Chinese students often outperform U.S. students on international tests in mathematics. Chinese students’ mathematics performances are assumed to be related directly to their teachers’ deep mathematics understanding and ability to represent concepts flexibly in their classrooms, which, in turn, are thought to be influenced by Chinese mathematics curriculum and policies. The authors examine this theoretical assumption through a systematic review of relevant literature and attempt to identify the relationship between Chinese students’ mathematics performance and the factors that contribute to their achievement. On the basis of their review, the authors raise questions about the assumption and propose research that can lead to a better understanding of the relationship between the quality of students’ mathematics learning and the contexts in which their learning occurs.
In-service Training in Alternative Assessment withSingapore Mathematics TeachersFan LianghuoNational Institute of Education, Nanyang Technological University, SingaporeAbstract: Fifty-nine primary mathematics teachers of three intakes participated in in-service training in alternative assessment newly offered at a university in Singapore. A study, action research in nature, was undertaken to examine the effects of the in-service training and investigate relevant issues in promoting teachers' use of alternative assessment in classrooms. Data were mainly collected through questionnaire surveys, the participants’ work on an authentic alternative assessment task, and field-notes of the training. The results indicate that systematic training in alternative assessment is highly needed for school teachers, and inservice training can be an effective way to promote their professional growth in this area, especially through their integrating authentic alternative assessment tasks into their actual classroom teaching as part of the training. In addition, the study reveals that the current school curriculum does not well reflect the new development of assessment and therefore there is a need to integrate the concept and content of alternative assessment into school curriculum to facilitate teachers’ use of alternative assessment in classroom. Some other relevant issues, including advantages and disadvantages of in-service training, are also documented in the article.
Lianghuo Fan1 and Yan Zhu1Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, SingaporeAbstract: This study examined how selected school mathematics textbooks in China, Singapore, and USA at the lower secondary grade level represent problem-solving procedures. The analysis of problem-solving procedures was carried out in two layers – general strategies, which adopted Pólya’s four-stage problem-solving model, and specific trategies, which consisted of 17 different problem-solving heuristics such as ‘acting it out,’ ‘looking for a pattern,’ ‘working backwards,’ etc. Both similarities and differences in the representation of problem-solving procedures in the textbooks across the three countries were revealed and compared. The possible reasons for the similarities and especially for the differences were explored. Suggestions about how to improve the representation of problem-solving in mathematics textbooks were provided at the end of the study. Comparative study, Mathematical problem-solving, Mathematics textbooks,Curricular contents, Pólya’s problem-solving, model, Problem-solving heuristics, Textbook analysis, Lower-secondary mathematics
Miracle Math: A Successful Program from Singapore Tests the Limits of School Reform in the SuburbsAuthors:Personal author, compiler, or editor name(s); click on any author to run a new search on that name.Garelick, Barry
Alignment Content Analysis of TIMSS and PISA Mathematics and Science Assessments, Using the Surveys of Enacted Curriculum MethodologyFebruary 2009, A CCSSO paperPrepared for National Center for Education Statisticsand American Institutes for Research
Great opportunity to have students showcase their skills, their learning, and for teachers to maximize an engagement opportunity. I would love to collaborate with someone interested in making this a class assignment. Looking for someone to help provide guidance, let me know!
We introduced Diigo to WJHS this summer and I thought I would pass this news along to everyone, but especially that group. I still think Diigo is an incredible tool for collaboration in the classroom for research, group work/accountability, formative assessment, reaching beyond classroom walls both with students and colleagues.
Additionally, Sean does some nice simple video production (with totally FREE tools) that I want to share with other teachers. It's easy to do, is a way of getting information to your students easily and in a manner that allows them to access the information as many times as they like/need.
I've been an advocate for Wikipedia for a long time, yet more information saying it is a valid source (as with all sources we need to teach students to find corroborating sources before using the source).
Not without error, but does go to show that even more trusted sites have errors, so don't hold Wikipedia to a different standard!
Finally, what makes Wikipedia a better source is a shear volume of information on the site as compared to other 'encyclopedias'.
I've always liked timelines as an educational tool. They offer the ability to show related threads compared to each other easily. I loved having students investigate a single topic, create a timeline for that topic, mash the timelines together in a BIG overarching timeine, and then have students start to look for connections. I stole the concept early in my career from the TV show Connections (too bad it didn't make it, GREAT GREAT show).