The document discusses programs and initiatives aimed at increasing the number of students pursuing STEM courses and careers. It discusses programs that focus on high-quality teaching using smaller class sizes and active learning strategies. It also discusses expanding institutional capacity to incorporate advances in STEM, interdisciplinary approaches, bridge programs between community colleges and 4-year universities, and faculty and peer mentoring programs. The candidate has experience as a mathematics teacher and principal in Egypt and Saudi Arabia and seeks to increase student interest and engagement in mathematics.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
Introduction to ways how educators can benefit from ICT in maths, both for preparing lessons, teaching, collaborating and professional development. It includes words of caution on what ICT can and cannot do.
On March 29, the Joan Ganz Cooney Center, New America, and the Erikson Institute presented a webinar on integrating STEM into early childhood education to a national community of practice of 37 STEM Learning Ecosystems. This webinar featured a lively discussion of STEM Starts Early as well as Early STEM Matters: Providing High-Quality STEM Experiences for All Young Learners by the Early Childhood STEM Working Group. We are pleased to share a recording of the webinar, courtesy of the STEM Learning Ecosystems Initiative and TIES.
What does teaching look like? Launch of the Global Teaching InSights video studyEduSkills OECD
As education systems and schools around the world are being challenged in unprecedented ways, teachers are playing a central role in both supporting young people to navigate these difficult times and prepare them for the world ahead. But the true complexity of teaching is rarely seen and still little understood. What do we really mean by impactful, high-quality teaching? How does it actually drive learning and growth? What does all it mean in the context of COVID-19?
Andreas Schleicher, OECD Director of Education and Skills, discusses these issues and presents the findings of the Global Teaching InSights report, which looks at what practices teachers use to manage the classroom, provide social-emotional support, and deliver quality instruction. This new international study is unique in the type of evidence collected, using classroom videos from over 700 teachers across eight different countries and economies to understand the nuances of teaching, along with teaching materials, teachers’ and students’ views, and students tests in a pre-post design, all aimed at providing as detailed and rich a picture of teaching as possible.
Introduction to ways how educators can benefit from ICT in maths, both for preparing lessons, teaching, collaborating and professional development. It includes words of caution on what ICT can and cannot do.
On March 29, the Joan Ganz Cooney Center, New America, and the Erikson Institute presented a webinar on integrating STEM into early childhood education to a national community of practice of 37 STEM Learning Ecosystems. This webinar featured a lively discussion of STEM Starts Early as well as Early STEM Matters: Providing High-Quality STEM Experiences for All Young Learners by the Early Childhood STEM Working Group. We are pleased to share a recording of the webinar, courtesy of the STEM Learning Ecosystems Initiative and TIES.
Equations and Inequalities - Making mathematics accessible to allEduSkills OECD
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.
How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
A Multivariate Elo-based Learner Model for Adaptive Educational SystemsHassan Khosravi
The Elo rating system has been recognised as an effective
method for modelling students and items within adaptive educational systems. The existing Elo-based models have the
limiting assumption that items are only tagged with a single
concept and are mainly studied in the context of adaptive
testing systems. In this paper, we introduce a multivariate Elo-based learner model that is suitable for the domains
where learning items can be tagged with multiple concepts,
and investigate its fit in the context of adaptive learning. To
evaluate the model, we first compare the predictive performance of the proposed model against the standard Elo-based
model using synthetic and public data sets. Our results from
this study indicate that our proposed model has superior
predictive performance compared to the standard Elo-based
model, but the difference is rather small. We then investigate the fit of the proposed multivariate Elo-based model by integrating it into an adaptive learning system which incorporates the principles of open learner models (OLMs).
The results from this study suggest that the availability of
additional parameters derived from multivariate Elo-based
models have two further advantages: guiding adaptive behaviour for the system and providing additional insight for students and instructors.
VLN-C AGM 2012 - Primary and Secondary E-Learning: Examining the Process of A...Michael Barbour
Barbour, M. K. (2012, April). Primary and secondary e-learning: Examining the process of achieving maturity. An invited paper presented at the annual general meeting of the Virtual Learning Network-Community, Wellington, New Zealand.
Equations and Inequalities - Making mathematics accessible to allEduSkills OECD
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems.
How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
A Multivariate Elo-based Learner Model for Adaptive Educational SystemsHassan Khosravi
The Elo rating system has been recognised as an effective
method for modelling students and items within adaptive educational systems. The existing Elo-based models have the
limiting assumption that items are only tagged with a single
concept and are mainly studied in the context of adaptive
testing systems. In this paper, we introduce a multivariate Elo-based learner model that is suitable for the domains
where learning items can be tagged with multiple concepts,
and investigate its fit in the context of adaptive learning. To
evaluate the model, we first compare the predictive performance of the proposed model against the standard Elo-based
model using synthetic and public data sets. Our results from
this study indicate that our proposed model has superior
predictive performance compared to the standard Elo-based
model, but the difference is rather small. We then investigate the fit of the proposed multivariate Elo-based model by integrating it into an adaptive learning system which incorporates the principles of open learner models (OLMs).
