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Kristin Testerman

Classes should do hands-on exercises before reading and video, Stanford researchers say - 25 views

news.stanford.edu/...ped-learning-model-071613.html

shared by Kristin Testerman on 19 Jul 13 - No Cached
  • The research comes out as the idea of a "flipped classroom," in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the "flipped flipped classroom," in which videos come after exploration and not before.
    • Kristin Testerman
      Kristin Testerman on 15 Jan 15
       
      How is this different from what the "buzz" is right now in education? What do we do about this research?
  • may have applications in any field where teaching demands visualization and exploration of complex systems
  • Amy Roediger on 19 Jul 13
     
    A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.
  • Kristin Testerman on 15 Jan 15
     
    A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.
Bonnie Warne

Student Achievement Research Meets Technology | Digital Learning Environments - 66 views

www.guide2digitallearning.com/...ment_research_meets_technology

research technology learning

shared by Bonnie Warne on 26 Jul 12 - No Cached
    • Colleen Meulstee
      Colleen Meulstee on 26 Jul 12
       
      Technology can definitely address these influencers.
    • Bonnie Warne
      Bonnie Warne on 27 Jul 12
       
      Use this on faculty b-board
  • Smart school educators are enlightened by this research and seek to implement these key strategies
  • Student Achievement Research Meets Technologyby Leslie WilsonShareThis We all work hard to integrate research and best practices through the meaningful use of technologies. Last week, I dove into John Hattie’s ‘Visible Learning’ (2009) research. It is the culmination of 15 years of research synthesis of 800 + meta-analyses (over 50,000 studies) that focused on top factors influencing school-aged students’ achievement. It is the largest collection of evidence-based research into what ‘really’ works and ‘doesn’t’ work to enhance learning.
Maureen Greenbaum

Search Education - Google - 42 views

www.google.com/...index.html

search searching google Lessons

shared by Maureen Greenbaum on 06 May 12 - No Cached
  • Trevor Cunningham on 06 May 12
     
    Providing lessons for educating students on search techniques.
  • ...1 more comment...
  • Michele Brown on 05 Jun 12
     
    Help yourself and your students to become skilled searchers.
  • Brianna Crowley on 19 Feb 13
     
    Google has some fantastic lessons, activities, and resources to help students become efficient and proficient researchers. 
  • Maureen Greenbaum on 26 Jul 13
     
    "Help your students become better searchers " Lesson Plans & Activities: Download lesson plans to develop your students' search literacy skills. Browse lesson plans Power Searching: Improve your search skills and learn advanced tips with online lessons and activities. A Google a Day Challenges: Put your students' search skills to the test with these trivia challenges. Browse challenges Live Trainings:Join us for live search trainings or watch past trainings from search experts here at Google.
rachelmoir

Do Your Students Know More About Technology Than You Do? | Scholastic.com - 85 views

www.scholastic.com/...w-more-about-technology-you-do

shared by rachelmoir on 23 Sep 13 - No Cached
  • own digital camera, cell phone, Nintendo DS, and laptop, and one or more of these devices
    • rachelmoir
      rachelmoir on 23 Sep 13
       
      I'm not sure that all of our students have this much stuff...
  • do research or type essays,
  • the disparity between how educators view their use of technology and how students themselves perceive it
  • ...3 more annotations...
  • the disparity between how educators view their use of technology and how students themselves perceive it.
  • nd yet, in the CDW-G survey, 86 percent of students reported using more technology outside of school than in it.
  • a whopping 94 percent of students report that they use technology to do their homework
  • Trevor Cunningham on 24 Sep 13
     
    94%? Do they use it to do their homework, or while they do their homework? There is a huge rift between how adults and students use technology largely because of why they use technology. While I use Twitter to find a great resource for a digital citizenship project, one of my students might use it to find the party at Brian Halloway's house.
Maggie Tsai

