Sentences with phrase «mathematical abilities of her students»
«Numeracy moments» was an instant success at the school, and Mathews was then met with the task of further developing the mathematical abilities of her students with more challenging problem solving tasks.
https://www.teachermagazine.com.au/ Not exact matches
Wilson notes the dramatic withdrawal from arithmetic in the elementary grades that has occurred over the past two to three decades, reflecting the mistaken but increasingly popular view that learning whole number operations (such as the multiplication tables) to the point of instant recall is bad for a student, not necessary to higher math, and impedes students» ability to understand mathematical principles.
In item - response theory, the probability that a student will answer a given item correctly is assumed to depend on the student's ability and on the difficulty of the item, as expressed in a mathematical formula.
One could forgive the American public if, upon examining the results of recent international tests, it regarded East - Asian nations as a single educational behemoth that had perfected a uniform strategy for dominating the United States in comparisons of students» mathematical ability.
Then began the inclusion of «chili questions» in lessons, a concept Mathews says Education Queensland had identified, which involved building a bank of questions at three different levels to effectively engage a class of students who were at varied levels in their mathematical ability.
Assess your students» ability to apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole - number edge lengths in the context of solving real world and mathematical problems with this quiz.
Other tests intended to measure problem - solving ability and the competence to apply mathematical and scientific concepts in real - world settings (such as the Programme for International Student Assessment [PISA] administered by the Organization of Economic Cooperation and Development) might yield different results.
The post-assessment indicates that the course led to significant increases in preservice teachers» observation skills, particularly in teachers» ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication during a lesson.
Building on previous research that documented the impact of DGS on student achievement and problem solving (Christou, Mousilides, Pittalis, & Pitta - Pantazi, 2005; Isiksal & Askar, 2005; Reimer & Moyer, 2005), the project team conjectured that the inclusion of DGS into VMT and the ability to generate and explore mathematical relationships, constructions, and dependencies would enhance students» mathematical activity within VMT.
According to the College Board, their wish for this math test is for it to demonstrate that «students have fluency with, understanding of, and the ability to apply the mathematical concepts, skills, and practices that are most strongly prerequisite and central to their ability to progress through a range of college courses, career training, and career opportunities.»
For example, if a teacher were to use entrance cards to assess a student's ability to solve real - world and mathematical problems by writing and solving equations of the form x + p = q and px = q (Common Core math standard 6.
Students with extreme verbal talent rated themselves as having the lowest social standing of the four groups, a finding which Dauber and Benbow perceptively attribute both to society's higher valuing of mathematical talent than verbal talent, and to the fact that while extreme mathematical ability may be less obvious on social occasions, students who are extremely talented verbally may be conspicuous due to their sophisticated vocStudents with extreme verbal talent rated themselves as having the lowest social standing of the four groups, a finding which Dauber and Benbow perceptively attribute both to society's higher valuing of mathematical talent than verbal talent, and to the fact that while extreme mathematical ability may be less obvious on social occasions, students who are extremely talented verbally may be conspicuous due to their sophisticated vocstudents who are extremely talented verbally may be conspicuous due to their sophisticated vocabulary.
The current research project examined the following question: How did participation in the VFS and online mentoring of elementary students affect the prospective teachers» ability to explain solutions to mathematical problems?
Recent research on teaching mathematics (Jacobs et al., 2010; Smith & Stein, 2011) as well as the Common Core State Standards for Mathematics Teaching Practices (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010) have outlined the importance of a particular set of teacher skills: the ability to question, listen to, and respond to a students» mathematical thinking.
This study examined the long - term results of a teacher preparation course that utilized video of instructional episodes to develop teachers» appreciation of student mathematical thinking and abilities to attend to the details of such thinking.
At the other end of the continuum, 27.3 % of LLMT participants received the highest score of 9, demonstrating the ability to identify evidence of effectiveness directly linked to students» specific mathematical content understandings and difficulties or to student engagement in math practices or to the use of specific mathematics academic language.
Improving students» number sense, problem - solving abilities, and mathematical communication skills are the focus of our school math program.
All students, regardless of language proficiency level, have the ability to think deeply about mathematical concepts.
The curriculum focuses on developing students» deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel
The grade 6 teacher at the school has a class comprised of students with a diverse range of mathematical abilities.
The Quantile Framework for Mathematics is a scientific approach that evaluates the difficulty of mathematical skills and concepts as well as a student's ability to learn new mathematical concepts.
This question parallels previous research in teacher education that first focuses on internalizing prospective teachers» own mathematical problem solving abilities before creating these types of environments for students (see Cohen, 2011; Levasseur & Cuoco, 2003; Stevens et.
