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Julie Sarama - One of the best experts on this subject based on the ideXlab platform.
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Mathematics learned by young children in an intervention based on learning trajectories a large scale cluster randomized trial
Journal for Research in Mathematics Education, 2011Co-Authors: Douglas H Clements, Mary Elaine Spitler, Alissa A Lange, Julie Sarama, Christopher B WolfeAbstract:This study employed a cluster randomized trial design to evaluate the effectiveness of a research-based intervention for improving the Mathematics education of very young children. This intervention includes the Building Blocks Mathematics Curriculum, which is structured in research-based learning trajectories, and congruous professional development emphasizing teaching for understanding via learning trajectories and technology. A total of 42 schools serving low-resource communities were randomly selected and randomly assigned to 3 treatment groups using a randomized block design involving 1,375 preschoolers in 106 classrooms. Teachers implemented the intervention with adequate fidelity. Pre- to posttest scores revealed that the children in the Building Blocks group learned more Mathematics than the children in the control group (effect size, g = 0.72). Specific components of a measure of the quantity and quality of classroom Mathematics environments and teaching partially mediated the treatment effect.
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Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum
American Educational Research Journal, 2008Co-Authors: Douglas H Clements, Julie SaramaAbstract:A randomized-trials design was used to evaluate the effectiveness of a preschool Mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool Mathematics Curriculum), or control conditions. Children were individually pre- and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' Mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size= 0.47) and the control group score (effect size=1.07). Early interventions scan increase the quality of the Mathematics environment and help preschoolers devlop a foundation of Mathematics knowledge.
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effects of a preschool Mathematics Curriculum summative research on the building blocks project
Journal for Research in Mathematics Education, 2007Co-Authors: Douglas H Clements, Julie SaramaAbstract:This study evaluated the efficacy of a preschool Mathematics program based on a comprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a Curriculum development project focused on creating research-based, technology-enhanced Mathematics materials for pre-K through grade 2. In this article, we describe the underlying principles, development, and initial summative evaluation of the first set of resulting materials as they were used in classrooms with children at risk for later school failure. Experimental and comparison classrooms included two principal types of public preschool programs serving low-income families: state funded and Head Start prekindergarten programs. The experimental treatment group score increased significantly more than the comparison group score; achievement gains of the experimental group approached the sought-after 2-sigma effect of individual tutoring. This study contributes to research showing that focused early mathematical interventions help young children develop a foundation of informal Mathematics knowledge, especially for children at risk for later school failure.
Douglas H Clements - One of the best experts on this subject based on the ideXlab platform.
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Mathematics learned by young children in an intervention based on learning trajectories a large scale cluster randomized trial
Journal for Research in Mathematics Education, 2011Co-Authors: Douglas H Clements, Mary Elaine Spitler, Alissa A Lange, Julie Sarama, Christopher B WolfeAbstract:This study employed a cluster randomized trial design to evaluate the effectiveness of a research-based intervention for improving the Mathematics education of very young children. This intervention includes the Building Blocks Mathematics Curriculum, which is structured in research-based learning trajectories, and congruous professional development emphasizing teaching for understanding via learning trajectories and technology. A total of 42 schools serving low-resource communities were randomly selected and randomly assigned to 3 treatment groups using a randomized block design involving 1,375 preschoolers in 106 classrooms. Teachers implemented the intervention with adequate fidelity. Pre- to posttest scores revealed that the children in the Building Blocks group learned more Mathematics than the children in the control group (effect size, g = 0.72). Specific components of a measure of the quantity and quality of classroom Mathematics environments and teaching partially mediated the treatment effect.
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Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum
American Educational Research Journal, 2008Co-Authors: Douglas H Clements, Julie SaramaAbstract:A randomized-trials design was used to evaluate the effectiveness of a preschool Mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool Mathematics Curriculum), or control conditions. Children were individually pre- and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' Mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size= 0.47) and the control group score (effect size=1.07). Early interventions scan increase the quality of the Mathematics environment and help preschoolers devlop a foundation of Mathematics knowledge.