The results from this study suggest that the availability of
additional parameters derived from multivariate Elo-based
models have two further advantages: guiding adaptive behaviour for the system and providing additional insight for students and instructors.
VLN-C AGM 2012 - Primary and Secondary E-Learning: Examining the Process of A...Michael Barbour
Barbour, M. K. (2012, April). Primary and secondary e-learning: Examining the process of achieving maturity. An invited paper presented at the annual general meeting of the Virtual Learning Network-Community, Wellington, New Zealand.
The Use of Online Learning to Improve Math InstructionKim Caise
This capstone paper discusses the use of online learning to enrich and improve math instruction. Voicethread is the featured technology tool within a Moodle course for teachers to complete and implement in their mathematics instruction.
1. Mr.Mohamed Attia Mohamed Ali
ABHA INTERNATIONAL SCHOOL PRINCIPAL IN KSA , mathematics experit at Ministry of
education of Egypt
mohamedattia120002000@yahoo.com
Summary
Programs that intend to increase the number of students persisting in STEM courses and majors by focusing
directly on the quality of student learning, including efforts that encourage (a) high-caliber teaching, including
enabling faculty to spend additional time teaching participating students in smaller class settings, including in
the laboratory environment; (b) opportunities to implement new pedagogical approaches such as the
implementation of active learning strategies, web-based course strategies, distributed and collaborative digital
teaching tools, or interactive course modules; and (c) training of teaching assistants;
Programs that expand the capacity of institutions of higher education to incorporate current advances in science,
technology, engineering, and mathematics (STEM) into the undergraduate learning environment;
Programs including interdisciplinary approaches to undergraduate STEM education;
Bridge programs that enable students at community colleges to matriculate directly into baccalaureate STEM
programs;
Programs among collaborating academic institutions were designed to increase the number of pathways
available for achieving a degree in STEM, or to improve the articulation among programs at the institutions;
Mentoring programs that involve faculty or peer student mentoring;
Experience
Principal at ABHA INTERNATIONAL SCHOOLS GROUP
August 2012 - Present (1 year 6 months)
The first robot solar cells
1 recommendation available upon request
senior teacher at mathematics instructor
January 2010 - September 2011 (1 year 9 months)
The preparation of the annual plan for curriculum Sustainable follow-up for teachers Assessment and
evaluation of the educational process for teaching mathematics Achieve Alahidv own teaching math every
stage of education Achieve the goals Aunt taught mathematics#
maths supervisor and statistics at MSE SCHOOL
January 2010 - September 2011 (1 year 9 months)
Position Descriptions
Respect the others and yourself.
• Be honest.
• Be systematic in work.
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2. • Be prepared for the class.
• Make good use of the time in class.
For your effort, attitude, solid and systematic work and active participation in the class you will receive an
Effort Grade.
Description Excellent Good Needs improvement Poor
Grade A B C D
This course will be taught according to the IGCSE Extended Mathematics Curriculum. The following topics
will be
covered this year: Numbers, Algebra, Geometry, Sets, Probability and Statistics.
Your grade will be based on your results in tests, quizzes and homework. The rules for grading are described
below.
I am available to you in any of my free periods or after classes in the room 467 or 470, but I would appreciate
if we agree
upon time of meeting first. You may also contact me by email at jlech@ais-antwerp.be
Class notes, homework given and more can be found at http://ais-vle.edu20.org/ under ‘Gr.9 IGCSE Maths
Mr.Lech 2012-13-sem.1’ class.
Have a good year!
Grading Policy
Components of Academic Grade
• Test
Test is an extended set of questions designed for one teaching period.
Test will be given after each topic.
The purpose of a test is to check students' knowledge, skills and level of understanding covering the last
topic;
however it might include some elements of earlier topics.
• Quiz
Quiz is a set of several short-response questions designed for at most 30 minutes.
Quiz may be given regularly, for example, every week, or irregularly, according to the class and teacher's
needs.
The purpose of a quiz is to encourage the students to work systematically and to check students' knowledge,
skills
and level of understanding covering material smaller than a topic.
