<p> This qualitative multiple case study sought to discover third-grade teacher perspectives of the strategies used when effectively implementing Cognitively Guided Instruction (CGI). Five exemplar third-grade teachers were purposefully selected based on recommendations from their principal and instructional coach. The purpose of the study was to learn how the implementation of the essential elements of CGI affected planning of mathematics lessons and how those elements were implemented into mathematics instructional practices. </p><p> The study utilized triangulation of data sources, including semi-structured interviews, observations, and document analysis. Based on the results from the first research question, planning for CGI lessons was found to be more difficult compared to planning for traditional mathematics lessons. The teachers spent more time developing word problems due to the lack of resources, because CGI is to be customized to meet the needs of the students. For the second research question, five themes emerged as strategies the teacher used for implementing CGI during class: 1) conceptualizing, 2) articulating, 3) using multiple strategies, 4) questioning, and 5) scaffolding. These strategies were employed by all teachers, but were differentiated by each teacher to best meet the needs of the students.</p>

<p> The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and represent Hindu-Arabic numerals and how these number representations affect their arithmetic competency. This was achieved by comparing an intervention group (n=16) and a control group (n=17) before and after the 2-week intervention. </p><p> It is concluded that the use of the place-value learning aids facilitates numeration system conceptual understanding , reading, writing and representing numbers (in canonical and non-canonical form) by thinking in terms of "100s", "10s" and "1s" (or in terms of color-coded cards). Students visually relate the face-value of the digits (e.g. "3" and "5") of the number (e.g. "35") with the number of flash-cards to be used for the canonical representation (three orange cards and five blue cards). Children also understand how "53" differs from "35" or "503". It is further concluded that the use of the learning aids facilitates addition and subtraction performance in terms of "hundreds", "tens" and "ones" (rather than just "ones") either mentally or by constructing canonical and non-canonical representations with the use of the flash-cards and grids or by constructing abstract representations on paper. Students realize that ten cards of one color can be exchanged with one card of another color (or vice versa). Students further understand how "35-2" differs from "35-20" and how "51-32" differs from "52-31". </p><p> Quantitative data are in agreement with qualitative data, suggesting that children's arithmetic competency is enhanced when taught how to represent numbers, additions and subtractions with the use of the learning aids. The control group mean score increase from before to after intervention was 1,24 marks, compared to an increase of 11,06 marks for the intervention class. The medium to large Cohen's d effect sizes of 0,51 (comparing the intervention group score increase to the control group score increase) or 0,57 (comparing the intervention group score from before to after) indicate strong practical significance.</p>

<p> Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde &amp; Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, &amp; Grimm, 2007; Lopata, Wallace, &amp; Finn, 2005; Mallet &amp; Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.</p>

<p> The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, focused, and structured set of standards to prepare students in the 21^st century to be college and career ready upon exiting the high school system. To meet these increased expectations, this investigation sought to determine the effects of peer-mediated schema based instruction on the number of correct steps of a task analysis to solve the <i>change</i> problem type of mathematical word problems with middle school students with moderate/severe intellectual disabilities (MS/ID). Additionally, this study investigated the effects of peer-mediated schema based instruction on the number of correct mathematical problems solved, the ability of students with MS/ID to discriminate between addition and subtraction in word problems for the <i>change</i> problem type, and if students with MS/ID were able to generalize the learned mathematical skills to an unfamiliar peer. Finally, this study examined the effects of peer-mediated instruction on both tutors&rsquo; and tutees&rsquo; social attitudes and perceptions of one another before and after the study was completed. The findings of this study demonstrated a functional relation between peer-mediated schema-based instruction (SBI) on the number of correct steps of a task analysis. Results also provided several implications for practice, offers suggestions for future research in this area, and discusses the social and academic benefits of using peer-mediated instruction for students with MS/ID.</p>

This study aims to examine the education in mathematics in Colombia and by examining a few cases aspires to describe how education in mathematics in Colombia can operate and which patterns that are common in those cases. This was actualized by using methodological triangulation at three schools in Colombia. The data collection methods that were combined were: observations, interviews with teachers, interviews with students and interpretation of national standards, as well as other essential documents used in mathematics education in Colombia. An analytic framework was created from prior studies that were conducted in Latin America and also from well known pedagogical research across the world. The results of the study were many and they indicated, inter alia, that the students, teachers and other employees had different views of the lessons and classes in mathematics. Furthermore, common concept within education – in mathematics and in general – appeared to be completely non-existent to every party.