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effects of a preschool Mathematics Curriculum summative research on the building blocks project
Journal for Research in Mathematics Education, 2007Co-Authors: Douglas H Clements, Julie SaramaAbstract:This study evaluated the efficacy of a preschool Mathematics program based on a comprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a Curriculum development project focused on creating research-based, technology-enhanced Mathematics materials for pre-K through grade 2. In this article, we describe the underlying principles, development, and initial summative evaluation of the first set of resulting materials as they were used in classrooms with children at risk for later school failure. Experimental and comparison classrooms included two principal types of public preschool programs serving low-income families: state funded and Head Start prekindergarten programs. The experimental treatment group score increased significantly more than the comparison group score; achievement gains of the experimental group approached the sought-after 2-sigma effect of individual tutoring. This study contributes to research showing that focused early mathematical interventions help young children develop a foundation of informal Mathematics knowledge, especially for children at risk for later school failure.
Eric J Knuth - One of the best experts on this subject based on the ideXlab platform.
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teachers conceptions of proof in the context of secondary school Mathematics
Journal of Mathematics Teacher Education, 2002Co-Authors: Eric J KnuthAbstract:Current reform efforts in the United States are calling for substantial changes in the nature and role of proof in secondary school Mathematics - changes designed to provide all students with rich opportunities and experiences with proof throughout the entire secondary school Mathematics Curriculum. This study examined 17 experienced secondary school Mathematics teachers' conceptions of proof from their perspectives as teachers of school Mathematics. The results suggest that implementing "proof for all" may be difficult for teachers; teachers viewed proof as appropriate for the Mathematics education of a minority of students. The results further suggest that teachers tended to view proof in a pedagogically limited way, namely, as a topic of study rather than as a tool for communicating and studying Mathematics. Implications for Mathematics teacher education are discussed in light of these findings.
Theodosia Prodromou - One of the best experts on this subject based on the ideXlab platform.
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mobile technologies in the service of students learning of Mathematics the example of game application a l e x in the context of a primary school in cyprus
Mathematics Education Research Journal, 2016Co-Authors: Andreas O Kyriakides, Maria Meletioumavrotheris, Theodosia ProdromouAbstract:This article reports on the main experiences gained from a 2-year study which incorporated A.L.E.X., an educational puzzle game available on iPad or Android tablet devices, within the primary school Mathematics Curriculum. The study took place in a public primary school, located in a rural area of Cyprus. The majority of its students come from low socioeconomic status families. Among the school community, a group of 15 pupils (eight boys and seven girls), aged 10–11 years old, was randomly selected to comprise the sample. The same group of students was visited twice within a period of 2 years, and a teaching intervention was organized. In both interventions, the application A.L.E.X. accompanied by a student worksheet constituted the main means of instruction. The worksheets were designed to integrate a technology with core mathematical ideas embedded in the national Mathematics Curriculum. Findings gained from the teaching intervention suggest that game apps hold a lot of promise as a tool for reforming Mathematics education. While working with A.L.E.X., the children identified and processed mathematical themes that emerged spontaneously. They experienced unique emotions of surprise and enthusiasm regarding the existence of games with mathematical content that led them to acknowledge the pedagogical role that tablet devices could play. This helped them to broaden their fundamentally narrow viewpoint of Mathematics as being primarily computation and arithmetic.
Janine T Remillard - One of the best experts on this subject based on the ideXlab platform.
