Sentences with phrase «mathematics teachers value»

The board tries to clarify these standards by explaining, for instance, that «commitment» is interpreted as meaning that «accomplished mathematics teachers value and acknowledge the individuality and worth of each student, believe that all students can learn,» and so on.

Not exact matches

One notable early finding, Ms. Phillips said, is that teachers who incessantly drill their students to prepare for standardized tests tend to have lower value - added learning gains than those who simply work their way methodically through the key concepts of literacy and mathematics.

A review of the teacher notes from the classroom discussion indicated that these students valued the use of technology to communicate the mathematics.

Polikoff of the University of Southern California and Andrew Porter of the University of Pennsylvania looked at the value - added scores of 327 fourth - and eighth - grade mathematics and English language arts teachers across all six school districts included in the Measures of Effective Teaching (MET) study (New York City, Dallas, Denver, Charlotte - Mecklenburg, Memphis, and Hillsborough County, Florida).

What is highly problematic about these claims is that the three correlated implementation strategies noted, again as significantly associated with teachers» students» test - based performance on the PARCC and SBAC mathematics assessments, were «statistically significant» (determined by standard p or «probability» values under which findings that may have happened due to chance are numerically specified).

Controlling for many potential confounds, we also found that only more frequent use of teacher - directed instructional practices was consistently and significantly associated with residualized (value added) gains in the mathematics achievement of first - grade students with prior histories of MD [i.e., mathematics difficulties].

TOPICS Expressions and Relationships Place Value Operations with Whole Numbers and Decimals FEATURES Warm - up activities to begin the learning process Fluency practice using VersaTiles Small - group and independent practice opportunities Re-Engagement activities for students needing additional instruction Ways to incorporate the mathematics into daily classroom routines ExplorAction Activities allow students to discover key concepts Teacher tips and games to reinforce concepts INCLUDES 2 VersaTiles Number and Operations Books 2 VersaTiles Fractions Books 1 Hands - On Standard Number & Operations Teacher Resource Guide, Grade 4, Common Core Edition 1 Hands - On Standards Fractions Teacher Resource Guide, Grade 4, Common Core Edition 6 Fraction Number Lines 5 Base Ten Factor Tracks 2 Fraction Tower Equivelency Cube Sets 2 VersaTiles Mini Answer Cases 1 Here, There, Everywhere!

These flaws included but were not limited to that only 17 % of the teachers included in this study (i.e., teachers of reading and mathematics in grades 4 through 8) were actually evaluated under the value - added component of the IMPACT system.

Moreover, even in the cases where tests already exist, such as for teachers of reading and mathematics in grades 3 - 8, value - added approaches raise significant concerns.

Nonetheless, researchers in this study found that in mathematics, 50 % of the variance in teachers» value - added scores were attributable to differences among teachers, and the other 50 % was random or unstable.

In a mathematics lesson on multiplication and place value, a graduate teacher rotates students through a number of workstations as a means of engaging students and reinforcing core concepts.

According to the Common Core State Standards, the National Council of Teachers of Mathematics, and data from international assessments, students need to become problem - solvers, learn to reason and communicate mathematically, value mathematics, and become confident in their ability to do mathematics in order to be prepared for higher education and the global workforce.

Since people have a tendency to stick with the familiar, preservice teachers must not only learn to value technology and to use it well, but also learn to identify and appropriately use new applications for mathematics teaching.

But while Goldstein assumes that the purpose of a value - added model is to assess individual teachers, it's worth noting that value - added methods can be much more useful if we focus on larger units of analysis, such as the performance of a whole school or mathematics achievement across a whole district.

The sensitivity of value - added teacher effect estimates to different mathematics achievement measures

Researchers who have calculated value - added scores in mathematics on multiple years for the same teacher show that the correlation in «true value added» is typically around.40 in mathematics.

Specifically, we explore whether the relationship between teachers» classroom observation scores and their students» mathematics achievement outcomes might be attributed to (mis) alignment between the types of instructional practices valued in classroom observations and the skills expected of students on standardized tests.