Teachers' Use of Questions in Eighth-Grade Mathematics Classrooms in Germany, Japan, and the United States

1999 ◽  
Vol 1 (4) ◽  
pp. 255-278 ◽  
Author(s):  
Takako Kawanaka ◽  
James W. Stigler
Keyword(s):  
United States ◽  
The United States ◽  
Eighth Grade ◽  
Mathematics Classrooms

The Mathematics Teacher Shortage—Some Solutions

1981 ◽  
Vol 74 (3) ◽  
pp. 173-178
Author(s):  
Clyde Paul
Keyword(s):  
United States ◽  
School Districts ◽  
Mathematics Teacher ◽  
Teacher Shortage ◽  
The United States ◽  
School Superintendents ◽  
Qualified Teachers ◽  
Mathematics Classrooms ◽  
Teacher Applicants ◽  
Education Statistics

Evidence continues to accumulate that mathematics education in the United States is facing a serious peril caused by the increasing shortage of qualified teachers. Dunathan (1979) surveyed school superintendents in nine midwestern states about this topic. Approximately 70 percent of those administrators who responded thought a shortage of qualified mathematics teacher applicants existed. Less than 5 percent indicated that they believed there was a surplus. A 1977 survey conducted by the federal government discovered that approximately one-fourth of the nation's school districts had at least one opening in some field for which no qualified applicant could be found (Jacobson, 1979). Data from other sources suggest that many of those unstaffed positions were in mathematics classrooms. Reporting figures prepared by the National Center for Education Statistics, Dessart (1979b) states “… 1100 mathematics teacher positions were unfilled in the secondary schools of the United States during the fall of 1977.” The November 26 issue of Education USA (“Teacher Shortage,” 1979) quotes the Houston, Texas, superintendent of schools as estimating “… that more than 5,000 of the school district's students have 'no certified mathematics or science teacher at a time when we are emphasizing those subjects.' “That same article reports that Dallas had 150 current vacancies, most of which were in mathematics, science, industrial arts, and special education at the secondary level.

Blended Learning in Mathematics

2019 ◽  
pp. 272-291
Author(s):  
Drew Polly ◽  
Amanda R. Casto
Keyword(s):  
United States ◽  
Blended Learning ◽  
Student Learning ◽  
Learning Environments ◽  
The United States ◽  
Instructional Decisions ◽  
Mathematics Classrooms ◽  
Barriers To Teaching ◽  
K 12

The term blended learning continues to gain momentum in K-12 classrooms around the United States. While the idea of implementing blended learning environments is becoming more popular, there is a need to gain a deeper understanding of how these environments look and how they influence student learning. This chapter takes a step in that direction by examining four instances of blended learning in mathematics classrooms, described as vignettes, that examine the model of blended learning, shifts in teachers' instruction while trying to implement blended learning, as well as teachers' reported benefits and barriers to teaching mathematics in this way. Implications cite a need to focus on the quality of mathematical tasks posed by teachers as well as in technology-rich environments and the need for more in-depth examination about teachers' instructional decisions and rationales related to blended learning and how those decisions influence student learning.

Mathematics Classrooms in Japan, Taiwan, and the United States

1987 ◽  
Vol 58 (5) ◽  
pp. 1272 ◽  
Author(s):  
James W. Stigler ◽  
Shin-ying Lee ◽  
Harold W. Stevenson
Keyword(s):  
United States ◽  
The United States ◽  
Mathematics Classrooms

Class Size and Eighth-Grade Math Achievement in the United States and Abroad

2001 ◽  
Vol 23 (3) ◽  
pp. 251-273 ◽  
Author(s):  
Suet-ling Pong ◽  
Aaron Pallas
Keyword(s):  
United States ◽  
Hong Kong ◽  
Instructional Practices ◽  
Class Size ◽  
Math Achievement ◽  
The United States ◽  
Eighth Grade ◽  
Science Study ◽  
Using Data ◽  
The Relationship

Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did we find a beneficial effect of small classes. Contrary to our expectations, we also found little evidence that smaller or larger classes differ in the amount of curriculum taught or in the instructional practices of teachers. Except for the case of Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and math achievement.

Assessment in the Kodály Classroom

2019 ◽  
pp. 502-538
Author(s):  
Susan Leithold-Bowcock ◽  
Ann Kay
Keyword(s):  
United States ◽  
Public Schools ◽  
Brain Development ◽  
Sixth Grade ◽  
The United States ◽  
Assessment System ◽  
National Standards ◽  
Eighth Grade ◽  
Music Curriculum ◽  
Curriculum Instruction

This chapter describes ways in which students in Kodály-based classrooms can be assessed for skills competencies, and makes the case that the acquisition of skills accompanied by assessment is the key to both musicianship and brain development. After a brief description of the Kodály philosophy, pedagogy, and its adaptation in the United States, it discusses the integrated K-5 music curriculum-instruction-assessment system in the Owatonna Public Schools District #761, in Owatonna, Minnesota, that has been continuously updated since it was first started over twenty-five years ago. The chapter then provides examples of each segment and describes how the teachers choose skills to assess, create and use rubrics, and conduct assessments. In addition, it includes examples of assessment in Kodály-based band, sixth-grade composition, and eighth-grade choir classes from other schools. Lastly, it addresses the application of national standards in the Kodály classroom.

“New Math” Implementation: A Look inside the Classroom

1977 ◽  
Vol 8 (5) ◽  
pp. 323-331
Author(s):  
Jack Price ◽  
John L. Kelley ◽  
Jonathan Kelley
Keyword(s):  
United States ◽  
Teaching Methods ◽  
Economic Status ◽  
The United States ◽  
Fifth Grade ◽  
Mathematics Classrooms ◽  
Class Time ◽  
Socio Economic Status ◽  
New Math

Over 1200 second- and fifth-grade teachers responded to a questionnaire designed to gather information about practices in mathematics classrooms across the United States. Findings relative to mathematics objectives and assessments, textbooks, “new” topics, class time, teaching methods, schools of low socio-economic status, and in-service opportunities were interpreted with respect to the characteristics of the teachers who responded.

Lessons from the TIMSS Videotape Study

2000 ◽  
Vol 7 (3) ◽  
pp. 180-185
Author(s):  
Eugene A. Geist
Keyword(s):  
United States ◽  
Instructional Methods ◽  
The United States ◽  
Cross Cultural ◽  
Eighth Grade ◽  
Achievement Scores ◽  
Science Study ◽  
Achievement Data ◽  
The Third ◽  
Mathematics And Science

The Third International Mathematics and Science Study (TIMSS) reported more than just numerical achievement data. The study also contained information on teachers' lives, students' lives, and curricula, as well as a videotape of eighth-grade mathematics classes (OERI 1996a). These data, especially the videotaped study, go beyond comparisons of achievement scores and allow for cross-cultural comparisons of mathematics instruction in the United States and other countries. In particular, we can learn many lessons from examining instructional methods in the United States and comparing them with those of Japan. This comparison has significant implications for implementing NCTM's Standards in U.S. classrooms and teaching our students as if they were young mathematicians.

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