iLearn Technology » Education Diigo - 2 views

ilearntechnology.com/?p=638

Diigo education review

shared by Maggie Tsai on 17 Nov 08 - Cached
  • What it is:  Education Diigo offers k-12 and higher ed educators premium Diigo accounts!  The premium accounts provide the ability to create student accounts for whole classes, students of the same class are automatically set up as a Diigo group so they can easily share bookmarks, annotations, and group forums, privacy settings so that only classmates and teachers can communicate with students, and any advertisments on Education Diigo are education related.  If you aren’t familiar with Diigo, it is a social bookmarking website where students can collaborate on the web.  Diigo works in to a project based learning environment nicely and allows for exploratory learning and collaboration.  
  • Education Diigo is an outstanding place for students to solve problems together.  Provide students with a problem and send them on a web scavenger hunt to find the answer, students can post their findings and notes about their findings on Diigo.  Students can collaborate online to solve the problem.  Education Diigo is also a great place for “teachers to highlight critical information within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves.”  This feature makes Education Diigo a great place to create webquest type lessons and virtual field trips around the web.    Diigo also allows teachers to collaborate and share resources among themselve. Education Diigo is a must for students who are learning to complete web-based research!
anonymous

Social Networking as a Tool for Student and Teacher Learning - 52 views

www.districtadministration.com/viewarticle.aspx

networking social DistrictAdministration

shared by anonymous on 19 May 11 - No Cached
  • Online social networking includes much more than Facebook and Twitter. It is any online use of technology to connect people, enable them to collaborate with each other, and form virtual communities, says the Young Adult Library Services Association
  • Among students surveyed in a National School Boards Association study, 96 percent of those with online access reported using social networking, and half said they use it to discuss schoolwork. Despite this prevalence in everyday life, schools have been hesitant to adopt social networking as an education tool. A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.
  • Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social Networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration tools would make a substantive change in students’ educational experience.” They said these tools could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.
  • ...1 more annotation...
  • Most national, state and local policies have not yet addressed social networking specifically; by default, it often falls under existing acceptable use policies (AUPs). While AUPs usually provide clear language on obscenities, profanity and objectionable activities, they also leave out gray areas that could open students to harmful activities while excluding them from certain benefits of social networking. Likewise, boilerplate policies that ban specific applications, such as Twitter, may miss other potential threats while also limiting the ability of students to collaborate across schools, districts, states or countries. The challenge for districts is to write policies that address potentially harmful interactions without eliminating the technology’s beneficial uses.
dmassicg

Are today's students truly 'tech savvy'? | ZDNet - 5 views

www.zdnet.com/...16147

news resources tools review

shared by dmassicg on 30 Apr 12 - No Cached
  • dmassicg on 30 Apr 12
     
    According to the research, there was little evidence that today's students demand modern technology when entering university that the academic institution cannot provide. Technological integration is expanding, however in terms of study, students may not be as reliant on it to learn as we stereotype them to be.Are today's students truly 'tech savvy'? By Charlie Osborne
Scott Walters

Is technology producing a decline in critical thinking and analysis? / UCLA N... - 0 views

newsroom.ucla.edu/...producing-a-decline-79127.aspx

shared by Scott Walters on 01 Feb 09 - Cached
  • Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did.
    • andrew torris
      andrew torris on 01 Feb 09
       
      I wonder when researchers will realize that lecture is not the best way to teach and interact with students? Of course students using the net during a lecture did not hear and process all that was being said, but.... did any bother to measure what they were learning and how the customization of the learning may have addressed the differentiation needs of the learners?
    • Jeffrey Plaman
      Jeffrey Plaman on 02 Feb 09
       
      Or, I wonder how many of us would EXPECT our students to listen to use lecture while we "encouraged" them to use the internet at the same time? Would you listen? Shifted teachers who know how to use tech effectively also know when to NOT use tech.
  • "Wiring classrooms for Internet access does not enhance learning," Greenfield said.
    • andrew torris
      andrew torris on 01 Feb 09
       
      I will agree here. Wiring does not improve learning. What improves learning is teaching educators how to engage students to use the "wiring" to create, collaborate, share and publish. The net and "wires" allows students to delve deep into learning and apply their research rather that sit and "git".
Florence Dujardin

Brookes eJournal of Learning and Teaching | Investigating student experiences of e-lear... - 43 views

bejlt.brookes.ac.uk/...ng_using_the_diary_interview_a

research skills research diary student qualitative_data

shared by Florence Dujardin on 14 Feb 10 - Cached
  • Florence Dujardin on 14 Feb 10
     
