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Victoria Keller

Shifts in Math Practice: The Balance Between Skills and Understanding | OER Commons - 0 views

www.oercommons.org/...view

common core Shifts Module 4 Assignment

shared by Victoria Keller on 21 Jul 12 - No Cached
    • Victoria Keller
      Victoria Keller on 21 Jul 12
       
      I will be using this video in module 2 as the members explore information regarding the Common Core Standards of Mathematics
Joan Erickson

Mathematics B Regents Exams - 0 views

www.nysedregents.org/MathematicsB

shared by Joan Erickson on 11 Jun 10 - Cached
  • Joan Erickson on 11 Jun 10
     
    math regents rubrics examples
Heather Kurto

JTE v24n1 - Transfer of Learning: Connecting Concepts During Problem Solving - 0 views

scholar.lib.vt.edu/...dixon.html

learning transfer problem solving

shared by Heather Kurto on 07 Jun 13 - No Cached
  • There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).
  • A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.
  • ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.
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  • The problem solving process begins as soon as the problem solver generates enough information about the problem space to gain an understanding of the problem.
  • Representation in the problem-solving process refers to how the solver mentally represents the problem. The solver’s representation of the problem is directly related to his or her existing knowledge structure of the content of the problem.
  • Students have to increase their reflective practice to aid their metacognition and transfer of STEM concepts.
  • Different individuals have different conceptual knowledge and will make different associations to their knowledge. Exposure to the constraints and affordances of a particular context in which a problem exists will invariably influence the way in which the student represents a problem in a similar context.
  • Sanders (2009) admitted that it is difficult to prepare a teacher that is competent in all three bodies of knowledge, given the volume of content knowledge necessary to be an effective science, mathematics or technology educator.
  • This pedagogical approach is not without its challenges, as students may still compartmentalize their knowledge. Also, it is often difficult logistically and in terms of instructional timing for teachers across STEM discipline to collaborate effectively (Crismond, 2011; Kimbell & Stables, 2008).
  • Good and poor problem solvers differ in their recall of information from previously encountered problems and by extension their ability to transfer concepts to the target problem. This difference exists because poor problem solvers tend to remember surface similarities between problems, while good problem solvers remember underlying conceptual structures that make two problems similar although they have different surface features (Sutton, 2003).
  • Until student assessment methods are modified to reflect less dependency on standardized tests, engineering and technology educators will garner greater collaboration from math and science teachers when the latter can see that engineering and design-based curriculums does improve students’ ability to solve standardized test problems.
Diana Cary

NYS Learning Standards:CI&IT:NYSED - 0 views

www.p12.nysed.gov/...standards.html

NYS education standards

shared by Diana Cary on 18 Aug 13 - No Cached
lkryder

Adaptive Learning System - The Role of Adaptive Learning in Math - 0 views

www.dreambox.com/adaptive-learning

learning Adaptive ZPD

shared by lkryder on 02 Jul 14 - No Cached
  • Pedagogically and research-based intelligent adaptive learning technology accesses and stays in the Zone of Proximal Development (ZPD) for each learner. That means it provides the right next lesson at the right level of difficulty at the right time. When work is easy, learners can do the work on their own without any help. It’s in their "comfort zone." If all the work a learner is asked to do is always in the comfort zone, no real learning will take place and the learner will eventually lose interest. Conversely, when the work is too hard, the learner becomes frustrated and will likely give up. The area between the comfort zone and the frustration zone is the one where true learning will take place – the optimal learning zone. It’s the area where a learner will need some help or will need to work hard to understand a concept or complete a task. By keeping the challenge appropriate, the learner is guided to be a mathematical ‘doer’ — someone who thinks and strategizes in ways they can apply in school and in their real life experience. This is optimal teaching and optimal learning.
    • lkryder
      lkryder on 02 Jul 14
       
      This has been my thinking all along on the gamefying and my weekly really hard quizzes. Now I hope to build on it.
  • lkryder on 02 Jul 14
     
