Principles and Standards for School Mathematics

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    Does the OTL Mathematics Instruction for Conceptual Understanding Matter? Some studies have shown that preservice teachers and in-service elementary teachers have knowledge gaps in their mathematics content and pedagogical content knowledge (e.g., Ball, 1990; Ma, 1999). The knowledge that teachers have for teaching influence their instruction and the lack of such can limit how they teach mathematics for understanding (Borko & Putnam, 1996). For this reason, teacher preparation programs and professional

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    Curriculum Assignment

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    Context The declining enrollment of pre-service teachers and graduate students in education-related programs across the United States (Sawchuk, 2015) has resulted in the closure of Schools of Education and adjustments in the course offerings. Cross listing courses are one of the accommodations made by the schools. That is, students with different backgrounds, expectations, interests, and specializations enroll in a course that closely meets their course requirements. Teacher educators in charge

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    studying mathematics, basic sciences, introductory engineering, humanities, and social sciences. In the last 2 years, most courses deal with the aspects of engineering, with a concentration in architectural engineering. Some programs offer a general engineering curriculum; students then specialize in graduate school or on the job. Some engineering schools and 2-year colleges have agreements whereby the 2-year college provides the initial engineering education; and the engineering school automatically

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    have been challenged in their efforts to assess kindergarten children using a variety of strategies. Tests and other types of assessments designed for kindergarten children are not the same as those intended for children in later grades in elementary school. Today, kindergarten teachers face the challenge of balancing traditional developmental programming with the academically oriented curriculum that is currently required. The essence of this challenge is to use assessments to measure and communicate

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    The Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life, these standards clearly show what students are likely to learn at each grade level, so that every parent and teacher can comprehend and provide support for the students learning. It is stated that, “these standards set grade-specific goals, they do not express how the standards should be taught or which resources should be used to support students”. Many states and local

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    she left him to be raised by his maternal grandmother Newton was educated at the King’s School in Grantham which taught Latin and Greek but very little math.After the death of his stepfather, his mother wanted him to quit school to become a farmer. His mother was later convinced to allow him to re-enroll at the school by the headmaster Henry Stokes (Wikipedia).After he was finished studying at the King’s School in Grantham, his uncle convinced his mother to allow him to enroll at University of Cambridge

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    recent changes and reform to primary education assessment and removal of standard levels, assessment is the subject of great discussion in education. In this assignment I will be investigating the practice of questioning within formative assessment; the theory behind it, strategies and evidence I have seen in the autumn term of my ‘Home’ placement. I have chosen to investigate this aspect of formative assessment in mathematics, as this is the subject in which I have had most teaching practice and opportunities

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    Majority of the research have been case studies, involving a maximum of 10 teachers, a repeated trend was 2-3 teachers. Generally, the researchers concluded teachers with a moderately weak conceptual understanding of mathematics have a tendency to use a step-by-step approach to instruction and only allow students to practice the math computationally. As anyone might expect, these teachers could only offer limited assistance to students for building up comprehension in what

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    pattern of teaching the class as though all individuals in it were basically alike” (Tomlinson & Allan, 2000. P.4). Many teachers find that thinking about ways to differentiate literacy instruction comes somewhat naturally whereas differentiation in mathematics seems more demanding or challenging. As many teachers that I’ve interviewed put it, “Do we have to differentiate in math, too?” We can do this in reading, but it’s impossible in math! In reading, there are so many books to choose from that focus

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    research will attempt to address both sides of this issue and seek to create some solutions and / or recommendations to satisfy the educational requirements for the advancements of technology within the classroom, without sacrificing basic learning principles. This research will contain information gathered from professional educators, students, and parents to support the various opinions and theories

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