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Construction and implementation of an individualized math program for sixth graders

机译:为六年级学生构建和实施个性化数学课程

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摘要

The sixth grade teachers at Mooberry School in Hillsboro, Oregon were not pleased with the way they were teaching math. The students, grouped by ability, had a poor self-concept about math and felt “locked into” one class.During the summer of 1973, these teachers considered ways to change their math instruction. Reading was done to determine the most promising practice in math education in the United States. A successful approach to learning appeared to be individualized instruction, as is discussed in this paper. Many different individualized programs were studied, grouped into eleven general categories, and described in detail. The Mooberry sixth grade teachers adopted none of these programs, but instead developed a rotating system of math instruction.The teachers prepared for this rotating system by developing a sequence of math skills, to span the sixth graders through the year. Each teacher was responsible for individualizing instruction in two or three units of the sequence. The writer developed units in division, plotting coordinates on a grid, graphing and geometry.This rotating system of math instruction is individualized in that the students work at their own pace through the sequence of skills. The students move from concept to concept, and thus from teacher to teacher, gaining competence in as much of the cycle as they can master during the school year.The writer has described her approach to the units she covers in the cycle. The textbook has been eliminated and task cards have been developed. Student booklets, answer books, a grade book and a report card have been designed. A typical math class and steps of the cycle are described in the paper.The program has been used during the 1973-74 and 1974-75 school years. The teachers looked for evidence of success to indicate whether to continue their program in the same manner. Informal notes were kept on the work habits, skills and attitudes of the students. A formal questionnaire was given to the student by the Educational Development Center at the end of the 1973-74 school year. The students indicated, through multiple choice questions, that they felt positive towards math instruction, that they deserved and were capable of good grades in math, and that they rated math as their favorite class. A narrative questionnaire was given to the writeru27s homeroom at the end of the 1974-75 school year. Those students wrote positive comments about the math system and again indicated how pleased they felt about their math abilities. Metro math test scores for 1974-75, by the Metropolitan Area Program Board, give the reader a background on the type of student in the Mooberry attendance area. These students were above regional and national norms. The principal of the school, Mr. Ron Stewart, wrote his evaluation of the program, which is included in the paper.Questions have been raised about the program and have been listed for the reader. The teachers who developed the program hope, as more questions are raised and answered, that the rotating math program can change to meet the needs of the students, school and community.The sixth grade teachers at Mooberry School feel pleased that they were able to develop a rotating system of math instruction for their students. Both the informal and formal data indicate that the program is enjoyable for the students, helps students develop self-confidence in math education and helps the students gain competence in math skills and concepts.
机译:俄勒冈州希尔斯伯勒市Mooberry学校的六年级老师对他们的数学教学方式并不满意。这些学生按能力分组,对数学的自我理解很差,并且感到“被困”在一堂课中。1973年夏天,这些老师考虑了改变数学教学的方法。阅读是为了确定美国数学教育中最有前途的实践。如本文所讨论的,成功的学习方法似乎是个性化的教学。研究了许多不同的个性化程序,分为11个一般类别,并进行了详细描述。 Mooberry六年级的老师没有采用这些程序,而是开发了一个轮换的数学教学系统,教师通过开发一系列数学技能为这一轮换系统做准备,以覆盖一年级至一年级。每个老师负责按顺序的两个或三个单元进行个性化教学。作者开发了划分单位,在网格,图形和几何图形上绘制坐标。这种旋转的数学教学系统是个性化的,因为学生可以通过一系列技能按自己的步调工作。学生从一个概念转到另一个概念,因此从一个老师转移到另一个老师,在学年中尽可能多地掌握自己的能力。作者描述了她对本周期所涵盖的单元的学习方法。教科书已取消,任务卡已开发。设计了学生手册,答卷,成绩册和成绩单。本文介绍了典型的数学课程和周期步骤。该程序已在1973-74和1974-75学年使用。老师寻找成功的证据,以表明是否以相同的方式继续他们的课程。非正式记录了学生的工作习惯,技能和态度。在1973-74学年末,教育发展中心向学生提供了一份正式调查表。学生通过多项选择题表明,他们对数学教学抱有积极的态度,他们应得的并且能够在数学上取得好成绩,并且将数学评为最喜欢的课程。在1974-75学年结束时向作家的教室提供了叙事问卷。这些学生对数学系统发表了积极的评论,并再次表明他们对自己的数学能力感到满意。都会区计划委员会(Metropolitan Area Program Board)1974-75年的都会数学考试成绩为读者提供了Mooberry出勤地区学生类型的背景。这些学生高于区域和国家规范。该校校长罗恩·斯图尔特(Ron Stewart)先生写了他对该程序的评估,该评估已包含在论文中。有关该程序的问题已经提出,并已向读者列出。开发该程序的老师希望,随着提出和回答的更多问题,旋转数学程序可以进行更改以满足学生,学校和社区的需求。Mooberry学校的六年级老师感到很高兴他们能够开发面向学生的旋转式数学教学系统。非正式和正式数据都表明该课程对学生而言是愉快的,有助于学生建立对数学教育的自信心,并帮助学生获得数学技能和概念方面的能力。

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    Hatch Lynda Sylvia;

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