Sentences with phrase «in algebra instruction»
Using both quantitative and qualitative analyses, we will evaluate the hypotheses that: a) Classroom teachers can successfully and consistently integrate a CEMS approach in their algebra instruction, b) Students» procedural flexibility, procedural knowledge, and conceptual knowledge for a variety of algebra topics can be reliably assessed and each type of knowledge is positively related and predictive of one another over time, and c) Integrating a CEMS approach supports better procedural flexibility, conceptual knowledge, and procedural knowledge for a variety of algebra topics (units) than business as usual instruction.
https://www.gse.harvard.edu/ Not exact matches
I don't know what's happening in your school, but on a typical day in my kids» lunch room, there's not a lot of algebra instruction going on.
On this particular fall day, 16 students are getting traditional in - person instruction in Algebra I from teacher Wendy Chaves; roughly the same number are doing math problems online; and still others are gathered in clusters of four tutoring each other.
Students in the first half of the 20th century had instruction in practical matters: consumer buying, insurance, taxation — everything but algebra, geometry, or trigonometry, which, when they were taught, were frequently lacking in depth.
Beginning in the second year of the algebra initiative, schools were asked to send a sample of student work to the district office each month to demonstrate their use of improved instruction.
What about Bill Evers's push in California to mandate rigorous math instruction — including Algebra in eighth grade?
Views of struggling students on instruction incorporating multiple strategies in Algebra I: An exploratory study.
Students placed in the extra classes thus received substantially more algebra instruction than other students.
The new emphasis on increased rigor in mathematics was so strong that the district shifted toward pre-algebra instruction in the elementary grades to better prepare students for eighth - grade algebra.
Curriculum: Students receive instruction in English, history, science, mathematics (pre-algebra, algebra, and geometry), foreign language (Latin or Spanish), physical education, and the arts.
To learn what students need to achieve success, we conducted extensive research around best practices in delivering online math instruction, and designed our new algebra course to meet those needs.
The ISTEP + End - of - Course Assessments (ECAs) are criterion - referenced assessments developed specifically for students completing their instruction in Algebra I, Biology I, or English 10.
We're looking forward to meeting with teachers and allowing them to decide how to use these versatile tools to improve algebra instruction in a way that works for them and their students — wherever they live and learn.»
STEM 215: Algebra & Geometry for Elementary & Middle School * In this course, teachers will develop their ability to design and implement mathematics instruction specific to algebra and geometry that is both reflective and mathematically signiAlgebra & Geometry for Elementary & Middle School * In this course, teachers will develop their ability to design and implement mathematics instruction specific to algebra and geometry that is both reflective and mathematically signialgebra and geometry that is both reflective and mathematically significant.
Sixth grade students who are currently enrolled in advanced instruction in math will be given the Orleans - Hanna to determine placement in Algebra I for the following school year.
In particular, teachers will expand their own content knowledge, learn to elicit and build on children's multiple mathematical knowledge bases, and develop a practice of using high - demand tasks in order to enact Standards - based instruction in algebra and geometrIn particular, teachers will expand their own content knowledge, learn to elicit and build on children's multiple mathematical knowledge bases, and develop a practice of using high - demand tasks in order to enact Standards - based instruction in algebra and geometrin order to enact Standards - based instruction in algebra and geometrin algebra and geometry.
A comparison of CAI and traditional instruction in a college algebra course.
The Quantile Framework spans the developmental continuum from Kindergarten mathematics through the content typically taught in Algebra II, Geometry, Trigonometry, and Pre-calculus, from below 0Q (Emerging Mathematician) to above 1600 Q. Quantile measures take the guesswork out of determining which mathematical skills a developing mathematician has learned and which ones require additional instruction.
FOCUS INSTRUCTION: The half - dozen kids in this supplemental algebra class are all taking turns throwing a glowing ball at the Smartboard screen.
In fifth grade, my Father brought me an algebra book that used programmed instruction.
CAREER HIGHLIGHTS • Over five years» experience teaching Mathematics to students of different backgrounds • Highly skilled in planning effective classroom instructions • Hands on experience in teaching mathematical concepts to young students • In - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin planning effective classroom instructions • Hands on experience in teaching mathematical concepts to young students • In - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin teaching mathematical concepts to young students • In - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenIn - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's licenin preparing effective and appropriate lesson plans • Current teacher's license
Facilitate individualized instruction and tutoring in the subjects of: Biology, Anatomy and Physiology, Human Genetics, Mathematics, Algebra, English, Psychology, Sociology, Speech Communications, and Financial Accounting
Student Mentor — Motiv8 Mentoring Organization / University of Florida, Gainesville, FL 2010 Tutored students of Howard Bishop Middle School in Elementary and Intermediate Algebra under the instruction of Angela Garcia that works for the Center for Leadership and Service.