<p> This study investigated the relationship between Common Core Algebra (CCA) courses that do not use TI-Nspire technology to CCA courses that use TI-Nspire technology. To address the problem of the study and attempt to answer the research question by evaluating the hypothesis, this study used quazi-experimental research design. Two quantitative data instruments were used to investigate the variables: A pretest was used to determine if all participants in the study were not at an advantage due to prior mathematical knowledge. A posttest was used to determine if there was a difference of the mean scores of the control and treatment groups. The population of the study was ninth grade students in a public high school who were enrolled in CCA. The major findings noted that the means of the pretest scores were statistically equivalent while the means of the posttest score were statistically different. The findings suggest the use of TI-Nspire technology in CCA classrooms is, in fact, a benefit to students. It further recommends the study be replicated with a larger student population and sample size within an expanded geographical area. </p>

No description available.

<p> The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9^th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control group, used no technology and consisted of 21 students; Group 2 used the TI Nspires calculators and consisted of 17 students; Group 3 used the TI Nspire calculators with the TI Navigator and consisted of 20 students; and Group 4 used the TI Nspire calculators, the TI Navigator, and the clickers. The participants were given 45 instructional classes that covered a 9-week period. All groups took the Motivated Strategy for Learning Questionnaire (MSLQ) and the State of Texas Assessment of Academic Readiness test (STAAR) before and after the treatment of interactive technologies. A paired <i>t</i> test and a factorial repeated ANOVA were conducted, revealing no significant effect for the MSLQ based on the use of technology. However, the use of technology with the STAAR did show a significant difference in test scores for 2 treatment groups: Group 3, which used the calculator and the TI navigator; and Group 4, which used the calculator, the TI navigator, and the clickers. These results support the use of additional technology that is needed in the mathematics classroom to support the use of the calculators. </p>

<p> En la actualidad existen estudiantes que manifiestan tener actitudes negativas hacia la matem&aacute;tica e indican que el hecho de tener que tomar un curso de matem&aacute;tica les provoca ansiedad. El prop&oacute;sito de esta investigaci&oacute;n fue determinar cu&aacute;l es la actitud hacia la matem&aacute;tica de estudiantes universitarios que tomaron alg&uacute;n curso b&aacute;sico de matem&aacute;tica e identificar si muestran tener ansiedad hacia la clase de matem&aacute;tica. De la misma forma, se determin&oacute; como se relacionan esas actitudes y la ansiedad hacia la matem&aacute;tica con diferentes caracter&iacute;sticas demogr&aacute;ficas y acad&eacute;micas, incluso con el &eacute;xito acad&eacute;mico en estos cursos b&aacute;sicos. </p><p> En esta investigaci&oacute;n se determinaron las actitudes y la ansiedad hacia la matem&aacute;tica de 182 estudiantes de un recinto en particular de una instituci&oacute;n privada, localizada al sur de Puerto Rico los cuales tomaron un curso b&aacute;sico de matem&aacute;tica. Para ello se utilizaron dos cuestionarios, el de Actitud Hacia la Matem&aacute;tica de Elena Auzmendi y la traducci&oacute;n en espa&ntilde;ol de sMARS por Isabel N&uacute;&ntilde;ez y colaboradoras. Los estudiantes mostraron actitudes m&aacute;s positivas en los factores actitudinales ansiedad, agrado, utilidad y motivaci&oacute;n; en los niveles de ansiedad se reflejaron datos positivos en los factores examen y tarea. Al comparar las actitudes y la ansiedad con las caracter&iacute;sticas demogr&aacute;ficas y acad&eacute;micas se encontraron diferencias estad&iacute;sticamente significativas para el g&eacute;nero, la primera generaci&oacute;n, el promedio general, la nota final, el uso materiales y lecturas, el uso de la calculadora cient&iacute;fica y graficadora, el uso de manipulativos y el uso de libros electr&oacute;nicos. El mejor modelo de regresi&oacute;n log&iacute;stica para explicar el &eacute;xito acad&eacute;mico en el curso b&aacute;sico de matem&aacute;tica se determin&oacute; que el mismo estuvo compuesto por las variables demogr&aacute;ficas del g&eacute;nero; las variables acad&eacute;micas del promedio general, la modalidad del curso, uso de la calculadora cient&iacute;fica, adem&aacute;s de las variables de actitud y ansiedad. La variable con mayor cambio y m&aacute;s determinante para alcanzar el &eacute;xito acad&eacute;mico en el curso de matem&aacute;tica es el promedio general.</p>

<p> Advancements in technology often make life easier, make processes easier, and increase efficiency. While this is true as much in the public school system as it is in other aspects of life, technology integration initiatives often struggle in K-12 schools. In its first year of implementation, one statewide technology initiative targeting personalized learning for mathematics resulted in significantly improved proficiency in mathematics for students with high technology usage, but over 90% of students had low usage. This year, which is year two of the initiative, I went into some of the classrooms in the Junior High with the highest technology usage to better understand what facilitates successful technology integration. Data were collected from six teachers and one administrator through interviews and observations. I also looked at factors such as change management, learning environment, and student motivation in order to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.</p>