Literaturnachweis - Detailanzeige
| Autor/inn/en | McAllister, Deborah A.; Glidden, Jared L.; Moyer, Peggy S.; Finch, Dorothy L. |
|---|---|
| Titel | Building the Staircase to Algebra through Grade 5 Mathematics |
| Quelle | (2021), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Algebra; Grade 5; Elementary School Mathematics; Common Core State Standards; Faculty Development; Mathematics Teachers; Experiential Learning; Active Learning; Inquiry; Tennessee |
| Abstract | This program focused on improving mathematics content and pedagogy for fifth-grade teachers, including regular classroom teachers and exceptional education teachers, as they implemented the Common Core State Standards (CCSS) for Mathematics. Concentrating work with a single grade allowed for tightening breadth while increasing depth of content. The major focus of fifth-grade content includes operations with fractions, two-digit divisor and decimal division, and understanding of volume. All activities were correlated to fifth-grade CCSS. The eight CCSS Mathematical Practices were woven throughout the activities. The Tennessee Educator Acceleration Model was reviewed with teachers, and activities were presented and analyzed with regard to the rubric. The 19 TEAM categories meshed with the program objectives. Thirty-one teachers from partner school districts participated. The program timeline included one spring Saturday session, a 5-day summer academy, and two follow-up Saturday sessions in the fall (50 contact hours), and online discussion throughout the spring, summer, and fall. Hands-on activities that utilized a variety of mathematics manipulatives and constructivist strategies for teaching and learning were emphasized. Participants demonstrated a significant increase in mathematics content knowledge. The program was funded through the Tennessee Higher Education Commission (THEC) Improving Teaching Quality Program. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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