File Name: effect of instructional materials in teaching and learning of mathematics .zip
This study was motivated by the observation of the researcher that instructional materials were not being utilized by secondary school teachers in Idemili L.
Research shows that students learn primarily through their interactions with teachers and content. This instructional core is the foundation for ensuring all kids are college and career-ready and have the skills and knowledge they need to thrive in school and beyond. A study shows that the effect on learning is the same as moving an average performing teacher to one at the 80th percentile. The implication is that the marginal cost of choosing a more effective textbook over a less effective alternative is essentially zero. Teachers working in schools that have a high proportion of students who receive free and reduced lunch are searching for materials online at higher rates. The assignments teachers select or create tend to be lower quality than what the district or state provided. Explore hundreds of free reports and learn more about why materials matter for students and their futures.
Metrics details. There is anecdotal evidence that many elementary teachers integrate mathematics lessons and art activities by having students first make colorful, rich material that is subsequently used in an instructional activity. However, it is unclear whether such activities effectively promote learning and transfer of mathematical concepts. We report the results of a survey of practicing elementary school teachers in the United States, their use of activities involving physical material, and the resources they use for ideas to supplement the standard curriculum. The survey results confirm that many U. Experiment 1 examined the effectiveness of colorful, contextualized student-constructed material paper pizzas versus simple, pre-made material monochromatic paper circles in an instructional activity on fractions.
Two hundred students 20 per school comprising male and female were selected from the ten public secondary schools in Akamkpa Local Government Area by stratified random technique, and two 2 Mathematics teachers per school for the study. Results of the simple percentage and independent t-test analyses revealed the non-availability and non use of instructional materials in Mathematics instruction, as well as significant achievement differences between materials-available and non-available schools on one hand and achievement of students from material-used and non—used schools on the other. Useful recommendations were therefore made based on these findings. AJESMS does not require authors to assign copyright of their published original research papers to the journal. The CC BY license allows for maximum dissemination and re-use of open access materials and is preferred by many research funding bodies. Under this license users are free to share copy, distribute and transmit and remix adapt the contribution including for commercial purposes, providing they attribute the contribution in the manner specified by the author read full legal code.
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The problem of the study was to examine the effectiveness of using supplementary materials in the teaching of eighth grade mathematics. The study considered the effect that supplementary materials had on students in terms of the following variables--attitude toward mathematics, mathematical concepts, problem solving ability, understanding common fractions, computation of common fractions, decimal fractions and per cent, concepts of numbers and numerals number system and operations , and concepts of numbers and numerals decimal place value. Wilkinson, Gerald Glendel May It has been viewed times, with 46 in the last month. More information about this dissertation can be viewed below.
This dissertation is an exploratory study that investigates what and how teachers learn from use of instructional materials. The lessons were planned and enacted without formal professional development. However, five collaboration meetings allowed teachers time to plan with colleagues and reflect on their experiences. In one case, the teacher developed and refined new classroom routines that reflected his goals for his students about communication and accountability. In the other case, the teacher began to change her teaching practices when using the FALs and monitoring sheet, but later adapted her use of the FALs and altered the monitoring sheet to be more consistent with her routine instruction, limiting her opportunities for exploration and learning.
Отчаянным движением он развернул Сьюзан так, чтобы она оказалась выше его, и начал спускаться. Достигнув нижней ступеньки, он вгляделся в лестничную площадку наверху и крикнул: - Назад, коммандер. Назад, или я сломаю… Рукоятка револьвера, разрезая воздух, с силой опустилась ему на затылок. Сьюзан высвободилась из рук обмякшего Хейла, не понимая, что произошло. Стратмор подхватил ее и слегка обнял, пытаясь успокоить.
- У тебя было много времени. Сьюзан положила руку на мышку и вывела окно состояния Следопыта. Сколько времени он уже занят поиском.
Но это значит… значит… что мы не можем… - Это значит, что нужен другой план действий. - Фонтейн, как обычно, говорил спокойно и деловито. Глаза Джаббы по-прежнему выражали шок и растерянность, когда сзади раздался душераздирающий крик: - Джабба.
The utilization of instructional materials had shown potential effectiveness to enhance students' performance and to strengthen positive attitudes and high self-efficacy beliefs among high school students. Mathematics and High School Statistics before the conduct of the study. eﬃcacy beliefs among high school students.Josh C. 04.05.2021 at 23:25
effect of instructional materials in teaching and learning of mathematics pdf: The project topic home for MBA, MSC, BSC, PGD, PHD final year student: Browse.Catherine B. 05.05.2021 at 03:31
To browse Academia.Emily E. 05.05.2021 at 11:24
The instructional materials would be available during teaching and learning. Standard four teacher of mathematics would use the instructional materials to teach.