[ti:Why Did Students Struggle Most in Math during the Pandemic?]
[by:www.21voa.com]
[00:00.00]更多听力请访问21VOA.COM
[00:00.04]Students at American public schools
[00:03.00]struggled in math during the pandemic.
[00:06.92]The National Assessment of Education Progress (NAEP)
[00:11.48]is a math and reading test given to fourth and eighth grade students
[00:16.44]in public schools around the country.
[00:19.32]Results from this year showed that students' scores
[00:23.56]had the largest decreases in math since 1990,
[00:27.84]when the test was first released.
[00:31.40]All areas of the U.S. reported lower test scores in math.
[00:36.16]More than one-third of students scored below basic levels.
[00:40.88]The decreases were also more severe in math than in reading.
[00:47.16]There has been a lot of evidence showing that students struggled
[00:50.68]with remote learning during the pandemic.
[00:53.24]They especially struggled with math, said Frances Anderson.
[00:57.72]She is an education researcher
[01:00.20]with the University of Nebraska-Omaha
[01:03.08]and a former teacher.
[01:04.72]Her work centers on math ability.
[01:08.60]She said in an interview with The Conversation that students,
[01:12.56]who are not as skilled in math, need more face-to-face learning.
[01:17.76]Anderson said that during remote learning,
[01:20.68]"teachers didn't have as many ways to keep students engaged.
[01:24.72]It was difficult to do hands-on activities and project-based learning,
[01:30.68]which are better for students who struggle in math."
[01:35.16]She added that a lot teaching math is visual learning.
[01:38.88]"You need so much more than one screen," she said.
[01:43.68]Heather Hill and Jon Star are professors
[01:46.84]at Harvard University's school of education.
[01:50.48]They spoke on Harvard University's education podcast
[01:54.04]about the NAEP results.
[01:56.28]Hill said "math scores have always been more sensitive
[02:00.28]than reading and English scores
[02:02.48]to students' opportunities to learn."
[02:06.96]She said a lot of reading skills are developed in the home,
[02:10.40]in addition to school.
[02:12.32]Kids can read books and the internet at home,
[02:16.00]or read text messages from friends, for example.
[02:20.04]But there are fewer ways for kids to work on math skills
[02:23.44]outside of the classroom.
[02:26.56]"School is the only place
[02:28.32]that kids, for the most part, learn math," Hill said.
[02:33.44]Star, who is also a math teacher,
[02:36.32]argued that NAEP scores were low for eighth graders
[02:39.84]because of the age at which these students
[02:42.60]started learning remotely.
[02:45.12]He said that the two years leading up to eighth grade,
[02:48.64]where scores declined the most,
[02:51.16]are extremely important for building math skills.
[02:54.40]He said those are the years when students
[02:57.68]start moving from arithmetic to algebra,
[03:00.52]and other more complex mathematics.
[03:03.88]The NAEP for eighth graders largely tests algebra skills.
[03:09.52]"So...it's no surprise that they're really struggling.
[03:12.72]Those struggles are not going to be easy
[03:15.32]to make go away," Star said.
[03:19.24]He added that in online learning, teachers were forced to teach math
[03:23.84]using the "least desirable aspects of math instruction
[03:27.64]that we would want to see."
[03:29.96]Teachers had to lecture more and there was less student interaction,
[03:34.76]which is not as effective for math instruction, he said.
[03:39.44]"It's not necessarily the teachers' fault,
[03:42.20]it's just the way that they've been forced to teach
[03:44.76]during the pandemic," Star said.
[03:48.28]Hill added that there is some evidence
[03:50.48]that teachers do not perform as well when they teach math.
[03:53.96]Often, teachers do not especially enjoy math,
[03:57.60]nor think of themselves as math experts, she said.
[04:01.04]And that feeling can make it hard to teach the subject confidently.
[04:07.28]Both said it is going to very difficult for schools to make up
[04:11.16]for learning losses during the pandemic,
[04:13.64]especially for the students who struggled the most.
[04:16.76]Especially with math, students returned
[04:19.56]from the pandemic with uneven abilities.
[04:22.24]It can be hard for teachers to form lesson plans for entire classes
[04:27.00]when the skills are so varied among students, Star said.
[04:32.16]They agreed that to make up for the loss in learning,
[04:35.24]students are going to need a lot of extra help outside the classroom.
[04:40.76]"Students who have fallen behind should have twice as much instruction,"
[04:45.16]said Anderson, from the University of Nebraska.
[04:49.68]Resources should go to students and communities
[04:52.96]which struggled the most, often minorities, Hill suggested.
[04:58.04]For example, tutoring students in small groups
[05:01.44]can help kids catch up in math.
[05:04.84]Hill said although difficulties lie ahead, "kids are pretty resilient.
[05:09.64]You give kids opportunities to learn and they learn stuff."
[05:15.32]I'm Dan Novak. 更多听力请访问21VOA.COM
END OF TRACK. "END OF TRACK." The two men bowed. "Whoever was that person you were talking to?" she enquired, as soon as they stood together. The took of triumph faded from her eyes, she had grown worn and weary. The roses were wilting on the walls, the lights were mostly down now. Hetty, looking in to see if anything was wanted, found herself driven away almost fiercely. I only saw Master Jervie once when he called at tea time, The year 1747 was opened by measures of restriction. The House of Lords, offended at the publication of the proceedings of the trial of Lord Lovat, summoned the parties to their bar, committed them to prison, and refused to liberate them till they had pledged themselves not to repeat the offence, and had paid very heavy fees. The consequence of this was that the transactions of the Peers were almost entirely suppressed for nearly thirty years from this time, and we draw our knowledge of them chiefly from notes taken by Horace Walpole and Lord Chancellor Hardwicke. What is still more remarkable, the reports of the House of Commons, being taken by stealth, and on the merest sufferance, are of the most meagre kind, sometimes altogether wanting, and the speeches are given uniformly under fictitious names; for to have attributed to Pitt or Pelham their[112] speeches by name would have brought down on the printers the summary vengeance of the House. Many of the members complained bitterly of this breach of the privileges of Parliament, and of "being put into print by low fellows"; but Pelham had the sense to tolerate them, saying, "Let them alone; they make better speeches for us than we can make for ourselves." Altogether, the House of Commons exhibited the most deplorable aspect that can be conceived. The Ministry had pursued Walpole's system of buying up opponents by place, or pension, or secret service money, till there was no life left in the House. Ministers passed their measures without troubling themselves to say much in their behalf; and the opposition dwindled to Sir John Hinde Cotton, now dismissed from office, and a feeble remnant of Jacobites raised but miserable resistance. In vain the Prince of Wales and the secret instigations of Bolingbroke and Doddington stimulated the spirit of discontent; both Houses had degenerated into most silent and insignificant arenas of very commonplace business. "It certainly will be. Miss Widgeon," answered Maria, with strictly "company manners." "One who has never had a brother exposed to the constant dangers of army life can hardly understand how glad we all feel to have Si snatched from the very jaws of death and brung back to us." "Just plug at 'em as you would at a crow, and then go on your way whistlin'?" persisted Harry. "Hurroo!" echoed Hennessey; "that's the ticket." "Come forward, keeper," continued the baron, "and state how these arrows came into your hands!" "Yes." HoMEJULIA京香2018下载
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