Education Commons^™

The Mathematics Of Skateboarding: A Relevant Application Of The 5es Of Constructivism, William H. Robertson

William H. Robertson

Challenges For Australian Education, Sue Thomson

Dr Sue Thomson

Sue Thompson asks if Australia’s above average but declining performance in an international study of reading, mathematics and scientific literacy should be cause for concern.

Teds-M Plenary Panel At Icme-12, Ray Peck

Ray Peck

Focusing on mathematics learning at school level, mathematics teachers have the strongest influence on student learning because they are directly working with students. Teachers are regarded as key persons of educational change. For example, a meta-analysis on student learning (Hattie, 2003) found that teachers' impact on students' learning is high: Identified factors that contribute to major sources of variation in student performance include the students (50%) and teachers (30%) as the most important factors, whereas home, schools, principals, peer effects (altogether 20%) play a less important role.

Improving Automaticity With Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?, James Cressey, Kristin Ezbicki

James Cressey

This small pilot study compared the effectiveness of two interventions to improve automaticity with basic addition facts: Taped Problems (TP) and Cover, Copy, Compare (CCC), in students aged 6-10. Automaticity was measured using Mathematics Curriculum-Based Measurement (M-CBM) at pretest, after 10 days, and after 20 days of intervention. Our hypothesis was that the TP group will gain higher levels of automaticity more quickly than the CCC and control groups. However, when gain scores were compared, no significant differences were found between groups. Limitations to the study include low treatment integrity and a short duration of intervention.

Logo Programming (Part 1) - A Creative And Fun Way To Learn Mathematics And Problem-Solving, Abhay B. Joshi, Sandesh R. Gaikwad

Abhay B Joshi

Programming means tapping into the computerʹs immense power by talking with it directly. Through programming, children use the computerʹs terrific power to draw graphics, design animation, solve mathematical or word puzzles, and even build robots. This idea was first proposed in the famous book ʺMindstormsʺ by Seymour Papert and has subsequently been appreciated and praised by educators and parents all over the world.

Through programming, students discover that the computer is a powerful and flexible tool. Using interesting ideas embedded in programming environments, students solve problems in their favorite subjects, and also develop interest in ʺdifficultʺ subjects like Math and …

Logo Programming (Part 2) - A Creative And Fun Way To Learn Mathematics And Problem-Solving, Abhay B. Joshi, Sandesh R. Gaikwad

Abhay B Joshi

Programming means tapping into the computerʹs immense power by talking with it directly. Through programming, children use the computerʹs terrific power to draw graphics, design animation, solve mathematical or word puzzles, and even build robots. This idea was first proposed in the famous book ʺMindstormsʺ by Seymour Papert and has subsequently been appreciated and praised by educators and parents all over the world.

Through programming, students discover that the computer is a powerful and flexible tool. Using interesting ideas embedded in programming environments, students solve problems in their favorite subjects, and also develop interest in ʺdifficultʺ subjects like Math and …

A Comparison Of Learning Subjective And Traditional Probability In Middle Grades, Jeanne D. Rast

Jeanne D Rast Ph.D.

The emphasis given to probability and statistics in the K-12 mathematics curriculum has brought attention to the various approaches to probability and statistics concepts, as well as how to teach these concepts. Teachers from fourth, fifth, and sixth grades from a small suburban Catholic school engaged their students (n=87) in a study to compare learning traditional probability concepts to learning traditional and subjective probability concepts. The control group (n=44) received instruction in traditional probability, while the experimental group (n=43) received instruction in traditional and subjective probability. A Multivariate Analysis of Variance and a Bayesian t-test were used to analyze pretest …

Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius

Christopher G. Kolar

As the field of gifted education shifts much of its focus to domain-specific talent development, specialized science high schools are taking their place on the stage. Back in 1981,Bloom and Sosniak argued persuasively that talent development cannot take place exclusively in schools. They stressed that schools were not prepared to offer the required levels of expert teaching, time, and effort. Yet, specialized science high schools, by design, are staffed with teachers with advanced degrees, offer relatively flexible schedules, interested peers,reasonable access to appropriate technology, and connections with research institutions to provide apprenticeships for the most motivated and interested students.