Developing Teaching Materials Two-Dimensional Figure-Based on Palembang Local Cultural Context

Developing teaching materials is important to help students in learning mathematics especially for two-dimensional figure by using Palembang local cultural context. The purpose of the research was to develop whether the teaching materials two-dimensional figure-based on Palembang local cultural context are valid, practical, and have potential effect. The research method used research and development (R&D). The research consists of two stages, namely the preliminary stage and the formative evaluation stage. In one-to-one evaluation involved three students. Then, small group evaluation involved 9 (nine) students in the research. Meanwhile, in field test stage involved 29 students. Data collection techniques employed interviews, tests and documentation. The research was conducted in seventh graders at one of junior high school in Indonesia. The results of this study were the developed teaching materials were categorized as valid, practical and have potential effect. The average score of validity content, construct and product design were 3.65 which was very highly valid level. The practicality of one-to-one was 3.47 and small group evaluation was 3.61 which was at very highly practical level. The teaching materials were categorized as effective. It showed that there were 24 students (82.75%) out of 29 students (17.24%)

Impacts of an early education intervention on students' learning achievement: Evidence from the Philippines

This paper examines the impact of a large supply-side education intervention in the Philippines, the Third Elementary Education Project, on students' national achievement test scores. We find that the program significantly increased student test scores at grades 4 to 6. The estimate indicates that the six-year exposure to the program increases test scores by about 15 score points. Interestingly, the mathematics score is more responsive to this education reform than other subjects. We also find that textbooks, instructional training of teachers, and new classroom constructions particularly contributed to these outcomes. The empirical results also imply that early-stage investments improve student performance at later stages in the elementary school cycle, which suggests that social returns to such an investment are greater than what the current study demonstrates.School quality, policy intervention, elementary schools, human capital formation,

Teacher Stability and Turnover in Los Angeles: The Influence of Teacher and School Characteristics

Analyzes how teacher and school characteristics - including demographics, quality and qualification, specialty, school type (public, magnet, charter) and size, academic climate, and teacher-student racial match - influence teacher turnover

Into the Fray: Novice Teachers Tackle Standards-Based Mathematics

This article tracks twenty-one graduates of a refom-based mathematics teacher education program for two years as they begin teaching mathematics in public elementary schools in New York City. Using surveys, classroom observations, and interviews, it examines the extent to which these beginning teachers were able to implement standards-based mathematics instruction in their classes. Results of the study were mixed. The novice teachers generally demonstrated an adequate understanding of the underlying mathematics principles and strong intentions of teaching mathematics for understanding.They were generally able to engage children in learning, and most performed at the “beginning stages of effective instruction” in their first year. However, they still struggled to engage students in higher order thinking and knowledge construction. ln their second year their abilities improved, but they were still hampered by local factors such as insufficient in-service support, the restrictions of high-stakes testing, and the overall school climate

On understanding and interpretation in mathematics: An integrative overview

For decades, understanding has been considered as a basic theme of interest and a research object in Mathematics Education. In this theoretical overview paper we present a integrative framework for organizing the diversity of results that emerge from the different studies on mathematical understanding and its interpretation. The proposal is applied onto a representation of relevant literature that has arise in the area over the last two decades. With this overview we seek to provide an useful reference for: (a) advancing towards a better insight of understanding in mathematics, (b) establishing the specific limitations and open questions that demarcate the boundaries of understanding and interpretation in mathematics, and (c) orienting its future study using a shared base of consolidated knowledge

Supporting students with learning disabilities to explore linear relationships using online learning objects

The study of linear relationships is foundational for mathematics teaching and learning. However, students’ abilities connect different representations of linear relationships have proven to be challenging. In response, a computer-based instructional sequence was designed to support students’ understanding of the connections among representations. In this paper we report on the affordances of this dynamic mode of representation specifically for students with learning disabilities. We outline four results identified by teachers as they implemented the online lessons