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Full-Text Articles in Education
Mathematics Tracking: Policy Brief, Melissa P. Donham
Mathematics Tracking: Policy Brief, Melissa P. Donham
Journal of Multicultural Affairs
Tracking is a long-standing practice in schools. Students are often placed in tracks beginning in upper elementary or middle school. The tracks in which students are placed in earlier grades set them up for the mathematics courses they are able to take in high school. The number of mathematics tracks for students can differ from school to school, but the policy of having mathematics tracks is common throughout schools in the United States. This policy brief will discuss the arguments for and against mathematics tracking policies, implications for educators and policymakers, and future directions.
Covid And Curriculum: Elementary Teachers Report On The Challenges Of Teaching And Learning Mathematics Remotely, Kristin Giorgio-Doherty, Mona Baniahmadi, Jill Newton, Amy M. Olson, Kristen Ferguson, Kaitlyn Sammons, Marcy M. Wood, Corey Drake
Covid And Curriculum: Elementary Teachers Report On The Challenges Of Teaching And Learning Mathematics Remotely, Kristin Giorgio-Doherty, Mona Baniahmadi, Jill Newton, Amy M. Olson, Kristen Ferguson, Kaitlyn Sammons, Marcy M. Wood, Corey Drake
Journal of Multicultural Affairs
This article reports on findings from a survey administered to 524 elementary teachers across 46 states that asked about their experiences with mathematics teaching, learning, and curriculum use before and during the COVID-19 pandemic. The purpose of this article is to report on the challenges teachers experienced with mathematics teaching, learning, and curriculum use during the pandemic and to explore educational inequities faced by students of families with lower income backgrounds. In particular, we discuss differences across high- and low-income schools regarding teachers’ perceived preparedness for online teaching, teachers’ use and decisions about mathematics curriculum, and their students’ remote resources …
The Impact Of Think Through Math© Usage On Middle School Students’ Mathematics Achievement, Laurie A. Sharp, Marc Hamil
The Impact Of Think Through Math© Usage On Middle School Students’ Mathematics Achievement, Laurie A. Sharp, Marc Hamil
MLET: The Journal of Middle Level Education in Texas
Technology-based resources have become a popular supplement to mathematics instruction within K-12 schools. Recently, the state of Texas provided school districts with access to Think Through Math©, a web-based adaptive technology resource for mathematics instruction in Texas. At the time of this present study, no research independent of the provider of Think Through Math© was available. Guided by concepts that underlie Cognitive Load Theory and its application to technology-based supplemental resources for mathematics, the purpose of this study was to determine the impact of Think Through Math© usage on middle school students’ performance with state-mandated standardized …
Facilitating Pre-Service Teachers To Learn The Mathematical Practices And Engage English Language Learners, Jim Ewing
Journal of Multicultural Affairs
A methods course attempted to help pre-service teachers facilitate the engagement of English language learners (ELLs) in Mathematical Practices from the Common Core State Standards. When 22 elementary pre-service teachers were taught a mathematics lesson in Spanish, most were unable to make sense of the lesson. This made them more aware of challenges ELLs may face when they attempt to engage in Mathematical Practices. The pre-service teachers developed their own strategies to facilitate ELLs. The findings suggest that pre-service teachers not only better empathized with ELLs after being taught in another language, they also learned Mathematical Practices more deeply.
Integrating Writing In The Middle-Level Mathematics Classroom: An Action Research Study, Alyssa Beavers, Brandon L. Fox, Jamaal Young, Elizabeth M. Bellows, Leah Kahn
Integrating Writing In The Middle-Level Mathematics Classroom: An Action Research Study, Alyssa Beavers, Brandon L. Fox, Jamaal Young, Elizabeth M. Bellows, Leah Kahn
MLET: The Journal of Middle Level Education in Texas
Discourse in mathematics refers to the written and oral communication that occurs in the mathematics classroom. Yet, in many classrooms in the United States, writing is often taught remotely in the classroom of a language arts teacher. In this action research project, our focus was on improving students’ written expressions and explanations in the middle-level mathematics classroom. The purpose of this action research was to examine and evaluate the effect writing has on students’ mathematical thinking processes and skills. Over the course of eight weeks, students were presented with various writing assignments in mathematics. Students were given approximately 20 minutes …