Math teachers across the state will work with university staff members in partnerships to improve student achievement in mathematics through seven grants funded by the federal Mathematics and Science Partnership Grant program.
Dario Panici said he likes "math and numbers." It shows. The senior at Lincoln-Way West High School in New Lenox Township lists calculus as his favorite class, and he is president of the mathletes team.
In her book How Children Learn Number Concepts, Kathy Richardson devotes an entire chapter to composing and decomposing numbers. It may surprise you that the title of the chapter is Understanding Addition and Subtraction: Parts of Numbers.
"In this posting, we’ll look at options to increase the depth of your instruction. What you’ll notice throughout the activities is a shift to student ownership of learning, as well as the need to think at higher levels to complete the activities."
“Though mathematics is one of the most important inventions in the history of humanity, many humans actually have an aversion to the subject. Researchers call this “math anxiety” and new research is showing that the ...”
"Effective schools make a big difference in student achievement. Effective leadership makes a positive difference, too. Effective teachers, however, directly impact student learning and achievement. It’s been shown that teachers who have a large repertoire of effective instructional strategies teach differently."
The AP (9/26, Rathke) reports that Vermont Education Secretary Rebecca Holcombe announced on Thursday that “average science test scores of students in three grades have dropped slightly in Vermont from last year, with the greatest dip among eight-graders.” The article adds that Holcomb said that stagnant science scores suggest “that an emphasis on English language arts and math in the federal No Child Left Behind Act may be overshadowing science instruction.”
Vermont Public Radio (9/26) reports that Holcombe “says she is not satisfied with scores from standardized science tests given last spring.” The piece notes that “44 percent of fourth graders scored as proficient or higher, but only 25 percent of eighth graders and 30 percent of eleventh graders reached that mark.” Scores across all grades showed a decline. The piece notes that “a section that requires students not only to solve problems, but to explain their reasoning,” seems to be the part that gave students the most trouble.
WCAX-TV Burlington, VT (9/26) quotes Holcombe saying, “We’re concerned about the heavy emphasis on No Child Left Behind and whether it might be discouraging some districts from really investing in science from the earliest grades.”
The Rutland (VT) Herald (9/26) also covers this story.
As long as we value the "standard" procedure for math operations and neglect the exploration and sense making of what is happening, the ability to explain your thinking is about the steps in the procedure, not does the answer make sense.
Identifying common standards is not synonymous with teaching and learning mathematics.
"Most teachers and current textbooks offer varied approaches to the material to be learned so the teaching can be brain-compatible with the varied student learning styles. It is only logical that respect for these individual learning styles be incorporated into assessment forms."
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