Mathematics

Big Math for Little Kids: Preschool Curriculum Effectiveness

Thu, 01/22/2015

Author(s): 

Ashley Lewis Presser, Peggy Clements, Herbert Ginsburg, Barbrina Ertle

Published in Early Education and Development, this article presents findings from a cluster-randomized controlled trial of Big Math for Little Kids—a curriculum designed to help teachers use play-based, developmentally appropriate mathematics instruction. Results indicate that the curriculum has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum.

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Bringing Math Students into the Formative Assessment Equation: Tools and Strategies for the Middle Grades

Tue, 01/27/2015

Author(s): 

Susan Janssen Creighton, Cheryl Tobey, Emily Fagan, Eric Karnowski

Published by Corwin, this book describes a process that teachers can use to engage students as partners in the formative assessment process—involving students in assessing their own learning and building the skills and knowledge they need to become self-regulating learners. The authors share effective strategies to guide planning and to enrich students’ learning in the classroom every day. A companion website featuring planning and classroom resources, video clips, and interactives accompanies the book.

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312 pp.

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New Book Helps Teachers Empower Students to Be Intentional, Active Math Learners

Susan Janssen Creighton

A new book written by four EDC experts in mathematics and formative assessment—Susan Janssen Creighton (shown at left), Cheryl Tobey, Emily Fagan, and Eric Karnowski—provides a process that teachers can use to actively engage students in assessing their learning and building the skills and knowledge they need to become self-regulating learners.

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Exploring the Potential of the Profile of Big-Data-Enabled Specialists

Teaser: 

Ruth Krumhansl is an expert in curriculum development, education research, science teaching, and applied science with a focus on using Internet-based tools to bring authentic scientific data into the K–16 classroom. She is the author of the 2014 high school curriculum EDC Earth Science and the Director of EDC’s Oceans of Data Institute. In her leadership of the Institute, Ruth is working to transform K–16 science education to ensure students’ data literacy and prepare them for college and career success—as well as lives as informed citizens—in a world of Big Data. In December 2014, the Institute published the first ever profile of the skills and knowledge needed to be successful as a big data specialist in a wide variety of fields. In this post, Ruth discusses the profile, reflects on the importance of data literacy, and shares some of the Institute’s next steps.

Ruth Krumhansl is an expert in curriculum development, education research, science teaching, and applied science with a focus on using Internet-based tools to bring authentic scientific data into the K–16 classroom.

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Using Formative Assessment to Help Students Take the Lead in Learning

Teaser: 

For over 20 years, Susan Janssen Creighton has worked on EDC mathematics instructional design and teacher professional development initiatives. Currently she is supporting teachers in developing instructional models that help students become more engaged, independent learners by giving them an active role in monitoring and directing their own mathematics learning. In this post, Susan shares insights from her work on a National Science Foundation-funded project—Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS)—that is advancing middle school math teachers’ efforts to implement formative assessment practices in the classroom. Recently, she and her colleagues published a book based on FACETS that is now available from Corwin.

For over 20 years, Susan Janssen Creighton has worked on EDC mathematics instructional design and teacher professional development initiatives. To all of her work, she brings insights from her experience as a middle school and high school mathematics teacher. Currently she is supporting teachers in developing instructional models that help students become more engaged, independent learners by giving them an active role in monitoring and directing their own mathematics learning.

Featured Blog: 

0

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EDC Publishes First Profile of Skills Needed by Big-Data-Enabled Professionals

Photo of Ruth Krumhansl

EDC’s Oceans of Data Institute (ODI) has published a detailed profile of the skills and knowledge needed to be successful as a big data specialist in a wide variety of fields. As more and more industries seek to leverage big data and create thousands of new jobs, the profile marks an important step forward in preparing students for the skills and competencies they will need to join this expanding workforce.

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Can Positive Student-Teacher Relationships Improve Math Scores?

This article focuses on EDC's Designing for Equity by Thinking in and About Mathematics (DEBT-M) project, in which we are partnering with the Pittsburgh Public Schools, University of Pittsburgh, Carnegie Mellon University to support teachers in closing opportunity gaps in mathematics education to improve outcomes for all students: "There may be unconscious bias from the teacher, said Eden Badertscher, former math supervisor for Pittsburgh Public Schools and now a senior project director at Education Development Center. She said a teacher might talk to an African-American or Latino student who is struggling and suggest an 'easier' problem. But this may convey a message that the student doesn’t need to be challenged. That bias is particularly damaging in math because 'math has been used more than any other subject as the gatekeeper or people saying, ’I’m not good at this,’ ” Ms. Badertscher said. The emphasis of DEbT-M is on teacher development. Ms. Baderscher said the title reflects that 'we owe our kids an education debt. The kids aren’t the ones that are underperforming. It’s the system, and it’s all of us that are essentially underperforming.'”

Source: 

Pittsburgh Post-Gazette

Publication Date: 

Mon, 12/29/2014

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New NSF Grant Enables EDC to Test and Scale Computer Science Course in NYC

Beauty and Joy of Computing Logo

EDC has received a $5.4 million Mathematics and Science Partnership grant from the National Science Foundation (NSF) to conduct an R&D initiative, Bringing a Rigorous Computer Science Principles Course to the Largest School System in the United States, that advances the NSF’s mission to broaden underrepresented groups’ participation in computing.

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Common Core Math Standards Put New Focus on English Learners

Comments from EDC Managing Project Director Mark Driscoll are featured in this article that discusses the importance of mathematics teachers having resources and professional development to support them in addressing language development in connection with math instruction: "In providing coaching to math teachers who work with English-learners, for example, Mr. Driscoll of the Education Development Center said that his organization has had success in using sequences of diagrams showing the steps that fictional characters named Mario and Estella take as they work through solutions to math problems. The idea is for teachers to prompt students to try to explain the math strategies used by the characters in each frame, with the help of simple sentence starters. (For example, "In step one, Mario _____.") Throughout the process, Mr. Driscoll said, teachers are guided to bring in a variety of other common language-instruction strategies, such as revoicing terms and clarifying key vocabulary. 'We believe you can use visual representation as a bridge to academic vocabulary,' Mr. Driscoll said. 'It can act as a mediator between the words in a problem and the symbolic solution.'"

Source: 

Education Week

Publication Date: 

Mon, 11/10/2014

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