Detail Mathematical understandings: How students with learning difficulties progress in a constructivist classroom Bibliografi Author: Case, Lisa Pericola ; Harris, Karen R. (Advisor) Topik: EDUCATION; SPECIAL|EDUCATION; MATHEMATICS|EDUCATION; ELEMENTARY Bahasa: (EN )    ISBN: 0-591-46574-4     Penerbit: UNIVERSITY OF MARYLAND COLLEGE PARK     Tahun Terbit: 1997     Jenis: Theses - Dissertation Fulltext: 9736534.pdf (0.0B; 1 download) Abstract National standards across content areas are being developed to meet the call for higher student performance. The National Council of Teacher of Mathematics (NCTM) was responsible for the national mathematics standards and for their efforts to change mathematics teaching. The NCTM suggested a move towards a constructivist teaching philosophy. The current study investigated the mathematics teaching and learning in a third grade constructivist classroom that included a heterogeneous group of students. Six students and their teacher were the focus participants in the study. The teacher participant had two years of experience in Project IMPACT, a research study which helped teachers improve the mathematics achievement of all students through more constructivist teaching methods. Two students were identified with specific learning disabilities and the third had a moderate speech and language delay. These participants also exhibited learning difficulties in mathematics. The remaining three students were identified by their teacher and through classroom measures as normally achieving (NA) in mathematics. A qualitative design was used to study 17 weeks of mathematics instruction. The researcher acted as a participant observer. Sources of data included observations, student, teacher, and parent interviews, video-taped sessions, and written document analysis. The results suggested important relationships between participants' mathematics learning and (a) their role in the classroom community, (b) the methods of instruction, and (c) the influence of relationships outside of the classroom. Conclusions are founded on the strengths and weaknesses evidenced in these three major areas. Specific strengths discussed in the conclusions are students' willingness to take risks and their level of involvement. Weaknesses are indicated in the area of instructional grouping, assessment techniques, and teacher support. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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