Sentences with phrase «mathematical learning of students»

The SOAR Teaching Frames ® for Math were designed to drive the mathematical learning of students in grades 3 - 12 and are aligned with the CCSS mathematics Standards

Not exact matches

The latter can be found in more successful teaching programs — like the one at Waldorf School of Baltimore — that are based on inquiry - based learning, and on students» self - evaluation of their understanding of mathematical formulas and theories.

As his graduate student, I learned mathematical methods and increased my appreciation of quantitative biological problems.

«One of the unique things about this research is that students not only get to collect the data, but they also learn how those data are analyzed and how to form mathematical models that help to describe the physical systems,» Forrester says.

Students immersed in classroom experiences that let them engage in learning mathematics concepts through problem solving, making and using abstractions, and developing and applying mathematical theories have greater opportunities for developing mathematical habits of mind.

While the books in this series are designed for students with learning difficulties, they can be used as a simple and straightforward introduction to concepts or a reinforcement of mathematical strategies for the whole class.

The more you engage your students in learning and doing mathematics, the greater the likelihood of their developing the mathematical habits of mind of a productive mathematical thinker — and becoming experienced problem solvers who know what to do when they don't know what to do.

As a founding teacher at the NYC public school with a unique game - like learning model (currently in its fifth year), I have worked through many iterations of this game and how it affects students» mathematical experience over the years.

For example, in the «Bridges» capstone (PDF), students learn about the mathematical and engineering concepts necessary to construct bridges, as well as the symbolic meaning of bridges in literature, history, and social studies.

«The shared mission of the four parts of the University of Cambridge who established this project and their unique breadth of experience — from curriculum design and learning materials to teacher support and mathematical insight — is giving the Cambridge Mathematics team the means to turn the insights from their work into practical impact for teachers and students around the world.»

For example, a teacher may assign students the task of designing or constructing a bridge while learning about the history of famous bridges, bridges in poetry and literature, as well as mathematical principles and engineering processes involved in building bridges.

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.

The researchers at the Center for Game Science are using the game to help identify «what works» in terms of students» game - play and in terms of their mathematical learning and comprehension.

Traditionalists believe that there is a core body of knowledge that all students ought to learn: mathematical and scientific concepts, historical facts and interpretations, books that are part of our shared American heritage.

A colouring activity to help students learn the names of mathematical signs and symbols.

«We took to designing the unit of study that encouraged scientific and mathematical thinking alongside critical and creative thinking... giving students the opportunity to engage deeply in project - based learning around a real - life authentic local problem,» Ryan tells Teacher.

This activity gives students the opportunity to learn through this process, the importance of applying relevant scientific and mathematical understanding when refining and developing an idea.

Bar modeling is a powerful pictorial technique that results in one answer, deduced by using mathematical principles that students have learned rather than by employing the haphazard trial - and - error method of Guess and Check.

The lesson has a range of learning activities suitable to different types of learners; there are video clips to make real the effects of tropical cyclones, a picture study task, an interactive task to allow students to move around the room and share their learning and there is a numeracy task for those logical mathematical earners.

This bundle contains all 4 of my learning games: Grand Theft Pokemon (for helping children understand language devices) Guardians of the Grammarxy (for helping children build confidence with grammar) Angry Words (for helping students understand different word types) Minion Maths (a game designed to reinforce the basic mathematical processes) Buy as a bundle and save a quarter off the total cost!

«While schools dominate in linguistic and logical / mathematical types of intelligences [w] e tend to forget that affective and psycho - motor (or tactile) areas of learning are worthy avenues to pursue with most students.

Results of the analysis on the pretest - posttest data revealed that the DimensionM game increased mathematical knowledge acquisition in algebra and maintained student motivation to learn, and suggest that the implementation of DimensionM can greatly benefit middle school students learning algebra.

Each group visits various sites and takes photos, and after we're back at school the students research the mathematical significance of the symbols or objects they've chosen, write and / or solve the problems they posed, annotate their photos and post them on an electronic bulletin board or map of the Mall, and express what they've learned and enjoyed in other creative ways such as movies, kahoots, songs, game shows, etc..

Discussing how to build confidence to help turn abstract mathematical concepts into the concrete and support with numeracy across the curriculum and advantaging the teachers and students through the use of self - marking software and flipped learning, this session, «Just Add Concrete — Building Confidence in Maths» was hosted by Danielle Bartram, Mathematics Lead Practitioner and Numeracy Coordinator at Acklam Grange School.

Join the discussion of issues including: • Using blended learning strategies to increase mathematical achievement • Integrating mathematical discourse to help students develop effective reasoning skills and proficiency • Combining manipulatives and problem solving strategies in the classroom

The theory offers tools that teachers can use to focus on the mathematical content taught, students» understanding of it and how to enable possibilities for learning.

Students receiving solid instruction focused strongly on mathematical practice # 7 (looking for and making use of structure) are likely to be able to complete this problem more easily and efficiently than those who only learn to think about the problem as substituting each number individually and «checking if it works.»

The authors call for new assessments that will accommodate different learning styles, describing a student who, «blessed with bodily - kinesthetic intelligence» but weak in mathematics, struggles to learn chemistry: «we'll need to find ways to compare his mastery of a body of material with the mastery demonstrated by someone whose intelligence is in the logical - mathematical realm.»

