National Council of Teachers of Mathematics

“gap” where these groups continue to be underrepresented and marginalized in the STEM (Science, Technology, Engineering, and Mathematics) fields (Brotman &Moore, 2008). Research indicates that the problem arises early in the classroom where curriculum and classroom environment does not account for the increase of diverse students’ groups in the classroom. Furthermore, teacher might not be receiving professional development training that prepares them for teaching to multicultural schools, particularly

plaguing our educational system is the emphasis put on student assessments. Teachers are at odds in their classrooms on whether to teach the necessities that students will need to be productive in our society, to simply teach what will be tested on state and federally mandated assessments, or both. Teachers are forced to find a balance within their instructions due to the time restraints that stand in their way. When teachers are able to find this balance and present all the concepts that are included

understanding of important ideas? R = How will I encourage the learners to rethink previous learning? How will I encourage on-going revision and refinement? E = How will I promote students’ self-evaluation and reflection? The second “E” of WHERETO reminds teachers to build in time and expectations for students to regularly self assess, reflect on the meaning of their learning and set goals for future performance. T = How will I tailor the learning experiences to the nature of the learners I serve? How might

manipulatives and the group that used computers, improved slightly more. Burns & Hamm went on to research in an elementary school in West New York that compared virtual manipulatives to concrete manipulatives within the third and fourth grade mathematics courses with the background that concrete manipulatives appear to be widely accepted by math educators for several years based on Clements, (1999); Suydam, (1985); Suydam & Higgins, (1977). 54 fourth grade students were beginning the subject of

and can be purchased for as low as $4.00 each. This low price however, has not swayed the many people that believe calculators are not appropriate in the classroom. These critics argue that calculators take away student’s basic knowledge of mathematics, prevent children from truly

not in creative classrooms. This will be done within one cohort of students in the same school. Students’ performance in Reading, Phonological awareness, Language, Mathematics, and behavior will be recorded. Data will be collected using five major data collection instruments: (1) Children’s Assessment; (2) Teachers’ Reports; (3) Teachers’ Questionnaires, (4) Parents’ Interview, and (5) Classroom Observation. Moreover, data will be analyzed using quantitative

I believe that mathematics should be taught using manipulatives, visual representation, and concrete materials so students can easily understand the mathematical concept being taught. For instance, John A. Van De Walle, and the National Council of teachers of mathematics, states that using manipulatives, models, visual representation, and concrete materials, enriches the students’ knowledge. In addition, the students are able to express those mathematical ideas and make relationships between them

in grades 7 through 12. There are around 100 pupils enrolled and the student-to-teacher ratio is 9:1. The gender divide is 54 percent male and 46 percent female. State assessments show 77 percent of pupils are proficient in English and 76 percent are proficient in Mathematics. The graduation rate is 96 percent. To graduate from NSHS, pupils need a minimum of 17 credits in Language Arts, Social Studies, Mathematics, Science, Practical Arts, Fine Arts, Personal Finance, Physical Education, and Health

school in Bardstown, Kentucky. Classes are held at BHS for students in grades 9 through 12. School enrollment is around 600, and the student to teacher ratio is 16:1. The gender breakdown is evenly divided, and its graduation rate is 85 percent. State assessments reveal 48 percent of pupils are proficient in English and 34 percent are proficient in Mathematics. The school receives support from The Bardstown Foundation for Excellence in Public Education, a private foundation in Kentucky which supports

Do not use this project without my permission! Contact Akogu Abbai David Niger State College of Education, Minna Economics/Mathematics +234-08058455069,08068993106 THE STUDY OF THE FACTORS INFLUENCING STUDENTS ATTITUDES TOWARDS LEARNING MATHEMATICS IN THE JUNIOR SECONDARY SCHOOL (A CASE STUDY OF BWARI AREA COUNCIL, FCT ABUJA) CHAPTER ONE 1.0. INTRODUCTION This chapter provides more information on the background to the study. Definition of terms and concepts used will be explained as well