Nonprofessional mathematics tutoring for low-achieving students in secondary schools: A case study

Karsenty, Ronnie

doi:10.1007/s10649-009-9223-z

Cited by 16 publications

(11 citation statements)

References 24 publications

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“…The 45 modules deal with understanding of numbers and operations for natural numbers, fractions, decimals and applied arithmetic (word problems, diagrams, estimation, measurement, proportional reasoning, and percentages). For each of these basic concepts, they synthesize existing explanative and prescriptive research findings (Gersten et al, 2009;Scherer et al, 2016;Karsenty, 2010;Slavin & Madden, 1989) and treat them according to three design principles:…”

Section: Synthesizing the Research-based Prescriptive Knowledge Into ...mentioning

confidence: 99%

Implementation research as a task for subject-matter education disciplines: Co-constructive, content-related, and research-based

Prediger

2022

Research in Subject-Matter Teaching and Learning (RISTAL)

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Content-related didactical innovations are often developed in research-based and co-constructive ways by subject-matter education specialists, design researchers, and teachers. For scaling-up the flexible and co-constructive implementation of these innovations in many classrooms, the German Center for Mathematics Teacher Education follows material, personnel, and systemic implementation strategies on three levels: the classroom level, the teacher professional development level (PD) and the facilitator professional development level. The paper exemplifies these strategies using a case involving the implementation of the Mastering Math program, which was designed to develop students’ understanding of basic mathematical concepts. The case is used to illustrate three basic principles for implementations into subject-matter classrooms: (1) Co-constructive implementation requires research-practice partnerships on several levels, (2) targeted implementation requires content-related innovations, and (3) a research base is required for enhancing both the pedagogical quality and the content quality of the teacher and facilitator PD.

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Section: Synthesizing the Research-based Prescriptive Knowledge Into ...mentioning

confidence: 99%

Implementation research as a task for subject-matter education disciplines: Co-constructive, content-related, and research-based

Prediger

2022

Research in Subject-Matter Teaching and Learning (RISTAL)

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“…In a regular class, students who experience such difficulties are detected using standard achievement tests, considering their performance of miscellaneous tasks, and data from teachers' class observations or conversations (Karsenty, 2010). When a student makes a glaringly large number of errors in a given topic on a comprehensive in-class exam or even on routine practice materials used for learning or relearning in class, the conclusion drawn is that this student has difficulty understanding the topic (Baxter et al, 2001).…”

Section: Literature Review Underachieving Math Students: Who Are They and What Are Their Characteristics?mentioning

confidence: 99%

Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students

Guberman¹,

Tsybulsky²

2021

INT ELECT J MATH ED

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The study investigates mathematics lesson plans that teachers produced for re-teaching purposes. Its goal is to determine which aspects of mathematics-content knowledge are expressed in lesson plans on the topic of fractions prepared by primary math teachers and intended for underachieving students, and to see how these aspects are manifested.The data were gathered in an analysis of forty-nine lesson plans that the participating teachers prepared. The data were analysed in two phases: (1) a category analysis of the plans and (2) a statistical analysis of the data obtained, via cluster analysis and ANOVA tests.The findings point to four types of teachers in terms of their mathematical knowledge: (1) those whose knowledge is faulty; (2) those who have incomplete or scanty understanding of math but know how to phrase a mathematical idea correctly; (3) those who understand mathematical content well but are not strict about correctly describing the "mathematics" that they teach in the lesson; and (4) those thoroughly versed in mathematics, from whose lesson plans one may infer both correct wording of the mathematical idea and consistently correct use of mathematical concepts and principles. Despite the differences in their content knowledge, teachers of all four types planned to teach their students at a procedural level while attempting to impart conceptual knowledgemost likely because they expect little of their underachieving students. Practical recommendations derived from the study are offered.

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“…Tutoring is a fundamentally cognitive apprenticeship between an expert and a novice, which is usually utilized between an adult and a kid or between a more skilled person and a less skilled one (Santrock, 2011). In reality, individual tutoring is pretty an effective way that benefits many learners, especially those who are not doing well enough in their learning of a subject or a course (Karsenty, 2010;Slavin, Madden, Chambers, & Haxby, 2009). Collaborative learning happens when learners work in small groups to help each other learn in a classroom setting, which has been widely used in recent years to enhance learners' learning and skills (Thurston et al, 2010).…”

Section: Teachers and Learners As Joint Contributorsmentioning

confidence: 99%

Attempts of PAD Teaching Methodology in Modern Chinese College English Writing Class: A Grounded Theory Based Perspective

2021

jltr

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This research paper attempts to have an in-depth understanding of PAD (presentation-assimilation-discussion) teaching methodology applied in a modern Chinese college course, which is College English Writing class, from the perspective of the Grounded Theory. Based on a detailed introduction and analysis of the Grounded Theory, this research makes efforts to answer such a question that how PAD teaching methodology is applied in modern Chinese College English Writing class as well as how it helps Chinese college students learn in their College English Writing class. The PAD teaching methodology in modern Chinese College English Writing class is a new type of teaching mode, being divided into three processes: presentation, assimilation and discussion (which is the co-called PAD). The key innovation in the PAD teaching methodology in modern Chinese College English Writing class is to stagger the lectures and discussions in time, so that students have a week time for personalized assimilation, which mobilizes students’ interest in learning, promotes students’ enthusiasm, cultivates students’ learning autonomy, and improves the quality of the teaching of College English Writing class. As a qualitative research, this paper employs methods of literature synthesis and comparative analysis to reach such a conclusion that PAD teaching methodology does help and facilitate modern Chinese college students in their learning of College English Writing class. An important perspective from the Grounded Theory has provided a strong support to further verify the necessary role that PAD teaching methodology has played in modern Chinese College English Writing class.

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Nonprofessional mathematics tutoring for low-achieving students in secondary schools: A case study

Cited by 16 publications

References 24 publications

Implementation research as a task for subject-matter education disciplines: Co-constructive, content-related, and research-based

Implementation research as a task for subject-matter education disciplines: Co-constructive, content-related, and research-based

Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students

Attempts of PAD Teaching Methodology in Modern Chinese College English Writing Class: A Grounded Theory Based Perspective

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