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Mathematics teachers at work connecting Curriculum materials and classroom instruction
2009Co-Authors: Janine T Remillard, Beth Herbeleisenmann, Gwendolyn M LloydAbstract:Part I: Introduction 1. Teachers' Use of Curriculum Materials: An Emerging Field Gwendolyn M. Lloyd, Janine T. Remillard, and Beth A. Herbel-Eisenmann Part II: Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials 2. The Teacher-Tool Relationship: Theorizing the Design and Use of Curriculum Materials Matthew W. Brown 3. The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher Learning Mary Kay Stein, Gooyeon Kim 4. Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text Kay McClain, Qing Zhao, Jana Visnovska, and Erik Bowen 5. Considerations and Limitations Related to Conceptualizing and Measuring Textbook Integrity Kathryn B. Chval, Oscar Chavez, Barbara J. Reys, and James Tarr 6. Part II Commentary: Considering What We Know about the Relationship between Teachers and Curriculum Materials Janine T. Remillard 7. Part II Commentary: A Curriculum Decision-Maker's Perspective on Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials Matthew R. Larson Part III: Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum 8. How Can Curriculum Materials Support Teachers in Pursuing Student Thinking During Whole-Group Discussions? Theresa J. Grant, Kate Kline, Carol Crumbaugh, Ok-Kyeong Kim, and Nesrin Cengiz 9. On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development The El Barrio-Hunter College PDS Partnership Writing Collective 10. Negotiating the "Presence of the Text": How Might Teachers' Language Choices Influence the Positioning of the Textbook? Beth A. Herbel-Eisenmann 11. Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher Tammy Eisenmann and Ruhama Even 12. High School Teachers as Negotiators Between Curriculum Intentions and Enactment: The Dynamics of Mathematics Curriculum Development Steven W. Ziebarth, Eric W. Hart, Robin Marcus, Beth Ritsema, Harold L. Schoen, and Rebecca Walker 13. Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and Insubordination David Pimm 14. Part III Commentary: Teachers and the Enacted Curriculum Marty J. Schnepp Part IV: Teachers' Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum 15. Factors Influencing Student Teachers' Use of Mathematics Curriculum Materials Stephanie L. Behm and Gwendolyn M. Lloyd 16. Beginning Teachers' Concerns Regarding the Adoption of New Mathematics Curriculum Materials Constantinos Christou, Maria Eliophotou Menon, and George Philippou 17. Exploring the Curriculum Implementation Plateau: An Instructional Perspective Edward A. Silver, Hala Ghousseini, Charalambos Y. Charalambous, and Valerie Mills 18. Part IV Commentary: Considering the Confounding Nature of Teachers' Use of Curriculum Materials Thomas J. Cooney 19. Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional Continuum Eileen Phillips Part V: Teacher Learning through and in Relation to the Use of Curriculum Materials 20. Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' Learning Helen M. Doerr and Kelly Chandler-Olcott 21. Middle School Mathematics Teachers' Use of Curricular Reasoning in a Collaborative Professional Development Project Amy Roth McDuffie and Martha Mather 22. Developing Curriculum Vision and Trust: Changes in Teachers' Curriculum Strategies Corey Drake and Miriam Gamoran Sherin 23. Part V Commentary: Development of Teaching Through Research into Teachers' Use of Mathematics Curriculum Materials and Relationships Between Teachers and Curriculum Barbara Jaworski 24. Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials? Linda Davenport
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Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
Review of Educational Research, 2005Co-Authors: Janine T RemillardAbstract:Studies of teachers’ use of Mathematics Curriculum materials are particularly timely given the current availability of reform-inspired Curriculum materials and the increasingly widespread practice of mandating the use of a single Curriculum to regulate Mathematics teaching. A review of the research on Mathematics Curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review is to examine the ways that central constructs of this body of research—such as Curriculum use, teaching, and Curriculum materials—are conceptualized and to consider the impact of various conceptualizations on knowledge in the field. Drawing on the literature, the author offers a framework for characterizing and studying teachers’ interactions with Curriculum materials.
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teachers orientations toward Mathematics Curriculum materials implications for teacher learning
Journal for Research in Mathematics Education, 2004Co-Authors: Janine T Remillard, Martha B BryansAbstract:This study was prompted by the current availability of newly designed Mathematics Curriculum materials for elementary teachers. Seeking to understand the role that reform-oriented curricula might play in supporting teacher learning, we studied the ways in which 8 teachers in the same school used one such Curriculum, Investigations in Number, Data, and Space (TERC, 1998). Findings revealed that teachers had orientations toward using Curriculum materials that influenced the way they used them regardless of whether they agree with the mathematical vision within the materials. As a result, different uses of the Curriculum led to different opportunities for student and teacher learning. Inexperienced teachers were most likely to take a piloting stance toward the Curriculum and engage all of its resources fully. Findings suggest that reform efforts might include assisting teachers in examining unfamiliar Curriculum resources and developing new approaches to using these materials.
