The Relevance and Significance of Mathematical Knowledge in Teachers
Hill, H.C., Rowan, B., and Ball, D.L. "Effects of Teachers' Mathematical Knowledge
for Teaching on Student Achievement." American Educational Research
Journal; (Summer 2005), Vol. 42, No. 2: 371-406.
In a similar study, the importance of non-pedagogical mathematical content knowledge among teachers was evident. This study highlights the practical implications and difficulties of teacher improvement programs whose purpose is to implement the conclusions about the importance of certain aspects of mathematics competency in teaching. It also relied partially on the evidence that certain aspects of mathematics competency in teachers corresponds to better learning and achievement even in the elementary grades where mathematical concepts are insufficiently complex to allow any knowledge difference in teachers to manifest itself in learner achievement.
According to this study, the recognition of correspondence between teacher knowledge of or academic achievement in mathematics and student benefit is largely useless without a more in-depth understanding of how and why teacher knowledge or achievement in mathematics translates into positive learning outcomes for students. The authors suggest that is particularly true with respect to using that information to design professional improvement programs for teachers. For example, it is important to know how to measure mathematical knowledge in teachers in connection with improving their performance.
Among the various criteria, the authors discuss the relatively low importance of the performance of teachers on mathematical proficiency tests and of their highest level of the academic study of mathematics in their own educational histories. As in the...
(Brown, nd) Brown lists 'labor intensive' strategies for differentiation to include those as follows: Assessment, data analysis, and diagnosis; Flexible grouping; Tiered tasks; Anchor activities; Differentiated learning encounters; Learning contracts; Independent study. (Brown, nd) The work of Jahnine Blosser (2005) entitled: "Unit of Lessons: Safety in the Secondary Science Classroom" states that there is "a growing need to make all students understand science and the relevancy of science to their lives." Blosser notes that "many students learn differently
In many ways, the concepts of separating out individuals that are different has been fostered by the construction of the educational format. Tomlinson notes the fallacy of such an arrangement and provides some excellent advice with regard to classroom inclusiveness. "A classroom is -- or at least ought to be, in my opinion -- a microcosm for the world we live in. It is a community of individuals in
" T. he following illustration provides the characteristics of 'fully differentiated' and 'not differentiated' instruction in programs and classrooms. Differences in Programs and Classrooms that are Differentiated and those which are not Differentiated Source: Walker (nd) U.S. Department of Education Publication Therefore, differentiated instruction may take many forms and may utilize various instructional methods in differentiation of instruction and includes those listed in the table above under the heading 'Differentiated'. Flexibility is 'key'
According to a British Study conducted on all students born in the first week of March 1958, and following them through adolescence and on until the age of twenty-three: There were no average differences between grouped and ungrouped schools because within the grouped schools, high-group students performed better than similar students in ungrouped schools, but low-group students did worse. Students in remedial classes performed especially poorly compared to ungrouped students
Knowledge? We are often faced with a thorny predicament when asked to pit fact against faith. Such a delicate endeavor is the one posed in the question above. Reliance or submittal of evidence is most often associated with the pursuit of proof. Therefore, evidence becomes a means of achieving truth through empirical observations and objective facts. Conversely, beliefs are commonly linked to feeling and faith. While evidence is needed to
Education Curriculum: Curriculum and Lesson Plan AnalysisAssignment 3StandardThe standard selected for the Math lesson plan is NBT.7 for base ten numbers. The school aims and goals that meet the standard are related to the students� understanding of the daily activities within the lessons. For this, the school aims to make sure that each student is on the same page as the lesson suggests stopping when most of the students do
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