The book includes a description of 75 FACTs (Formative Assessment Classroom Techniques) that can be used for the purposes of eliciting and identifying preconceptions, engaging and motivating students, activating thinking and promoting metacognition, providing stimuli for math discussion, initiating mathematical inquiry and idea exploration, supporting concept development and transfer of knowledge, improving questioning and responses, providing feedback, supporting peer and self - assessment, and reflecting on learning.

There are lots of mathematical tweaks, but the general idea is to build a model that answers this question: are the students of this particular teacher learning more or less than you expect them to?

FEATURES 19 detailed whole group lessons, small group lessons with activities 1 end - of - unit assessment Teacher guide activities that model concrete representations of abstract mathematical concepts Easy - to - use resources that offer classroom — tested lesson plans targeting the big ideas of math PRODUCT PERKS Teacher Guides 19 differentiated whole and small group lessons per unit; blackline masters; 1 unit assessment Warm - Up Posters 1 poster per unit; short, engaging activties for each day of the week; spiral review previously learned math concepts Card Sets14 card sets per unit to easily manage small group instruction; no printing, cutting, laminating, or sorting; conveniently stored in labeled lesson bags Durable ToteTeacher Guide, Warm - Up Poster, and Card Sets all stored in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT Student ClocksPractice time concepts.

Basis Policy Research and ATI have built a partnership supporting the fair evaluation of educator effectiveness by implementing mathematical models that include multiple measures of student growth and which evaluate educator effectiveness using techniques that take into account a variety of factors that may impact student learning but over which the teacher has no influence.

Student mathematical learning will be measured by standardized tests as well as mathematics interviews individually administered with a stratified random sample of students.

In this course, preservice teachers learn technology skills as they collaborate with their peers in mathematical investigations, as they learn to use a variety of technological resources and to adapt to new technologies that will foster the understanding of their future students, and as they share their mathematical and technological expertise to enrich the common learning experience.

Howard Gardner's theory recognizes a number of categories of learners, i.e. musical — rhythmic, visual — spatial, verbal — linguistic, logical — mathematical, bodily — kinesthetic, and at Douglas, it is used to educate students about their learning needs

Teachers must consider the needs of their students, relevant mathematical content, and appropriate pedagogy when designing and implementing effective learning opportunities.

Various other technologies, like online discussion boards (Groth, 2008), spreadsheets (Alagic & Palenz, 2006), and even robots (Reece et al., 2005), have been discussed in terms of their potential to support students» mathematical learning.

The FACS teachers learned the importance of recognizing and teaching embedded math concepts using correct mathematical terms and calculations; they also developed extended applications to assist students in bridging the gap between traditional classroom math and career - infused mathematics.

During a two - day workshop, teachers deepen their understanding of grade level mathematical concepts and identify the key learnings that must occur in order for students to be successful.

The Eureka Math Curriculum Study Guide, Grade 8 provides an overview of all of the Grade 8 modules, including Integer Exponents and Scientific Notation The Concept of Congruence Similarity Linear Equations; Examples of Functions from Geometry Linear Function Introduction to Irrational Numbers Using Geometry FEATURES an overview of what students should be learning throughout the year Information on alignment to the instructional shifts and the standards design of curricular components approaches to differentiated instruction descriptions of mathematical models

In mathematics education research, video has been found to facilitate teacher analysis of student mathematical thinking and learning in the midst of instruction (Stockero, 2008; van Es & Sherin, 2002) and to promote deep reflection about student learning and next steps after instruction (Jacobs, Lamb, & Philipp, 2010; Jacobs, Lamb, Philipp, & Schappelle, 2011; Santagata & Guarino, 2011).

Learn how to rephrase the performance objectives of college and career ready standards in mathematics into good questions that challenge students to think strategically and extensively about how and why concepts, operations, and procedures can be used to attain and explain answers, outcomes, results, and solutions to mathematical and real world problems.

Knowledge and use of a strong mathematical vocabulary lays the foundation and helps prepare students for what they will be learning in future grades.

Allowing students to participate in mathematical discussions and conversations in the classrooms can help students make sense of the mathematics they are learning.

Preservice teachers were given opportunities to learn about children's development of mathematical understandings and student - centered teaching practices, such as questioning, classroom discussions, and use of mathematical representations and manipulatives to foster children's conceptual understanding.

She explained that the Cover Up technique she learned from discussion about research on students» mathematical intuition and one of the project's iPad apps was a strategy she taught and that she felt it really addressed the needs of the students.

Based on two decades of research on how students learn key mathematical ideas with technology, SunBay uses visual dynamic representations to foster reasoning and support collaboration that increases student achievement in mathematics.

The Starting Strong package, a suite of 10 activities and routines designed to create a learning environment that fosters students» beliefs about themselves as mathematical learners and doers, has had significant impact in the first month of the course on students» growth mindset, academic belonging, and belief that mathematics has value.

For example, the mathematical practices, which have caused so much consternation for parents and some of our colleagues, are based on giving students opportunities to work through project - based learning, rather than simply words and numbers on a page.

Students learn more than just mathematical procedures; they learn the «why» and «how» of mathematics.