They learn from reliable research that ability grouping is a major contributor to such inequity because the low ability students get few opportunities to learn the skills of mathematical problem solving and they internalize the modest expectations their teachers have of them.
The Bridges program encourages students to develop deep understanding of mathematical concepts, proficiency with key skills, and an ability to solve complex and novel problems.
Now, it is possible to refer the reading or mathematics growth rates of students observed during schooling to a clearly defined population of growth curves derived from serial measures of students whose reading ability and mathematical understanding were systematically assessed over time.
Teachers can group high - ability students flexibly throughout the school day to allow students the opportunity to regularly engage with peers of similar abilities and interests according to individual literacy or mathematical skills addressed in the CCSS (such as speaking or reading and writing) or by a combination of skills.
The curriculum focuses on developing students» deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems.
Development of students» abilities to think, to reason, to solve problems and to communicate their understanding of mathematical concepts is a major focus of the program.
This instrument, the Mathematical Quality of Instruction (MQI), assesses, for example, teachers» ability to link and connect mathematical representations, effectively remediate students» mathematical mistakes, and incorporate cognitively demanding mathematical tasks into instruction.
As a student, Tesla displayed such remarkable abilities to calculate mathematical problems that teachers accused him of cheating.
Seeking the position of a math teacher in XYZ High School where my exceptional ability to impact mathematical knowledge, patience in carrying students along, create lesson plan and curriculum appropriate for the class, create periodic tests that brings out the analytical genius out of students and prepare them for entry examination into colleges as remarked by my past employers and students will be employed.
OBJECTIVE: Seeking to be a math teacher in XYZ High School where my exceptional ability to impact mathematical knowledge through excellent communication skills, patience in carrying students along, create lesson plan and curriculum appropriate for the class, create periodic tests that bring out the analytical geniuses of students and prepare them for entry examination into colleges as remarked by my past employers and students will be employed.
Only individuals with exceptional ability to impact mathematical knowledge and bring out the analytical geniuses of students are usually considered for the position.
February 2007 — Present Kipley High School — Eagle River, AK Math Teacher • Plan and carry out study programs appropriate to individual needs • Create classroom environment conducive to learning and discipline • Make engaging lessons that develop student critical thinking and problem - solving skills • Assess student progress regularly • Diagnose individual learning abilities of students about mathematical concepts and reporting to authorities • Plan and supervise purposeful assignments • Plan and execute student assessments on a monthly basis
ADDITIONAL CAPABILITIES • Excellent grasp of advanced mathematical concepts • Proven ability to efficiently present educational materials to students on different grade levels • Bilingual: English and Spanish • Secretarial tasks and record - keeping
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 license
Based on our collection of resume samples, the ideal candidate should demonstrate excellent knowledge of mathematical concepts, training skills, the ability to motivate students, organizational skills, and accuracy.
Math Tutor ABC SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each students» individual needs for understanding complex mathematical concepts • Thoroughly go through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups of students by concentrating on their individual abilities • Assist students in understanding how technology can be used to effectively utilize campus resources • Promote a classroom environment that is safe and conducive to learning and instruction • Develop instructional materials to help students understand the concepts of mathematics easily • Conduct ongoing assessments to determine students» adaptability to classroom environments • Encourage parental involvement in students» education and ensure that appropriate and effective communication is maintained with parents • Assess curriculum suitability and make changes to the mathematics curriculum to suit the individual needs of students • Assist students in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the school • Create and maintain records of students in a confidential manner
• First - hand experience in evaluating the academic and social growth of each assigned student, and his or her ability to meet course standards in mathematical skills.
Teacher — Duties & Responsibilities Teach college and graduate level mathematics from introductory courses to advanced Ph.D. level courses Design and implement dynamic, engaging materials to challenge and inspire students Implement multiple teaching techniques to reach audiences of varying learning styles and abilities Responsible for one on one instruction and lecture - based learning for classes as large as 50 students Experienced in both youth and adult education instruction techniques Serve as academic and Ph.D. advisor offering personal and professional guidance to students Coordinate student schedules, activities, and departmental course offerings Build and strengthen professional relationships with faculty, staff, and industry leaders Represent the university with poise, integrity, and positivity Author and publish multiple text books and papers in applied mathematics Research finite element analysis in mathematical problems in engineering and applied sciences, actuarial and financial mathematics, computer simulations of engineering problems, and other specialized mathematics Speak at multiple colleges, universities, and industry gatherings (list available upon request) Serve as advisor and editor of papers authored by students and fellow professors Dedicated to the development of students and continued professional growth
A working definition of «gifted» that is accepted world - wide in educational and psychological circles is that a «gifted» student shows exceptional ability in one area or more (e.g. mathematical, verbal, spatial, musical, artistic, etc).