57,152 research outputs found

    Fostoria Intermediate Elementary School Family Math Night

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    This is a Family Math Night that was planned and held at Fostoria Intermediate Elementary School in Fostoria, Ohio. It includes the Research Questions, Literature Review, Proposed Activity, Methodology, and Expected Results as well as the Annotated Bibliography and Timeline for Completion from my research and planning. Following the Proposal are 20 mathematical activity or game lesson plans and direction sheets that were planned for the Family Math Night. There are 5 different mathematical activities or games for each grade level 3-6, each meeting a different domain in the Common Core State Standards. At the end there is two general activities for all grades, the attendance line plot and the estimation station. Concluding is several handouts, some photographs, and my depiction and reflection from the actual Family Math Night held on April 9, 2015. At the night, parents and children engaged freely in mathematical thinking, problem solving, and critical thinking together unrelated to school or homework to boost mathematical skills and engagement through fun and educational math games like the ones planned. The games planned are both fun and challenging in a way that help families learn new ideas and concepts of mathematics, not just merely review them. The hope was for families to leave the Family Math Night having had a positive experience with mathematics both socially and educationally and feeling good about math knowing they have support, strategies, and resources to use at home with their children

    Young children's research: children aged 4-8 years finding solutions at home and at school

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    Children's research capacities have become increasingly recognised by adults, yet children remain excluded from the academy, with reports of their research participation generally located in adults' agenda. Such practice restricts children's freedom to make choices in matters affecting them, underestimates children’s capabilities and denies children particular rights. The present paper reports on one aspect of a small-scale critical ethnographic study adopting a constructivist grounded approach to conceptualise ways in which children's naturalistic behaviours may be perceived as research. The study builds on multi-disciplinary theoretical perspectives, embracing 'new' sociology, psychology, economics, philosophy and early childhood education and care (ECEC). Research questions include: 'What is the nature of ECEC research?' and 'Do children’s enquiries count as research?' Initially, data were collected from the academy: professional researchers (n=14) confirmed 'finding solutions' as a research behaviour and indicated children aged 4-8 years, their practitioners and primary carers as 'theoretical sampling'. Consequently, multi-modal case studies were constructed with children (n=138) and their practitioners (n=17) in three ‘good’ schools, with selected children and their primary carers also participating at home. This paper reports on data emerging from children aged 4-8 years at school (n=17) and at home (n=5). Outcomes indicate that participating children found diverse solutions to diverse problems, some of which they set themselves. Some solutions engaged children in high order thinking, whilst others did not; selecting resources and trialing activities engaged children in 'finding solutions'. Conversely, when children's time, provocations and activities were directed by adults, the quality of their solutions was limited, they focused on pleasing adults and their motivation to propose solutions decreased. In this study, professional researchers recognised 'finding solutions' as research behaviour and children aged 4-8 years naturalistically presented with capacities for finding solutions; however, the children's encounters with adults affected the solutions they found

    Summer Snapshot: Exploring the Impact of Higher Achievement's Year-Round Out-of-School-Time Program on Summer Learning

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    Assesses the impact of a multiyear, intensive, academically focused OST program for motivated but underserved middle school students on test scores, summer program participation, and summer learning loss. Examines contributing factors and implications

    Using Preschool to Close the Socioeconomic Math Achievement Gap

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    Socioeconomic status (SES) heavily influences students’ academic performance, creating an achievement gap in core subjects like reading and mathematics. This thesis will describe the socioeconomic achievement gap as it relates to mathematics specifically, discuss the problem’s causes, and propose how preschool programs should be implemented more prevalently as a solution to close the gap. Children with low socioeconomic statuses enter school with lower math proficiency due to their limited math exposure in their early years and the quality of their home learning environments. This thesis will propose an expansion of preschool programs as a solution to this problem to help mediate the proficiency in foundational math concepts of low-SES students prior to school entry

    Effects of Movement, Growth Mindset and Math Talks on Math Anxiety

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    Mathematical anxiety is prevalent in our schools. This research provides insight into how mathematical anxiety develops and how it affects students throughout their lives. This study focuses on the mathematical anxiety and mathematical self-concept of five second grade classes at an economically disadvantaged school in rural North Texas. The study looked to see if adding the interventions of movement, mathematical growth mindset and math talks to a classroom would improve the mathematical self-concept of the children in the classrooms which participated. The study contained three classrooms of students who participated in the interventions and two classrooms which were used as a control group. All five second grade classrooms completed a pre and post-intervention survey of mathematical self-concepts. The three main categories measured by the survey were math self-concept, comfort using different mathematical strategies and comfort level with discussing and using math concepts in front of peers. The children received mathematical movement lessons on Mondays, growth mindset journaling and discussions on Tuesdays and mental math number talks on Wednesdays. After the four-week study, the results showed an overall gain in positive responses for the three categories, which were measured for this study in the intervention group. The control group did not show as much of a positive gain as the intervention group did, and in some cases actually went down in positive responses

    Building Depth of Understanding in and Appreciation of Mathematics Based on Adolescent Brain Research

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    Math instruction offers both challenges and rewards to students. The standards movement has brought positive outcomes to education. However, teachers are restricted by the specific and mandatory Common Core State Standards in mathematics. Teachers tend to focus on transmission of knowledge, rather than building deep knowledge using a constructivist approach to mathematics. Students’ creativity and problem-solving skills are not activated with common teaching practices. When students are engaged in mathematics they are recognizing patterns, making connections on their own, coming up with creative solutions, and discussing mathematical ideas with peers and adults. The purpose of this study is to find existing strategies that engage students in these practices and develop a deeper understanding and appreciation of mathematics. The review of the literature explores the history of the development of standards surrounding mathematics (Zadina, 2014). It focuses on successful alternative methods in math education that engage students in math practices (Lau, Singh, & Hwa, 2009). The research concerning cognitive development indicates that these strategies are successful in teaching mathematics to adolescents (Laster, 2008). This is a teacher action research study. The participants are a group of twenty-eight 12 and 13-year-olds from lower and middle class families, some of whom are currently resistant to mathematics. Student pre- and post-test scores and their survey results will be analyzed to evaluate the effectiveness of those strategies on the participants’ understanding and appreciation of mathematics. References: Beckmann, S. (2010). From the common core to a community of all mathematics teachers. Mathematics Education Student Association. Lau, P., Singh, P., & Hwa, T. (2009). Constructing mathematics in an interactive classroom context. Educational Studies in Mathematics, 72(3), 307-324. Zadina, J. (2014). Multiple pathways to the student brain: Energizing and enhancing instruction. San Francisco, CA: Jossey-Bass

    Supporting Student Success: A Governor's Guide to Extra Learning Opportunities

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    Provides a policy guide for improving opportunities for children outside of school. Includes strategies for engaging new business and community partners, accessing federal funding, and connecting out-of-school learning to education reform efforts

    Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms

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    Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school

    Seizing the Moment: Realizing the Promise of Student-Centered Learning

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    This brief outlines policy recommendations for supporting student-centered learning at the local, state, and federal level
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