Calculators in Mathematics Education
Author : James Taylor Fey
Publisher :
Page : 260 pages
File Size : 32,45 MB
Release : 1992
Category : Mathematics
ISBN : 9780873533423
Author : James Taylor Fey
Publisher :
Page : 260 pages
File Size : 32,45 MB
Release : 1992
Category : Mathematics
ISBN : 9780873533423
Author :
Publisher :
Page : 470 pages
File Size : 42,23 MB
Release : 1990
Category : Mathematics
ISBN :
Author :
Publisher :
Page : 784 pages
File Size : 30,8 MB
Release : 2007-10
Category : Dissertations, Academic
ISBN :
Author :
Publisher :
Page : 768 pages
File Size : 23,13 MB
Release : 1990
Category : Dissertation abstracts
ISBN :
Author :
Publisher :
Page : 268 pages
File Size : 14,97 MB
Release : 1992
Category : Mathematics
ISBN :
Author :
Publisher :
Page : 764 pages
File Size : 22,73 MB
Release : 2001
Category : Education
ISBN :
Author : Faye Arline Frick
Publisher :
Page : 184 pages
File Size : 23,98 MB
Release : 1988
Category : Calculators
ISBN :
Author : Wiliam N. Bender
Publisher : Solution Tree Press
Page : 210 pages
File Size : 22,2 MB
Release : 2010-08-01
Category : Education
ISBN : 1936765217
This map of the RTI process offers an overview of research, detailed guidance through each stage of implementation, tools for teacher reflection and growth, and discussion of support strategies beyond the classroom. The authors analyze a variety of common student difficulties in elementary math and apply a three-tier RTI model to the general education classroom.
Author : Binyan Xu
Publisher : Springer Nature
Page : 364 pages
File Size : 18,84 MB
Release : 2021-05-07
Category : Education
ISBN : 3030681572
This book seeks to illustrate the research on mathematics competencies and disposition in China according to the conceptual development and empirical investigation perspective. Mathematics education in China has a distinguishing feature a focus of attention to mathematical competency. Paradoxically, there has not been an explicit, refined, and measurable evaluation system in place to assess mathematical competency in China. While academic achievement surveys or evaluations are common, these can only give an overall conclusion about mathematical thinking skills or problem solving abilities. In response to this deficiency, China is beginning to carry out national projects that emphasize defining both a conceptual framework on core competencies in school mathematics and developing a corresponding assessment framework. Thus, the main focus of this volume is the current investigations of different mathematics competencies and mathematical disposition of Chinese students, with the aim of promoting interaction between domestic and international student performance assessment, to provide a more comprehensive understanding of mathematics competencies and disposition in mainland China, and to stimulate innovative new directions in research. The primary audience of this volume is the large group of researchers interested in mathematics competencies, mathematics teaching and learning in China, or comparative studies, or the relation of the three. The book will also appeal to teaching trainers or instructors, as well as be an appropriate resource for graduate courses or seminars at either the master’s or doctoral level.
Author : Edward P. St. John
Publisher : JHU Press
Page : 207 pages
File Size : 34,95 MB
Release : 2015-11-30
Category : Education
ISBN : 142141788X
Urban schools are falling short of preparing students for college. In Left Behind, a team of education scholars led by Edward P. St. John argues that American cities have been engaged for the past three decades in a radical—but failing—effort to transform general and vocational high schools into college preparatory institutions. By examining the educational reforms in four urban charter schools across the United States and four public high schools in New York City, Left Behind reveals how educators contend with the challenge of developing new courses while providing social support for students to build college-going cultures. The research shows that district schools struggle to comply with standards that leave little room to develop advanced thematic curricula and that charter schools have not succeeded in substantially raising student test scores. Many students who start in rigorous charter schools transfer back to public schools while both public and charter schools struggle to prepare their students for college-level work. Left Behind provides crucial insights into the troubling trajectory of public policy while offering teachers and administrators effective strategies for overcoming barriers.