographic Society and the University of Nebraska. Developments in both hardware and software make it possible for the average school to purchase off-shelf operating educational programs. Pioneers in the commercial field have been Video Discovery and their bio-science discs, and Video Vision with their space discs. System Impact Incorporated of Washington, D.C. has just introduced a new comprehensive basic mathematics series, and the Society for Visual Education of Chicago, Illinois has introduced a social studies series. Videodisc technology holds great promise for educators at all levels.
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Gavin, M. Katherine, Tutita M. Casa, Jill L. Adelson, Susan R. Carroll, Linda Jensen Sheffield, and Ann Marie Spinelli. "Project M3: Mentoring Mathematical Minds—A Research-Based Curriculum for Talented Elementary Students." Journal of Advanced Academics 18, no. 4 (August 2007): 566–85. http://dx.doi.org/10.4219/jaa-2007-552.
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To date, there has been very little research-based mathematics curriculum for talented elementary students. Yet the gifted education and mathematics literature suggest support for curriculum that is both enriched and accelerated with a focus on developing conceptual understanding and mathematical thinking. Project M3: Mentoring Mathematical Minds is a 5-year Javits research grant project designed to create curriculum units with these essential elements for talented elementary students. These units combine exemplary teaching practices of gifted education with the content and process standards promoted by the National Council of Teachers of Mathematics. The content at each level is at least one to two grade levels above the regular curriculum and includes number and operations, algebra, geometry and measurement, and data analysis and probability. The focus of the pedagogy encourages students to act as practicing professionals by emphasizing verbal and written communication. Research was conducted on the implementation of 12 units in 11 different schools, 9 in Connecticut and 2 in Kentucky. The sample consisted of approximately 200 mathematically talented students entering third grade, most of whom remained in the project through fifth grade. Students in this study demonstrated a significant increase in understanding across all mathematical concepts in each unit from pre- to posttesting. Thus, Project M3 materials may help fill a curriculum void by providing appropriate accelerated and enriched units to meet the needs of mathematically talented elementary students.
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Babenko, Alyona S., and Yelena S. Smirnova. "Evaluation of educational results in mathematics of schools of Kostroma Region under the conditions of introduction of Russian Federation state educational standard of basic and secondary general education." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 6–11. http://dx.doi.org/10.34216/2073-1426-2019-25-4-6-11.
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This article discusses the impact of changes in the field of school education associated with the introduction of Federal state educational standards of basic general and secondary general education on the quality of mathematical training of pupils. The authors describe the most essential, in their opinion, changes in the use of modern educational technologies in the learning process, such as case-technology, technology of project activities or technology of project training; in the application of new evaluation procedures, such as the protection of individual final project or portfolio, etc. based on the analysis of educational results in mathematics of pupils of Kostroma Region in the framework of thestate final certification in mathematics, the authors come to the conclusion about the positive dynamics of educational indicators of pupils.
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Currie, Jan, Barry Kissane, and Harriett Pears. "An Enriched Mathematical Program for Young Aboriginal Children." Aboriginal Child at School 20, no. 1 (March 1992): 15–37. http://dx.doi.org/10.1017/s0310582200007707.
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AbstractThis paper provides some early results on a project designed to improve Aboriginal children's performance in mathematics, starting from their earliest introduction to number work. It explores the use of an enriched mathematics environment that minimally conflicts with traditional Aboriginal learning styles. The study is concerned with evaluating the effectiveness of a program intervention in remote Aboriginal schools, based on the results of pre- and post-interviews given to children at eight different schools in Western Australia at the beginning and end of 1989 and 1990. Comparison data with those for children at other schools are provided in this paper. The data derive from interviews with young children, and provide evidence on their performance in several key areas of early mathematics. Schools were categorized into three groups: White middle class; town Aboriginal and working class; and remote Aboriginal. The White middle class schools had the highest performance, followed by the town Aboriginal and White working class schools and the remote Aboriginal schools. There was a rather consistent gain in mean scores for most schools of around four points over the course of the first year so that existing differences between schools at the beginning of the year were still evident at the end of the year. At this stage it is difficult to conclude whether the intervention program has improved mathematics achievement for this group of remote Aboriginal children. There is at least no evidence of ‘progressive retardation’, which describes the current situation where Aboriginal children fall farther behind as they progress through school.
