creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

/pdf/active-learning-increases-student-performance-in-science-3j0c6wu4k5.pdf

Active learning increases student performance in science, engineering, and mathematics

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

/pdf/improving-impact-studies-of-teachers-professional-3pzi4k3euo.pdf

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

Obstetrics and gynecology.

The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature of that change? In this article, the Common Core standards are compared with current state standards and assessments and with standards in top-performing countries, as well as with reports from a sample of teachers from across the country describing their own practices.

Common Core Standards The New U.S. Intended Curriculum

Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts.

Examining the benefits and challenges of using audience response systems: A review of the literature

Intensive case study is an expensive tool for measuring teachers' instructional practice. Previous research suggests that teacher self-report surveys provide a low-cost and relatively accurate picture of classroom practice. To examine the extent to which teachers implement mathematics education reform, we developed a 20-item survey based on nine dimensions of standards-based teaching. In this article, we provide evidence of the reliability (i.e., internal consistency) and validity of the instrument. The evidence consists of correlations of survey scores with a mandated performance assessment in Grade 6 mathematics, congruence with classroom observations of a small sample of teachers, and demonstrations that teachers who are similar in their claims about using a standards-based text series differ in how they use the text in ways predicted by the survey.

https://www.jstor.org/stable/pdfplus/30034787.pdf

A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching

An audience response system (ARS) permits students to respond to multiple choice questions using a remote control device. All responses are instantly displayed, usually in chart form, and subsequently reviewed and discussed by the instructor and the class. This paper offers a comprehensive review of teaching strategies used with ARS and includes a discussion of general, motivational, assessment based, and learning based approaches. Several promising strategies have been identified, particularly collecting formative assessment feedback and peer based instruction. More systematic, detailed research in a broader range of contexts is recommended.

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A strategic assessment of audience response systems used in higher education

Purpose – Elementary teachers' understanding of mathematics is a significant contributor to student success with mathematics. Consequently, teacher educators are frequently charged with the responsibility of supporting the development of prospective elementary teachers' mathematics content knowledge as they re‐learn concepts in ways they are required to teach. The purpose of this paper is to describe one teacher educator's efforts to support prospective elementary teachers' tenuous understanding of rational numbers.Design/methodology/approach – Given the variety of factors influencing the development of teacher knowledge, a mixed method research design was utilized. Research participants were prospective elementary teachers enrolled in a nine‐week elective course who agreed to participate in the study (n=40); while the control group were prospective elementary teachers not enrolled in the elective course (n=35).Findings – The results of this study indicate that it may be possible to improve prospective te...

Adapting math instruction to support prospective elementary teachers

To date, extensive research has been done on the use of au� dience Response Systems (aRSs) in colleges and universi� ties, but not in secondary schools. The purpose of this study was to conduct a detailed formative analysis on the benefits, challenges, and use of aRSs from the perspective of 659 sec� ondary school students. Key benefits reported were increased levels of engagement and motivation, the effective use of for� mative assessment, and a better quality learning environment. Key challenges included a perceived decrease in learning per� formance when an aRS was used for summative assessment, technological malfunctions, resistance to using a new method of learning, and increased stress due to perceived time con� straints. Finally, students consistently rated the use of an aRS significantly higher when it was used for formative as op� posed to summative assessment.

Ann LeSage

Papers

Examining the benefits and challenges of using audience response systems: A review of the literature

A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching

A strategic assessment of audience response systems used in higher education

Adapting math instruction to support prospective elementary teachers

Examining the Use of Audience Response Systems in Secondary School Classrooms: A Formative Analysis.