Assisting Pupils in Mathematics Achievement (The Common Core Standards)

Autor/in	Ediger, Marlow
Titel	Assisting Pupils in Mathematics Achievement (The Common Core Standards)
Quelle	In: Journal of Instructional Psychology, 38 (2011) 3, S.154-156 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-1956
Schlagwörter	Self Esteem; Mathematics Achievement; Mathematics Teachers; Empathy; Students; Classroom Environment; Teaching Methods; Student Attitudes; State Standards; National Standards; Partnerships in Education; Family Environment; Correlation + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Empathie; Student; Schüler; Schülerin; Studentin; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Hochschulpartnerschaft; Familienmilieu; Korrelation
Abstract	Mathematics teachers must expect reasonably high standards of achievement from pupils. Too frequently, pupils attain at a substandard level and more optimal achievement is necessary. Thus, pupils should have self esteem needs met in the school and classroom setting. Thus, learners feel that mathematics is worthwhile and effort must be put forth to accomplish and grow to achieve objectives. With the common core objectives and tests, teachers need to align the subject matter taught with the proposed ends of instruction. Each pupil needs to have help, as necessary, from the teacher as well as from peers to achieve objectives, in the common core. A collaborative environment must be in the offing so that pupils feel confident of trust and empathy being in the offing (Ediger and Rao, 2011). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10