• Homework
Homework is an assignment designed to be done by the students at home. It could be day
mathematics experit at Ministry of education of Egypt
September 1996 - September 2011 (15 years 1 month)
The preparation of the annual plan for curriculumSustainable follow-up for teachersAssessment and
evaluation of the educational process for teaching mathematicsAchieve Alahidv own teaching math every
stage of educationAchieve the goals Aunt taught mathematics
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3. Volunteer Experience
advisor at Cisco
September 2002 - June 2005 (2 years 10 months)
was very useful for both me and students
Thinkquist competition coach at Oracle
February 2001 - Present (13 years)
The Foundation is a nonprofit corporation funded by Oracle Corporation. Oracle houses the Foundation,
donates the services of its worldwide staff, and provides free, unlimited use of its technology.
instruction designer at SIVECO Romania
February 2006 - Present (8 years)
SIVECO Project:ProgressTM
We design progress for...
millions of students, teachers and parents who build the "education of the future"
hundreds of organisations with major impact in the Romanian business environment
companies oriented towards success that invest in training thousands of employees
tens of thousands of doctors and millions of beneficiaries of health services
hundreds of thousands of farmers who get easy access to European funds
hundreds of thousands of beneficiaries of projects financed from structural funds
positioning the Romanian intelligence worldwide through continuous research and development
recognizing Romania among the world's elite of educational software
Advertiser at eBay Inc
January 2005 - Present (9 years 1 month)
eBayeBay
Customer Support
Honors and Awards
ORACLE EDUCATION FOUNDATION
ORACLE EDUCATION FUNDATION
January 2010
• Obtain a certificate of excellence from the Organization of American Mathematics active participation
through distance learning The mathematical Association of America.
• Nomination to the Mission to the United States to exchange experiences teaching funded by IREX
The World Council of Teachers of Mathematics
The World Council of Teachers of Mathematics
The World Council of Teachers of Mathematics "www.nctm.org "
o The American Mathematics Society" www.ams.org "
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4. Courses
Bachelor of Science; Diploma; Masters ,PHD,
Mathematics; Mathematics; Mathematics
MSE SCHOOLS (BRITISH COURSES)
stem school
real analyses - topology - stochastic processes
Projects
capston project (STEM SCHOOL ) :How to make learning skills 'rubrics
March 2011 to September 2012
Members:Mr.Mohamed Attia Mohamed Ali, http://www.neisd.net/stem/whoweare.html
http://www.neisd.net/stem/whoweare.html
The first robot solar cells
February 2011 to September 2011
Members:Mr.Mohamed Attia Mohamed Ali, a team of professors and students at the university of maryland
have created the first robotic bird that
a team of professors and students at the university of maryland have created the first robotic bird that that
flies on batteries charged by on board solar cells. ‘robo raven III’ has sufficiently large, flexible solar paneled
wings, which cover enough surface area to generate a usable amount of power and are also independently
controllable. the flapping, micro air vehicle captures, converts and distributes the power it harnesses from the
sun to the winged sheets, essentially ‘feeding’ itself during long missions and flights. the development and
demonstration of the technology marks a breakthrough in the robotics filed, revealing the potential for solar
powered micro air devices. the video below shows ‘robo raven III’ demonstrating flight, using the power of
the sun to mobilize itself through the air.
Skills & Expertise
Teacher Training
Curriculum Design
Tutoring
Curriculum Development
Educational Leadership
Educational Technology
Teaching
Classroom
Algebra
Lesson Planning
Classroom Management
Staff Development
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5. ESL
E-Learning
Differentiated Instruction
Literacy
Higher Education
Elementary Education
Adult Education
Special Education
K-12
Secondary Education
Instructional Technology
Statistics
Courses
Distance Learning
Instructional Design
Mathematics Education
Educational Consulting
International Education
Educational Research
Mathematics
Education
MSE SCHOOLS (BRITISH COURSES)
Bachelor of Science; Diploma; Masters ,PHD, Mathematics; Mathematics; Mathematics, 1999 - 2011
Monash University
Master's degree, Mathematics, 2006 - 2008
Interests
experience combined with my familiarity with modern teaching strategies makes me a best fit for this position. I
am certain in my capability to provide High School with high standards of teaching services.
Previously, I had been teaching mathematics to both junior and high school students for ten years. This
experience has inculcated a strong desire to facilitate students in learning strong mathematical concepts – that
would help them in subsequent stages of their careers. My ability to create clear and concise learning objectives
and the knowledge of using innovative, appropriate and differentiated instructional methods was the prime
reason of my promotions at my previous place of work. I know just how to make this subject interesting by
using contemporary resources and materials that will keep students’ interest piqued
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6. Mr.Mohamed Attia Mohamed Ali
ABHA INTERNATIONAL SCHOOL PRINCIPAL IN KSA , mathematics experit at Ministry of
education of Egypt
mohamedattia120002000@yahoo.com
1 person has recommended Mr.Mohamed Attia
""
— mona ali, was Mr.Mohamed Attia's client
Contact Mr.Mohamed Attia on LinkedIn
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