The Effect of Peer-Assisted Mathematics Learning Opportunities in First Grade Classrooms: What Works for Whom?

2020 ◽  
Vol 13 (4) ◽  
pp. 601-624
Author(s):  
Taffeta Wood ◽  
Michele M. M. Mazzocco ◽  
Mary Beth Calhoon ◽  
Elizabeth Coyne Crowe ◽  
Carol McDonald Connor
Keyword(s):  
Mathematics Learning ◽  
First Grade ◽  
Learning Opportunities ◽  
What Works

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SDN 004 TEMBILAHAN KOTA KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Jaimah Jaimah
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
First Grade ◽  
Average Value ◽  
Concrete Objects ◽  
The Subject ◽  
Classroom Action Research

The background of this research is the low of mathematics learning result of grade 1 student of SDN 004Tembilahan Kota, for that done perbaiakan learning process by applying method of discussion. This researchwas conducted in SDN 004 Tembilahan Kota with the subject of research is the first grade students with 36students. This research is a classroom action research conducted two cycles. Based on the results of theresearch, it is found that the use of the method of disuksi can improve the students' learning outcomes aboutknowing and determining the length and weight with nonstandard units using concrete objects / concretesituation in the initial data, the total number of completed students is 12 students (33.3%) average 55.83. In thefirst cycle has increased the number of students who complete is 26 students (77.22%) with an average value of80.00. In the second cycle has increased with the total number of students who completed is 32 students (88.89)with an average value of 88.06.

scholarly journals The power of dialogue and discovery

2018 ◽  
Vol 42 (3) ◽  
pp. 113-122
Author(s):  
Kalina Jastrzębowska
Keyword(s):  
Teaching Methods ◽  
Classroom Environment ◽  
Group Work ◽  
Mathematics Learning ◽  
Learning Opportunities ◽  
Innovative Teaching ◽  
Dialogic Teaching ◽  
The Relationship ◽  
Academic Year ◽  
Number Talks

Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.

Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction

2020 ◽  
Vol 54 (1) ◽  
pp. 20-35
Author(s):  
Christian T. Doabler ◽  
Ben Clarke ◽  
Derek Kosty ◽  
Jessica E. Turtura ◽  
Marah Sutherland ◽  
...  
Keyword(s):  
Direct Observation ◽  
Mathematics Instruction ◽  
Mathematics Learning ◽  
First Grade ◽  
Evidence Based ◽  
Observation Data ◽  
Group Level ◽  
Mathematics Intervention ◽  
Mathematics Outcomes

Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed.

Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers

2019 ◽  
Vol 48 (7) ◽  
pp. 452-465
Author(s):  
Geoffrey B. Saxe ◽  
Joshua Sussman
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Mathematics Learning ◽  
Number Line ◽  
Learning Opportunities ◽  
Inclusive Classrooms ◽  
Mathematics Intervention ◽  
Quasi Experimental ◽  
Secondary Grades

National and state assessments show that English language learners (ELs) in elementary and secondary grades score lower in mathematics compared with their matched English proficient peers (EPs). To provide information on strategies for enhancing learning opportunities for ELs in language inclusive classrooms, we analyze the efficacy of Learning Mathematics Through Representations (LMR), a curriculum unit on integers and fractions designed to support learning opportunities for ELs as well as EPs. LMR features the number line as a principal representational context and the use of embodied representations to support students as they explore mathematical ideas, construct arguments, and elaborate explanations. The study used a quasi-experimental design: Twenty-one elementary classrooms employing a highly regarded curriculum were included. Forty-four ELs were enrolled across 11 LMR classrooms, and 51 ELs were enrolled across 10 matched comparison classrooms. Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms. Further, contrasts between ELs in the LMR classrooms and EPs in the comparison classrooms revealed that LMR narrowed or eliminated the pretest achievement gap in mathematics. Both theory and empirical results support the value of LMR as a mathematics intervention benefitting both EL and EP students.

scholarly journals Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills

2019 ◽  
Vol 42 (3) ◽  
pp. 161-174
Author(s):  
Allyson J. Kiss ◽  
Gena Nelson ◽  
Theodore J. Christ
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
First Grade ◽  
Third Grade ◽  
Early Numeracy ◽  
Proficiency Level ◽  
Mathematics Skills ◽  
Early Predictors ◽  
State Test

Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Furthermore, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and whether or not reading achievement was considered. Findings are discussed in the context of mathematics learning for students with mathematics difficulty.

Mathematics Learning Opportunities in Preschool: Where Does the Classroom Library Fit In?

2020 ◽  
Vol 32 (1) ◽  
pp. 66-81
Author(s):  
Michele L. Stites ◽  
Susan Sonnenschein ◽  
Rebecca Dowling ◽  
Brittany Gay
Keyword(s):  
Mathematics Learning ◽  
Learning Opportunities ◽  
Classroom Library

Universal Screening in Mathematics for Spanish Students in First Grade

2020 ◽  
pp. 073194872090327
Author(s):  
Sara C. de León ◽  
Juan E. Jiménez ◽  
Eduardo García ◽  
Nuria Gutiérrez ◽  
Verónica Gil
Keyword(s):  
First Graders ◽  
Mathematics Learning ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Receiver Operating Curve ◽  
Composite Measure ◽  
Single Digit ◽  
Risk Status ◽  
School Year ◽  
Receiver Operating Curve Analysis

The main purpose of this study was to validate the curriculum-based measure Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five measures (i.e., quantity discrimination, multi-digit computation, missing number, single-digit computation, and place value), which were analyzed as single measures and as part of a composite measure. In this study, 176 first graders were administered the curriculum-based measurement IPAM at the beginning, middle, and end of the school year. The results showed that the composite measure of the IPAM was the best indicator of risk status. Reliability and concurrent and predictive validity results were adequate. Furthermore, receiver operating curve analysis and hierarchical linear model supported the capacity of the IPAM to correctly identify students’ risk status and growth rate during first grade.

scholarly journals Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?

2021 ◽  
Vol 11 (12) ◽  
pp. 792
Author(s):  
Michele L. Stites ◽  
Susan Sonnenschein ◽  
Yongxiang Chen ◽  
Kyoko Imai-Matsumura ◽  
Hatice Gürsoy
Keyword(s):  
United States ◽  
Teacher Perceptions ◽  
Online Survey ◽  
Mathematics Learning ◽  
The United States ◽  
Learning Opportunities ◽  
Free Play ◽  
Group Instruction ◽  
Classroom Library ◽  
Classroom Libraries

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers.

scholarly journals Mathematics learning opportunities when playing a Tower Defense Game

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Aura Hernàndez-Sabaté ◽  
Meritxell Joanpere ◽  
Núria Gorgorió ◽  
Lluís Albarracín
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Research Study ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Learning Opportunities ◽  
Mathematical Problem Solving ◽  
Qualitative Research Study ◽  
Design Options

A qualitative research study is presented herein with the purpose of identifying mathematics learning opportunities in a commercial version of a Tower Defense game. These learning opportunities are understood as mathematicisable moments of the game and involve the establishment of relationships between the game and mathematical problem solving. Based on the analysis of the nature of these mathematicisable moments, we present several design options that are being implemented in a didactic version of a Tower Defense game.

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