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Dennis, Nyamwange Nyamari, Kyalo Benjamin Wambua, and Opakas Peter. "The Effect of Smasse In-Service Training on Performance of Mathematics in Selected Sendondary Schools in Kenya." European Scientific Journal, ESJ 13, no. 10 (April 30, 2017): 169. http://dx.doi.org/10.19044/esj.2017.v13n10p169.
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Over the years performance of mathematics at secondary level has dropped significantly causing a major concern to society. It is against this background that this study sought to investigate the effect of Strengthening Mathematics and Sciences in Secondary Education, In-Service Education Training project on performance of mathematics at Kenya Certificate of Secondary Examinations, with regard to the subject content, pedagogy/methodologies, attitude and teaching-learning material. The study area was in Kisii Central District in Kisii County. The sample size comprised of 20 secondary schools, 41 mathematics teachers and 380 students. Both probability and nonprobability Sampling techniques were adopted to determine sample size. Qualitative data were collected through interview and document analysis. Questionnaires were used to collect quantitative data from students, teachers of mathematics and Mathematics Head of Departments. Quantitative data were analyzed by both descriptive and inferential statistics (chi-square). Qualitative analysis involved categorization and development of themes. The research found out that Strengthening Mathematics and Sciences Secondary Education, In-Service Education Training project had significantly improved performance of mathematics. The study established that Strengthening Mathematics and Sciences Secondary Education, In-Service Education Training has changed attitude of teachers and students, improved Pedagogical Content Knowledge and Teaching/Learning Materials, and thus some improvement in performance of mathematics. The study will be useful to the mathematics teachers in evaluating their work against the SMASSE INSET methodologies in relation to their performance. The study will also be useful to DQASO’s for their supervision processes from one school to another. The findings should also help proponents of SMASSE INSET project to review their curriculum especially to incorporate more content coverage to add to the mastery of content of the mathematics teachers. The study recommends for further research on the relevance of subject content knowledge acquired by secondary mathematics teachers in the teachers training colleges and universities.
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Lo Cicero, Ana Maria, Yolanda De La Cruz, and Karen C. Fuson. "Teaching and Learning Creatively: Using Children's Narratives." Teaching Children Mathematics 5, no. 9 (May 1999): 544–47. http://dx.doi.org/10.5951/tcm.5.9.0544.
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The Children's Math Worlds project seeks to integrate students' social, emotional, and cultural experiences into classroom mathematics. For seven years, we have been developing in classrooms a conceptually challenging researchbased mathematics curriculum called Children's Math Worlds (CMW) for kindergarten through grade 3. We build on the individual experiences, interests, and practical mathematics knowledge that diverse children bring to our classrooms. Our collaborative research project has been, and is being, carried out in urban schools of underrepresented minorities, mostly Latino English-speaking and Latino Spanish-speaking children, and in English-speaking upper-middle-class schools to ensure that our work crosses socioeconomic boundaries. The CMW family component was described in De La Cruz (1999). See that article for data concerning the excellent comparative performance of CMW children.
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Portas, Antonio M., Luke Barnard, Chris Scott, and R. Giles Harrison. "The National Eclipse Weather Experiment: use and evaluation of a citizen science tool for schools outreach." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 374, no. 2077 (September 28, 2016): 20150223. http://dx.doi.org/10.1098/rsta.2015.0223.
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The National Eclipse Weather Experiment (NEWEx) was a citizen science project for atmospheric data collection from the partial solar eclipse of 20 March 20. Its role as a tool for schools outreach is discussed here, in seeking to bridge the gap between self-identification with the role of a scientist and engagement with science, technology, engineering and mathematics subjects. (The science data generated have had other uses beyond this, explored elsewhere.) We describe the design of webforms for weather data collection, and the use of several external partners for the dissemination of the project nationwide. We estimate that up to 3500 pupils and teachers took part in this experiment, through the 127 schools postcodes identified in the data submission. Further analysis revealed that 43.3% of the schools were primary schools and 35.4% were secondary. In total, 96.3% of participants reported themselves as ‘captivated’ or ‘inspired’ by NEWEx. We also found that 60% of the schools that took part in the experiment lie within the highest quintiles of engagement with higher education, which emphasizes the need for the scientific community to be creative when using citizen science projects to target hard-to-reach audiences. This article is part of the themed issue ‘Atmospheric effects of solar eclipses stimulated by the 2015 UK eclipse’.
