Checking In: Are Math Assignments Measuring Up? Equity in Motion

Autor/in	Dysarz, Keith
Institution	Education Trust
Titel	Checking In: Are Math Assignments Measuring Up? Equity in Motion
Quelle	(2018), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Assignments; Middle Schools; Mathematics Instruction; Alignment (Education); Common Core State Standards; Difficulty Level; Mathematical Concepts; Mathematical Applications; Student Motivation; Learner Engagement; Thinking Skills; Comprehension + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Middle school; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Schwierigkeitsgrad; Angewandte Mathematik; Innermathematische Anwendung; Schulische Motivation; Denkfähigkeit; Verstehen; Verständnis
Abstract	Nationally, student performance in math has been flat, and achievement gaps persist. And with a growing economy driven by industries in the science, technology, engineering, and math (STEM) fields, educators are tasked with instilling interest in and preparing students for college studies and careers that will supply these in-demand jobs. Now, more than ever, it is critical that educators reflect on the daily experiences of their students, and consider how they are preparing them to meet the demands of more rigorous math standards. For this analysis Education Trust reviewed over 1,800 middle-grades assignments from over 90 math courses from 12 middle schools in six districts across the country. They used a framework comprising five key areas: (1) alignment to the Common Core; (2) cognitive challenge; (3) aspects of rigor; (4) communicating mathematical understanding; and (5) the potential for motivation and engagement. Findings showed: (1) Alignment with at least a part of a grade- or course-appropriate math content standard was high: roughly three-fourths of assignments; (2) Although generally aligned, at least in some part, with grade-appropriate standards, the assignments tended to have low cognitive demand, over-emphasize procedural skills and fluency, and provide little opportunity for students to communicate their mathematical thinking; and (3) These results were not just isolated to small districts or in districts implementing decentralized curriculum practices. (ERIC).
Anmerkungen	Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01