    This paper outlines the methods used to explore student experiences of e-learning at Sheffield Hallam University. Placing e-learning in the context of the holistic learning experience, the diary interview approach (Zimmerman and Wieder, 1977) was employed in order to collect rich personalised accounts of our students' experiences. Whilst the study highlighted that each student has differing experiences, here we will discuss the common experiences and what has been done at an institutional level to address issues emerging from the study.
Josh Flores

Meet Banshee, Havok, 'n' Beast - 27 views

www.nerdist.com/...meet-banshee-havok-n-beast

x-men teachers authentic models student centered

shared by Josh Flores on 06 May 11 - No Cached
    • Josh Flores
      Josh Flores on 06 May 11
       
      Model of students struggling to be seen as "normal".
    • Josh Flores
      Josh Flores on 06 May 11
       
      Model of students with social anxiety
    • Josh Flores
      Josh Flores on 06 May 11
       
      The teacher acknowledges that failure is part of the learning process but also demonstrates the importance of having trust in the student after specifically stating his expectations.  Stating expectations and following it up with trust is important for fostering a Student-Centered learning environment.  Too few educators are willing to let go of control and allow students to become empowered by their own curiosity.
    • Josh Flores
      Josh Flores on 06 May 11
       
      Model of students with unique talents
    • Josh Flores
      Josh Flores on 06 May 11
       
      The teacher demonstrates authentic research by creating a product to test rather than simply look at research and respond with a traditional essay.
Kimberly LaPrairie

picturing the thirties - 2 views

americanart.si.edu/...index.html

history virtual social_studies smithsonian museum EED427 photos video virtual worlds

shared by Kimberly LaPrairie on 23 Sep 09 - Cached
  • Kimberly LaPrairie on 23 Sep 09
     
    "Picturing the 1930s," a new educational web site created by the Smithsonian American Art Museum in collaboration with the University of Virginia, allows teachers and students to explore the 1930s through paintings, artist memorabilia, historical documents, newsreels, period photographs, music, and video. Using PrimaryAccess, a web-based teaching tool developed at the university's Curry Center for Technology and Teacher Education, visitors can select images, write text, and record narration in the style of a documentary filmmaker. They can then screen their video in a virtual theater. PrimaryAccess is the first online tool that allows students to combine their own text, historical images from primary sources, and audio narration to create short online documentary films linked to social studies standards of learning, said Glen Bull, co-director of the Curry Center. Since the first version was developed in collaboration with U.Va.'s Center for Digital History and piloted in a local elementary school in 2005, more than 9,000 users worldwide have created more than 20,000 short movies. In creating digital documentaries, students embed facts and events in a narrative context that can enhance their retention and understanding of the material, said Curry research scientist Bill Ferster, who developed the application with Bull. Besides increasing their knowledge about the period, "Picturing the 1930s" enhances students' visual literacy skills, Ferster noted, adding that PrimaryAccess "offers teachers another tool to bring history alive."
Nigel Coutts

Educational Disadvantage - Socio-economic Status and Education Pt 3 - The Learner's Way - 11 views

thelearnersway.net/...omic-status-and-education-pt-3

status education learner learning teaching equity

shared by Nigel Coutts on 05 Nov 17 - No Cached
  • Nigel Coutts on 05 Nov 17
     
    Pedagogy and curriculum that engages students from low-socioeconomic backgrounds and is deemed personally relevant to the lives they live, are seen as important factors towards equality of outcome by Wrench, Hammond, McCallum and Price (2012). Their research involved designing a curriculum and pedagogy that would be highly engaging to students of low-socioeconomic status. 'The interventions involved curriculum redesigns that set meaningful, challenging learning task(s) (culminating in high quality learning products); strong connection to student life-worlds; and a performative expectation for student learning.' (Wrench et al 2012 p934)
mgranger

