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Full-Text Articles in Education
The Effects Of Problem-Based Learning On Mathematics Achievement Of Elementary Students Across Time, Brittany Marie Crowley
The Effects Of Problem-Based Learning On Mathematics Achievement Of Elementary Students Across Time, Brittany Marie Crowley
Masters Theses & Specialist Projects
The present study specifically evaluated the long-term effects of problem-based learning (PBL) instruction on the mathematics achievement of students who demonstrated higher ability in the subject area than their comparable peers. Subjects included 65 students from six south-central Kentucky elementary schools who participated in Project Gifted Education in Math and Science (Project GEMS), a grant partially funded through the Jacob K. Javits Gifted and Talented Students Education Program. The students were assigned to one of three conditions – PBL-Plus, PBL, or Control – based upon school of attendance. The participants were then administered baseline testing in the fall of the …
The Power Of Improvisational Teaching, Elizabeth Graue, Kristin Whyte, Anne E. Karabon
The Power Of Improvisational Teaching, Elizabeth Graue, Kristin Whyte, Anne E. Karabon
Teacher Education Faculty Publications
In this study we examine how improvisation can facilitate understanding how teachers respond to children's multiple resources, interests, experiences, and skills in early childhood programs. Improvisation is conceptualized as a responsive, partnered activity through which teachers and children generate meaning and knowledge together. In our analysis we show improvisation is taken up differently in two classrooms and how it variably provides opportunities for learning. Two cases from a professional development program designed to support culturally and developmentally appropriate early mathematics are used to demonstrate the possibilities improvisation creates in era of increasing standardization of curriculum.
When And How To Appropriately Implement Teaching Tools And Strategies For Early Childhood Numeracy, Elizabeth Bartha, Julie Dombai
When And How To Appropriately Implement Teaching Tools And Strategies For Early Childhood Numeracy, Elizabeth Bartha, Julie Dombai
Education: Student Scholarship & Creative Works
The Augustana/Longfellow Number Sense Project (NSP) is a collaborative action research project that was created to provide purposeful, individualized instruction for Longfellow’s kindergarteners and enhance the teacher education program at Augustana. During this program, we work with Kindergarten students on mathematical concepts and skills. Our lessons incorporate both hands-on materials and educational software into our lessons. As we became familiar with this software, we began to suggest ways we could improve the software as well as ideas for new applications designed to help meet needs the students encountered in the classroom. Because the students interacted with a variety of teaching …
Expect The Unexpected When Teaching Probability, Karen Koellner, Mary Pittman, Jonathan L. Brendefur
Expect The Unexpected When Teaching Probability, Karen Koellner, Mary Pittman, Jonathan L. Brendefur
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Probability has recently made its way into many textbook series and standards documents (NCTM, 2000; NGA, 2010). When students engage in probability problem solving many unexpected situations can arise due to the counterintuitive nature of probability concepts. These situations can be difficult for students and challenging for teachers to analyse during teaching. Recently, as facilitators of a Mathematics Science Partnership grant workshop on probability, we had the opportunity to engage middle school teachers in professional development workshops as well as in their classrooms. In this article, we discuss a rich probability task used with these teachers along with two scenarios …
Imagining A Future In Prek: How Professional Identity Shapes Notions Of Early Mathematics, Elizabeth Graue, Anne E. Karabon, Katherine Kresin Delaney, Kristin Whyte, Jiwon Kim, Anita Wager
Imagining A Future In Prek: How Professional Identity Shapes Notions Of Early Mathematics, Elizabeth Graue, Anne E. Karabon, Katherine Kresin Delaney, Kristin Whyte, Jiwon Kim, Anita Wager
Teacher Education Faculty Publications
This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children.
A Glimpse Into Secondary Students’ Understanding Of Functions, Jonathan L. Brendefur, Gwyneth Hughes, Robert Ely
A Glimpse Into Secondary Students’ Understanding Of Functions, Jonathan L. Brendefur, Gwyneth Hughes, Robert Ely
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
In this article we examine how secondary school students think about functional relationships. More specifically, we examined seven students’ intuitive knowledge in regards to representing two real-world situations with functions. We found students do not tend to represent functional relationships with coordinate graphs even though they are able to do so. Instead, these students tend to represent the physical characteristics of the situation. In addition, we discovered that middleschool students had sophisticated ideas of dependency and covariance. All the students were able to use their models of the situation to generalize and make predictions. These findings suggest that secondary students …