Education Commons^™

A Formative Assessment Model Of Critical Thinking In Mathematics Learning In Junior High School, R Rosnawati, Badrun Kartowagiran, Jailani Jailani

REID (Research and Evaluation in Education)

This study aims to obtain a valid and reliable formative evaluation model of critical thinking. The method used in this research was the research and development by integrating Borg & Gall's model and Plomp's development model. The ten steps Borg & Gall's model were modified into five stages as the stages in the Plomp's model. The subjects in this study were 1,446 students of junior high schools in DIY, 14 mathematics teacher, and six experts. The content validity employed was expert judgment, the empirical validity and reliability used were loading factor, item analysis used PCM 1PL, and the relationship between …

Mathematician's Apology, Tom Clark

Faculty Work Comprehensive List

"Better standards may help all math teachers to shape our classes to better reflect the creativity and play at the heart of mathematics."

Posting about ways to improve math's negative image­­­­­­­­ from In All Things - an online hub committed to the claim that the life, death, and resurrection of Jesus Christ has implications for the entire world.

http://inallthings.org/a-mathematicians-apology/

The Educational Benefits Of Cultural Institutions, Brian Kisida

Graduate Theses and Dissertations

A significant portion of the education children receive occurs outside of the traditional classroom and produces outcomes not typically captured by standardized achievement tests. This dissertation is part of an effort to expand the educational venues and outcomes educational researchers rigorously examine. In particular, I present the key results from experimental studies of the effects of school tours to the Crystal Bridges Museum of American Art in Bentonville, AR., and to the Museum of Discovery in Little Rock, AR.

Chapter 1 focuses on arts exposure and critical thinking outcomes. A problem for the arts’ role in education has been a …

Teaching Information Fluency: How To Teach Students To Be Efficient, Ethical, And Critical Information Consumers, Carl Heine, Dennis O'Connor

Carl Heine

Searching is becoming easier than thinking. Enter a query in a search engine, and the searcher is instantly flooded with results. Information has never been easier to retrieve and consume. At the same time, determining the quality of the results remains a daunting task. Despite the attempts to make search tools "brain dead easy"1 to use, searching that reduces the need to think invites problems. Machines cannot reliably predict what each individual is hunting for, machines cannot determine what is credible, yet that is the direction search engine development is headed.

Using Game-Based Learning To Foster Critical Thinking In Student Discourse, Marc I. Cicchino

Interdisciplinary Journal of Problem-Based Learning

Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of ill-structured problems, citing similar conditions for learning (student centered, small student groups, teachers as facilitators, problems as vehicles for development), and similar learning outcomes (communication, problem-solving, critical thinking, collaboration) as PBL. However, there is a gap in understanding how GBL affects critical thinking as embodied by student discourse when implemented …

Assessing Numeracy In The Upper Elementary And Middle School Years, Carol Ann Gittens

Numeracy

Numeracy is the ability or tendency to reason critically about quantitative information. The preponderance of published research on numeracy examines this construct among either pre-K or early elementary samples, students with developmental challenges, or is focused on post-secondary and adult cohorts. The numeracy skills of upper-elementary and middle school students is less documented and understood, most notably because of the lack of valid instruments that are developmentally appropriate for the age range. A numeracy scale for use among upper-elementary and middle school students is introduced in this paper. Scale validation was performed using a gender-balanced, racially / ethnically diverse sample …