Media and Technology Resources for Educators | Common Sense Media - 15 views

www.commonsensemedia.org/educators

InternetSafety digitalcitizenship cyberbullying Internet_safety cipa

shared by mgranger on 01 Apr 11 - Cached
  • gital driver's license
  • with complete confidence. Our online trainings show you how. More about parent professional development Research Credentials Check out our DNA. Our programs are built on respected digital ethics research. More about parent research credentials Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update. Will they connect with like minds or spill ... read more Get started Browse our classroom lessons and parent education resources by grade level or topical area. select gradeK123456789101112 select topicCell phones & digital communicationCyberbullying & online relationshipsDigital creation, plagiarism & piracyFamily media managementGaming & online worldsInternet safetyMedia's influence on kidsOnline privacy and securityOnline research & learningSocial networking & communityViolence in media Get Started Educator Updates Common Sense announces di gital driver's license Common Sense Media announced plans to create a digital driver’s license, an interactive online game that will teach kids the basics of how to be safe and responsible in a digital world. Read more about our plans for interactive curriculum modules
  • Marc Patton on 01 Apr 11
     
    Digital citizenship curriculum targets 4th, 5th graders
  • Susan Crowley on 03 Jul 11
     
    Lesson plans, articles, and tools to teach Digital Citizenship and Internet Safety
  • mgranger on 23 Aug 12
     
    Internet safety FREE curriculum and implementation guides. The site has admin, teacher, and student resources. Digital Passport is one of the Internet Safety programs available.
mrsdvorakravitz

"Why We Need More Practitioner Research" by Kimberly H. Campbell - 28 views

democracyeducationjournal.org/...7

practitioner research campbell

shared by mrsdvorakravitz on 09 Jun 14 - No Cached
  • mrsdvorakravitz on 09 Jun 14
     
    "Abstract As teacher-educators we need to embrace practitioner (action) research of our own classroom practice. Such research serves to improve our practice, inform the teaching profession, and serve as modeling for future teachers to become practitioner researchers in support of their efforts to meet the learning needs of the students with whom they work as well as have a voice in policy decisions that impact their professional lives."
Roland Gesthuizen

What measures the best teacher? More than scores, study shows - 1450 WHTC Holland's Hom... - 138 views

whtc.com/...r-more-than-scores-study-shows

testing evaluation performance teaching education

shared by Roland Gesthuizen on 09 Jan 13 - No Cached
  • researchers found they could pick out the best teachers in a school and even predict roughly how much their students would learn if they rated the educators through a formula that put equal weight on student input, test scores and detailed classroom observations by principals and peers
  • Judging teachers primarily by student performance on state tests, for instance, turned out to be highly unreliable, with little consistency from year to year. Judging them chiefly by a principal's observations failed to identify those teachers who could be counted on to boost student proficiency on state math and reading tests.
  • This should be a very big red flag to all those policy makers who think they can have test-based accountability be half or more of a teacher's evaluation
  • Roland Gesthuizen on 09 Jan 13
     
    "(Reuters) - Effective teachers can be identified by observing them at work, measuring their students' progress on standardized tests - and asking those students directly what goes on in the classroom, according to a comprehensive study released Tuesday."
Don Doehla

Creating a "Least Restrictive Environment" with Mobile Devices | Edutopia - 2 views

www.edutopia.org/...nt-mobile-devices-beth-holland

education research Suzie_Boss PBL mobile edutopia

shared by Don Doehla on 22 Oct 13 - No Cached
  • Don Doehla on 22 Oct 13
     
    "The U.S. Individuals with Disabilities Education Act defines the concept of the Least Restrictive Environment as the opportunity for a student with a disability to be "provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers." (Daniel R.r. v. State Bd. of Educ., 874 F.2d 1036, 1050, 5th Cir.1989) This concept of providing students with "supplementary aids and services necessary to achieve educational goals" could be applied to all students. By leveraging the capabilities of mobile devices, teachers can support their students in creating a personalized learning environment with the least number of barriers. "
robert morris

Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views

www.ucdoer.ie/...vism_and_Social_Constructivism

shared by robert morris on 08 Dec 14 - No Cached
  • Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
    • Manuel Condoleon
      Manuel Condoleon on 08 Dec 14
       
      Good link to Socrates
    • robert morris
      robert morris on 08 Dec 14
       
      I think this is the essence of teaching and learning - asking questions, for nothing is really true.
  • Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
    • robert morris
      robert morris on 08 Dec 14
       
