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A recent article in School Science and Mathematics by Kenneth E. Vogler and Megan Burton, researchers from the University of South Carolina, examines mathematics teachers' instructional practices in the context of high-stakes testing. From data obtained through a survey instrument, analysis suggests that teachers used a balance of standards-based and traditional practices and tools, including textbook-based assignments, calculators, open-response questions, supplementary materials, and multiple-choice questions. Over 90% of teachers surveyed felt that an “interest in helping my students attain test scores that will allow them to graduate high school” was a factor influencing their instructional practices. This was followed by an “interest in helping my school improve high school graduation examination scores,” and “belief these are the best instructional practices.” |
Women teachers could be passing their math anxiety on to girls, according to University of Chicago researchers who surveyed the attitudes of female first- and second-grade teachers about math. Researchers found that girls with teachers who were uneasy about the subject were more likely to believe that boys were better than girls at math. Female students who believed the stereotype scored lower than other students on math tests, the study found.
Read the entire article online, and then post your comments in the UCTM forum. |