The Experts below are selected from a list of 73806 Experts worldwide ranked by ideXlab platform
Aiso Heinze - One of the best experts on this subject based on the ideXlab platform.
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does the textbook matter longitudinal effects of textbook choice on primary school students achievement in Mathematics
Studies in Educational Evaluation, 2018Co-Authors: Ann Katrin Van Den Ham, Aiso HeinzeAbstract:Abstract Mathematics textbooks are ascribed an important role for classroom practice. Until now there are still open questions concerning the genuine effect of textbooks on students’ learning in Mathematics. This paper examines the effect of different textbooks representing the same curriculum on the student achievement by reanalyzing a longitudinal data set on primary school students’ Mathematics skills from Grade 1 to 3 (N = 1664). Results from multilevel regression analyses showed that Mathematics teachers’ textbook choice has a substantial effect on the students’ Mathematics achievement and that individual textbooks substantially differ in their effects. Furthermore, there are indications that the effect of textbook choice is cumulative over the school years. The findings suggest that textbooks should be considered as an important covariate in educational research and that textbook choice is a relevant factor for educational practice.
Ann Katrin Van Den Ham - One of the best experts on this subject based on the ideXlab platform.
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does the textbook matter longitudinal effects of textbook choice on primary school students achievement in Mathematics
Studies in Educational Evaluation, 2018Co-Authors: Ann Katrin Van Den Ham, Aiso HeinzeAbstract:Abstract Mathematics textbooks are ascribed an important role for classroom practice. Until now there are still open questions concerning the genuine effect of textbooks on students’ learning in Mathematics. This paper examines the effect of different textbooks representing the same curriculum on the student achievement by reanalyzing a longitudinal data set on primary school students’ Mathematics skills from Grade 1 to 3 (N = 1664). Results from multilevel regression analyses showed that Mathematics teachers’ textbook choice has a substantial effect on the students’ Mathematics achievement and that individual textbooks substantially differ in their effects. Furthermore, there are indications that the effect of textbook choice is cumulative over the school years. The findings suggest that textbooks should be considered as an important covariate in educational research and that textbook choice is a relevant factor for educational practice.
Jen Munson - One of the best experts on this subject based on the ideXlab platform.
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after eliciting variation in elementary Mathematics teachers discursive pathways during collaborative problem solving
The Journal of Mathematical Behavior, 2019Co-Authors: Jen MunsonAbstract:Abstract Mathematics teachers are called on to craft instruction that centers students’ mathematical ideas and creates consistent, pervasive opportunities for meaning-making through discourse. In the context of collaborative problem solving, teachers can use eliciting and probing to uncover student thinking while students work together to develop mathematical ideas and strategies. After eliciting and probing, teachers can further respond to the student thinking that has been revealed. This study explored the discursive pathways two fourth grade Mathematics teachers used after eliciting student thinking, when their aim was to be responsive to and advance student thinking. Drawing on interactions (n = 97) from nine lessons, qualitative analysis identified five distinct discursive pathways after eliciting, two of which, praise and funneling, were associated with the nature of student understanding uncovered during eliciting. Implications for future research and professional development on teacher-student discourse are discussed.
Randall B. Maddox - One of the best experts on this subject based on the ideXlab platform.
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A Transition to Abstract Mathematics: Mathematical Thinking and Writing
2008Co-Authors: Randall B. MaddoxAbstract:Notation and Assumptions Section I: Foundations of Logic and Proof Writing Ch 1. Logic Ch 2. Beginner-Level Proofs Ch. 3 Functions Section II: Basic Principles of Analysis Ch 4. The Real Numbers Ch 5. Functions of a Real Variable Section III: Basic Principles of Algebra Ch 6. Groups Ch 7. Rings Index
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mathematical thinking and writing a transition to Abstract Mathematics
2002Co-Authors: Randall B. MaddoxAbstract:Notation and Assumptions Section I: Foundations of Logic and Proof Writing Ch 1. Logic Ch 2. Beginner-Level Proofs Ch. 3 Functions Section II: Basic Principles of Analysis Ch 4. The Real Numbers Ch 5. Functions of a Real Variable Section III: Basic Principles of Aglebra Ch 6. Groups Ch 7. Rings Index
Barbara Sherriff - One of the best experts on this subject based on the ideXlab platform.
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Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies
Mathematics Education Research Journal, 2018Co-Authors: Paula Mildenhall, Barbara SherriffAbstract:Recent research indicates that using multimodal learning experiences can be effective in teaching Mathematics. Using a social semiotic lens within a participationist framework, this paper reports on a professional learning collaboration with a primary school teacher designed to explore the use of metaphors and modalities in Mathematics instruction. This video case study was conducted in a year 2 classroom over two terms, with the focus on building children’s understanding of computational strategies. The findings revealed that the teacher was able to successfully plan both multimodal and multiple metaphor learning experiences that acted as semiotic resources to support the children’s understanding of Abstract Mathematics. The study also led to implications for teaching when using multiple metaphors and multimodalities.