      I agree - context, and culture play a very important role. And this might change from corner to corner, it can change quickly, neighbours etc
  • Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
  • ...25 more annotations...
  • Constructivist learning environments provide multiple representations of reality
  • Multiple representations avoid oversimplification and represent the complexity of the real world
  • Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
  • Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
  • Constructivist learning environments encourage thoughtful reflection on experience.
  • Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
  • Jonassen (1994)
  • There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
  • Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
  • Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
  • John Dewey (1933/1998) is often cited as the philosophical founder of this approach
  • while Vygotsky (1978) is the major theorist among the social constructivists.
  • Bruner (1990) and Piaget (1972) are considered the chief theorists among the cogn
  • Dewey
  • Piaget
  • John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
  • Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
  • A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
  • social interaction lay at the root of good learning.
  • Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
  • Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
  • Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
    • robert morris
      robert morris on 08 Dec 14
       
      On Vgotsky`s side here - I don`t think you can forget the role of "social learning", peer to peer learning and the role of social interaction.
  • The basic tenet of constructivism is that students learn by doing rather than observing.
  • By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
  • 1. Discovery Learning (Bruner) In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information. Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
Lee-Anne Patterson

One to One Computing Blueprint - 0 views

www.k12blueprint.com/..._minnesotas_laptop_program.php

laptop dissertation for:mite6311 research learning

shared by Lee-Anne Patterson on 19 Mar 09 - Cached
  • Lee-Anne Patterson on 19 Mar 09
     
    The Stillwater Area Public Schools began their laptop initiative in November of 2003. At that time, each teacher at Stillwater Junior High School (SJHS) and Oak-Land Junior High School (OLJHS) received a laptop and began a program of professional development focused on increasing teachers' knowledge and skills related to using the laptops and integrating technology into their curriculum. Students at both schools received laptops in the spring of 2004. High school students had their own laptop in a one-to-one program that allowed computers to be taken home. The junior high used mobile laptop carts, offering a 3:1 student-to-laptop ratio. Both schools made wireless Internet access available throughout their buildings and offered students and parents online access to course assignments and grades.
Jon Orech

Clive Thompson on the New Literacy - 3 views

www.wired.com/...st_thompson

writing literacy research

shared by Jon Orech on 26 Aug 09 - Cached
  • The fact that students today almost always write for an audience (something virtually no one in my generation did) gives them a different sense of what constitutes good writing. In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see. The Stanford students were almost always less enthusiastic about their in-class writing because it had no audience but the professor: It didn't serve any purpose other than to get them a grade.
    • Ed Webb
      Ed Webb on 26 Aug 09
       
      Quite so. This is one reason I have students blog where practicable.
  • The brevity of texting and status updating teaches young people to deploy haiku-like concision.
    • Ed Webb
      Ed Webb on 26 Aug 09
       
      Twitter to haiku, Not such a leap, after all: Hone your brevity
  • When Lunsford examined the work of first-year students, she didn't find a single example of texting speak in an academic paper.
    • tom campbell
      tom campbell on 29 Aug 09
       
      Stanford 1st year students - check the applicant profile - http://www.stanford.edu/dept/uga/basics/selection/profile.html These are among the top tiered students in the country.
  • ...9 more annotations...
  • know is that knowing who you're writing for and why you're writing might be the most crucial factor of all.
  • young people today write far more than any generation before them
  • (something virtually no one in my generation did) gives them a different sense of what constitutes good
  • kids today can't write—and technology is to blame.
  • "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions
  • Before the Internet came along, most Americans never wrote anything, ever, that wasn't a school assignment
  • Lunsford's team found that the students were remarkably adept at what rhetoricians call kairos—assessing their audience and adapting their tone and technique to best get their point across.
  • students today almost always write for an audience
  • (something virtually no one in my generation did) gives them a different sense of what constitutes good
Martin Burrett

Study finds cash and coins help engage primary maths students - 9 views

ukedchat.com/...-engage-primary-maths-students

study research maths math

shared by Martin Burrett on 30 Nov 16 - No Cached
  • Martin Burrett on 30 Nov 16
     
    "Primary school students are more likely to understand and engage with maths if classes use real money and real-life projects, according to a Western Sydney University pilot study. The findings come as Australian students lag behind other countries in maths, with Year 4 students dropping from 18th to 28th out of 49 countries in year 4 maths in the latest Trends in International Mathematics and Science study."
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