Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Entire DC Network
Teachers Talk: Pressure Points In The K-8 Mathematics Curriculum, Kim Rheinlander, Dorothy Wallace, Wells Morrison, Daniel Ansari, Donna Coch, B. Venus Williams
Teachers Talk: Pressure Points In The K-8 Mathematics Curriculum, Kim Rheinlander, Dorothy Wallace, Wells Morrison, Daniel Ansari, Donna Coch, B. Venus Williams
Numeracy
Forty K-8 teachers participated in small, in-depth, facilitated discussions about "pressure points" in the curriculum. We define a pressure point as a topic, skill, or concept that is crucial to future mathematics learning but which many or most students do not master to the extent expected at a given grade level. They are issues that persist from one grade level to the next; eventually they impair the ability of students to succeed in technical disciplines. The teachers identified a number of pressure points; we focus on an understanding of place value and "reasonableness" of answer as two examples that were …
Evolution Of Numeracy And The National Numeracy Network, Bernard L. Madison, Lynn Arthur Steen
Evolution Of Numeracy And The National Numeracy Network, Bernard L. Madison, Lynn Arthur Steen
Numeracy
The National Numeracy Network grew from heightened awareness of the complex and sophisticated nature of quantitative literacy and the resulting need for interdisciplinary attention to education for quantitative literacy in schools and colleges. This complexity and sophistication applies especially to the US where it is fueled by an agile economy and the needs of a democratic society. This paper describes the environment surrounding the National Numeracy Network’s establishment, some of its activities, and some complementary and synergistic actions by other professional societies. The paper concludes with a sample of quantitative literacy programs in colleges and universities
Third Grade Retention And Florida's Pupil Progression Plan: Individual And School Characteristics Associated With Long-Term Outcomes In Reading Performance, Heather A. Powell
Third Grade Retention And Florida's Pupil Progression Plan: Individual And School Characteristics Associated With Long-Term Outcomes In Reading Performance, Heather A. Powell
USF Tampa Graduate Theses and Dissertations
Literacy is a growing national concern that has resulted in federal legislation (e.g., the No Child Left Behind Act) instituting higher accountability for states and schools with regard to reading instruction and remediation. As a result, Florida's statewide measure of achievement, the reading portion of the Florida Comprehensive Assessment Test (FCAT-Reading) is now tied to retention decisions for students in the third grade as part of the pupil progression plan for the state. In its first year of implementation (2003), 23% of third-grade students failed the FCAT and over 28,000 were retained. Though failure rates are decreasing, (i.e., 6% of …