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Basic Conditions of Early Mathematics Education--A Comparison between Germany, Taiwan and Switzerland
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Gasteiger, Hedwig; Brunner, Esther; Chen, Ching-Shu – International Journal of Science and Mathematics Education, 2021
Results of international comparison studies show substantially better mathematics performance of the investigated Asian than European students from the early years on. A Taiwanese-German Research Program (TaiGer) engages in exploring differences and similarities in the educational system, in teachers' knowledge and beliefs and in teaching or…
Descriptors: Foreign Countries, Cultural Differences, Mathematics Instruction, Early Childhood Education
Overview of the OGAP Formative Assessment Project and CPRE's Large-Scale Experimental Study of Implementation and Impacts
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Supovitz, Jonathan – Society for Research on Educational Effectiveness, 2016
In this presentation discussed in this brief abstracted report, the author presents about an ongoing partnership with the Philadelphia School District (PSD) to implement and research the Ongoing Assessment Project (OGAP). OGAP is a systematic, intentional and iterative formative assessment system grounded in the research on how students learn…
Descriptors: Formative Evaluation, Grade 3, Grade 4, Grade 5
Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"
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Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q. – American Educational Research Journal, 2015
This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…
Descriptors: Mathematics Instruction, Knowledge Base for Teaching, Instructional Effectiveness, Intervention
Inequities and Lack of Professionalisation of Early Childhood Development Practice Hinder Opportunities for Mathematics Stimulation and Realisation of South African Policy on Quality Education for All
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Feza, Nosisi – International Journal of Inclusive Education, 2014
White Paper 5's aim is to provide South Africa's children with a solid foundation for lifelong learning and development. Children need to be nurtured and developed holistically for them to participate efficiently in their democratic society. However, South African students continue to perform poorly in Trends in International Mathematics and…
Descriptors: Foreign Countries, Inclusion, Educational Quality, Equal Education
Innovation in Early Math Education: The Whole Teacher Approach to Professional Development
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McCray, Jennifer; Chen, Jie-Qi – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
In this presentation, we introduce a conceptual framework for in-service professional development--the Whole Teacher approach, which attends simultaneously to the attitudes, knowledge, and practice of a teacher's growth. Putting the framework in operation, we describe a project designed to improve teachers' competence and increase children's…
Descriptors: Mathematics Education, Faculty Development, Holistic Approach, Inservice Teacher Education
Mathematics: Essential Research, Essential Practice. Volumes 1 and 2. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia
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Watson, Jane, Ed.; Beswick, Kim, Ed. – Mathematics Education Research Group of Australasia, 2007
This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and…
Descriptors: Teacher Education, Secondary School Mathematics, Concept Mapping, Student Teachers