ERIC Number: ED474043
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Arkansas GED Mathematics Instruction: History Repeating Itself.
This study explores the current status of the delivery of mathematics instruction in General Educational Development (GED) programs in Arkansas and the relationship between the instructor's experience and background, instructional practices, support of mathematics reform, and professional involvement. The experience/background, teaching techniques/methods, training/staff development, and professional involvement of GED instructors were investigated by 57 adult education centers which house the GED programs. Results indicate that the typical GED student was performing paper-and- pencil and textbook/workbook practice; the focus of mathematics was on teaching how to manipulate numbers rather than on problem solving, critical thinking, and mathematical reasoning; and that typical GED instructors needs staff development to upgrade their own math skills. (KHR)
Descriptors: Adult Education, Educational Change, High School Equivalency Programs, Mathematics Curriculum, Mathematics Instruction, Mathematics Teachers, Teacher Education, Teacher Influence, Teaching Methods
Peppercorn Books, P.O. Box 693, Snow Camp, NC 27349.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas
Identifiers - Assessments and Surveys: General Educational Development Tests