scholarly journals An Intervention for Early Mathematical Success: Outcomes from the Hybrid Version of the Building Math Readiness Parents as Partners (MRPP) Project

2012 ◽  
Vol 18 (1) ◽  
pp. 30-46 ◽  
Author(s):  
K. L. Kritzer ◽  
C. M. Pagliaro
Keyword(s):  
Mathematical Success ◽  
Math Readiness

Increasing the Number Sense Understanding of Preschool Students With ASD

2021 ◽  
pp. 027112142110061
Author(s):  
Bonnie L. Ingelin ◽  
Seyma Intepe-Tingir ◽  
Nanette C. Hammons
Keyword(s):  
Preschool Children ◽  
Number Sense ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Future Research ◽  
Preschool Students ◽  
Children With Asd ◽  
Early Number ◽  
Mathematical Success ◽  
Number Talks

Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed.

College Readiness, Early Post-secondary Academic Performance and the GED Degree: Evidence from Kentucky

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
T. M. Tonmoy Islam ◽  
Kathryn Rouse
Keyword(s):  
Academic Performance ◽  
College Readiness ◽  
Educational Development ◽  
School Entry ◽  
First Semester ◽  
Post Secondary ◽  
Ged Graduates ◽  
Ged Credential ◽  
Math Readiness ◽  
The Relationship

Abstract We use detailed administrative data from Kentucky to provide robust descriptive evidence on the relationship between the General Educational Development (GED) degree, college readiness, and early post-secondary (PSE) academic performance. Following previous work in this area, we address selection issues by focusing on a sample of students who are identified as at-risk prior to high school entry. Our results suggest the GED credential is not a credible signal of PSE readiness, particularly in mathematics. GED graduates attain a lower first semester GPA and are also less likely to re-enroll in second semester courses. We also find that changes made to the GED exam in 2014 to enhance student readiness in PSE institutions did not yield meaningful improvements. Finally, we investigate the extent to which differences in math coursework can explain estimated GED-related math readiness gaps, finding coursework to account for about for about 40 percent of the observed gap.

Talent or effort? Parents' explanations of their children's mathematical performance in relation to mathematical competence

2011 ◽  
Vol 39 (5) ◽  
pp. 691-699 ◽  
Author(s):  
Hannu Räty ◽  
Riitta Kärkkäinen
Keyword(s):  
Parental Perceptions ◽  
Compulsory School ◽  
Mathematical Competence ◽  
Mathematical Performance ◽  
Parental Confidence ◽  
Mathematical Success

We aimed to identify patterns of explanation that parents applied in order to explain their child's mathematical success and failure and their contribution to parental perceptions of the child's mathematical competence. It was found that the parents with a talent-based explanation or a combination (both talent and effort) explanation for success had a significantly higher opinion of their child's mathematical competence across the child's compulsory school years than did those parents who had an effort-based explanation for success. Explanation patterns seem to represent fairly constant interpretation modes which construe parental confidence in the child's competencies, at least in mathematics.

Developing math readiness through set activities

1990 ◽  
Vol 18 (1) ◽  
pp. 4-7
Author(s):  
Gerard Giordano
Keyword(s):  
Math Readiness

The Decision-Making Protocol for Mathematics Coaching: Addressing the Complexity of Coaching With Intentionality and Reflection

2019 ◽  
Vol 7 (2) ◽  
pp. 27-43 ◽  
Author(s):  
Courtney Baker ◽  
Melinda Knapp
Keyword(s):  
Decision Making ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Success For All ◽  
Classroom Teachers ◽  
Mathematics Coaching ◽  
Mathematics Coaches ◽  
Mathematical Success ◽  
Coaching Activities

More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.

Tools for Facilitating Meaningful Mathematics Discourse

2019 ◽  
Vol 24 (6) ◽  
pp. 354-361
Author(s):  
Michael D. Steele
Keyword(s):  
Classroom Discourse ◽  
Success For All ◽  
Mathematics Discourse ◽  
Mathematical Success ◽  
Research Based Practices

This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.

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