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Tazouti, Yassine, Siham Boulaknadel, and Youssef Fakhri. "JeuTICE: An Arabic Serious Game to Enhance Mathematics Skills of Young Children." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (November 29, 2019): 252. http://dx.doi.org/10.3991/ijet.v14i22.11119.
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Serious games have become a much-discussed trend topic in recent years, as the concept promises higher productivity while increasing user satisfaction. In this paper we present JeuTICE an Arabic serious game project model for mathematics learning. this digital resource was approved by VAREN project and hosted at the portal TICE of Moroccan Education Ministry on open access for students and educators. this resource revealed a several additions targeted mathematics learning for students of the 5th and 6th primary school. The goal is to successfully trans-fer positive properties of digital games, such as motivation and commitment, to a different usage context. Potentially, this goal is achieved by focusing on user ex-perience and integrating game elements into the consideration subject. JeuTICE was evaluated by GENIE program by a range of 60 students from different pub-lic Moroccan primary schools the result obtained are very satisfied to ensure the quality and usability of the serious game.
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Dahal, Bibek. "Formative Assessment and Achievement of Mathematics Students in Community Schools of Nepal." Social Inquiry: Journal of Social Science Research 1, no. 1 (December 27, 2019): 75–93. http://dx.doi.org/10.3126/sijssr.v1i1.26918.
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Formative assessment is one of the leading elements of every classroom instruction for making learning contextual and students centred. The formative assessment creates such space where a teacher as adult supporter plays the role of scaffolding on the learning performance of their students. I studied the formative assessment and students' achievement status in mathematics through survey research design. I used the contingency questionnaire as research tool under quantitative research approach. The study was conducted within the target population; total number of community schools and their mathematics students (i.e. 547) who have participated in District Level Examination in 2014. I employed simple random sampling procedure to select the sample respondents (i.e. 232). The contingency questionnaire for students with 0.74 value of internal consistency was used as a research tool to collect the basic information for the study. Regarding the theoretical framework, I used Tomlinson's Differentiated Classroom Instruction and Assessment: Philosophy of Differentiation. The research depicts that regularity of teachers' responses (check) or feedback on the students' classwork, homework, project work and tests have a creditable role in improving their students’ learning performance. Furthermore, project work, a form of formative assessment, helps to improve students’ learning performance through creating an opportunity for learning by doing, which also contributes to contextualize the abstract concept of mathematics.
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Scogin, Stephen C., Christopher J. Kruger, Regan E. Jekkals, and Chelsea Steinfeldt. "Learning by Experience in a Standardized Testing Culture." Journal of Experiential Education 40, no. 1 (January 12, 2017): 39–57. http://dx.doi.org/10.1177/1053825916685737.
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Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students with opportunities to connect content with authentic experiences at the middle school level. Using a convergent-parallel mixed methods design, researchers investigated the program and discovered (a) students in the experiential program perceived school as more enjoyable, (b) learning to successfully collaborate was a key factor leading to positive experiences for students, (c) students showed evidence of noncognitive skill growth, and (d) students in the experiential program progressed appropriately on standardized tests and did not differ significantly from their counterparts in traditional classes.
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Albert, Benita H. "Sharing Teaching Ideas: Very Special People, Mathematically." Mathematics Teacher 85, no. 1 (January 1992): 32–33. http://dx.doi.org/10.5951/mt.85.1.0032.
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For several years the Oak Ridge Schools have observed “Very Special Person (VSP) Week” during Valentine's Day week in February. This five-day period is specifically intended to remind administrators, teachers, and students that acts of kindness toward each other enhance the school environment. As a mathematics teacher, I think that the most special thing I can do for my own students is to offer continual challenges and excitement in mathematics. It occurred to me, however, that I meet less than 10 percent of the high school population in any year and that many other students and teachers may not share my enthusiasm for mathematics. Thus I was determined that my Very Special Person project for 1990 would reach every classroom — in fact, every teacher and administrator — in the school.