    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
  • lkryder on 02 Jul 14
     
    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
Melissa Pietricola

Education World ® Administrators Center: Making Retention A Last Resort - 0 views

www.educationworld.com/...admin344.shtml

retention

shared by Melissa Pietricola on 16 Jul 10 - Cached
  • Retaining students while their peers are promoted is bad for a child's self-esteem and may not help them academically, according to the argument. But promoting children without the skills for the next grade can be just as demoralizing.
  • "Multi-age learning is the gift of time," Jetel told Education World. "Students work to complete a curriculum cycle. The activities are open-ended and students can work on at their own pace."
  • on Student Grade Retention and Social Promotion, the National Association of School Psychologists (NASP) notes that the use of grade retention has increased over the past 25 years, despite little indication of its effectiveness.
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  • between 30 percent and 50 percent of students in the U.S. are retained at least once before ninth grade.
  • The results showed that grade retention had a negative impact on all areas of achievement, including reading, mathematics, and language, as well as socio-emotional adjustment, such as peer relationships, self esteem, problem behaviors, and attendance
  • implementing multiple support programs to help students stay on track to pass the tests the first time
  • students who need extra help will receive differentiated instruction from teachers trained to meet their needs. Students also will receive instruction before and after school, on weekends, and during a Summer Success Academy, designed for second and third graders. The academy's focus will be on reading, writing, and math, and classes with no more than 15 students, according to Klein.
  • smaller classes and earlier support services
  • 'What didn't work? What wasn't done earlier? What do we do to identify the difficulties a kid is having?' If you can't answer the question why the student didn't learn, you are in danger of repeating mistakes."
  • Melissa Pietricola on 16 Jul 10
     
    Social Retentions and the risks to the students
alexandra m. pickett

Creating a Generation of Mathematicians - Home - 1 views

www.iteachmathemagics.com

math mathematics popmatics

shared by alexandra m. pickett on 21 Jul 10 - Cached
  • Joan Erickson on 22 Jul 10
     
    Thank you! I follow Kelly Clark on my blog now so I can show this to my students this fall...I also saved her link in my online course and hope to present it in some way...
alexandra m. pickett

Class Size - 0 views

www.weac.org/...classize.htm

class size

shared by alexandra m. pickett on 22 Jul 08 - Cached
  • Smaller class size seems to result in higher achievement among students who are economically disadvantaged. Students with lower academic ability seem to do better in smaller classes than in larger ones. It may be that class size affects student attitudes more significantly than it affects achievement. A direct effect of large class size is to lower the morale and increase the stress of teachers. There is typically little to be gained from reductions in class size that do not bring class size below 30.
  • Smaller classes are beneficial for children at the primary level, particularly in math and reading.
  • The most positive effects of small classes on pupil learning occur in grades K-3 in reading and mathematics.
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  • Little, if any, increase in pupil achievement can be expected from reducing class size if teachers continue to use the same instructional methods and procedures in the smaller classes that they have used in larger classes (Robinson, p. 82).
  • Teachers with small classes must not only be trained to be effective in such settings, but they must also be committed to try new skills and procedures.
  • Robinson, Glen E. “Synthesis of Research on the Effects of Class Size.” EDUCATIONAL LEADERSHIP (April 1990): 80-90.
  • The most recent comprehensive review of existing research was completed by Robinson (1990), and used a cluster analysis approach. Studies were “clustered” into categories considered important for class size decisions such as grade levels, subject areas, student characteristics, student achievement, student behavior, and teaching practices. The results of part of Robinson’s analysis appear below.
  • Effective schools research has extended its research agenda by focusing on an expanded number of variables that are presumed to be related to student achievement. Schools are now perceived as a cultural entity where the complex interplay of multiple variables affect the lives of all who learn and teach in those institutions. As the metaphor for American schools has shifted from an assembly line to that of a caring, learning community, the class size research agenda has also shifted to include such variables as instructional method, teacher morale and stress, teacher work load, student behavior and attitudes, content areas, student characteristics, and grade level. Bennett (1987), in a review of more recent research, found broad agreement among researchers on the following general conclusions:
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      hey ;just demoing diigo to faculty
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      another demo of a comment
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