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Sample records for high-achieving math students

  1. Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math

    Science.gov (United States)

    Kotok, Stephen

    2017-01-01

    This study uses multilevel modeling to examine a subset of the highest performing 9th graders and explores the extent that achievement gaps in math widen for high performing African American and Latino students and their high performing White and Asian peers during high school. Using nationally representative data from the High School Longitudinal…

  2. Student Perceptions of High-Achieving Classmates

    Science.gov (United States)

    Händel, Marion; Vialle, Wilma; Ziegler, Albert

    2013-01-01

    The reported study investigated students' perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in…

  3. Exploring High-Achieving Students' Images of Mathematicians

    Science.gov (United States)

    Aguilar, Mario Sánchez; Rosas, Alejandro; Zavaleta, Juan Gabriel Molina; Romo-Vázquez, Avenilde

    2016-01-01

    The aim of this study is to describe the images that a group of high-achieving Mexican students hold of mathematicians. For this investigation, we used a research method based on the Draw-A-Scientist Test (DAST) with a sample of 63 Mexican high school students. The group of students' pictorial and written descriptions of mathematicians assisted us…

  4. Students as Math Level Designers

    DEFF Research Database (Denmark)

    Jensen, Erik Ottar; Hanghøj, Thorkild; Schoenau-Fog, Henrik

    2016-01-01

    The short paper presents preliminary findings from a pilot study on how students become motivated through design of learning games in math. The research is carried out in a Danish public school with two classes of 5th graders (N = 42 students). Over the course of two weeks, the students work...... with a design template for a runner game in the Unity 3D game design engine. The students are introduced to the concept of “flow” (Csikszentmihalyi, 1991) as a game design principle and are asked to design levels for a math runner game, which are both engaging as well as a meaningful way of learning math....... In this way, the students are positioned as “math level designers”, which means that they both have to redesign the difficulty of the runner game as well as the difficulty of the mathematical questions and possible answers....

  5. Students as Math Level Designers

    DEFF Research Database (Denmark)

    Jensen, Erik Ottar; Hanghøj, Thorkild; Schoenau-Fog, Henrik

    The short paper presents preliminary findings from a pilot study on how students become motivated through design of learning games in math. The research is carried out in a Danish public school with two classes of 5th graders (N = 42 students). Over the course of two weeks, the students work...... with a design template for a runner game in the Unity 3D game design engine. The students are introduced to the concept of “flow” (Csikszentmihalyi, 1991) as a game design principle and are asked to design levels for a math runner game, which are both engaging as well as a meaningful way of learning math....... In this way, the students are positioned as “math level designers”, which means that they both have to redesign the difficulty of the runner game as well as the difficulty of the mathematical questions and possible answers....

  6. All Students Need Advanced Mathematics. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

  7. Helping Students Get Past Math Anxiety

    Science.gov (United States)

    Scarpello, Gary

    2007-01-01

    Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…

  8. Academic Dishonesty among Gifted and High-Achieving Students

    Science.gov (United States)

    Geddes, Kimberly A.

    2011-01-01

    Gifted high school students are essentially absent in the research concerning academic integrity; however, over the past few years, educators of gifted students have noticed an increase in the occurrences of academic dishonesty among students in gifted classrooms (Abilock, 2009). This research may be analyzed to provide some insight into the…

  9. Academic Dishonesty among Gifted and High-Achieving Students

    Science.gov (United States)

    Geddes, Kimberly A.

    2011-01-01

    Gifted high school students are essentially absent in the research concerning academic integrity; however, over the past few years, educators of gifted students have noticed an increase in the occurrences of academic dishonesty among students in gifted classrooms (Abilock, 2009). This research may be analyzed to provide some insight into the…

  10. Parent Involvement Practices of High-Achieving Elementary Science Students

    Science.gov (United States)

    Waller, Samara Susan

    This study addressed a prevalence of low achievement in science courses in an urban school district in Georgia. National leaders and educators have identified the improvement of science proficiency as critical to the future of American industry. The purpose of this study was to examine parent involvement in this school district and its contribution to the academic achievement of successful science students. Social capital theory guided this study by suggesting that students achieve best when investments are made into their academic and social development. A collective case study qualitative research design was used to interview 9 parent participants at 2 elementary schools whose children scored in the exceeds category on the Science CRCT. The research questions focused on what these parents did at home to support their children's academic achievement. Data were collected using a semi-structured interview protocol and analyzed through the categorical aggregation of transcribed interviews. Key findings revealed that the parents invested time and resources in 3 practices: communicating high expectations, supporting and developing key skills, and communicating with teachers. These findings contribute to social change at both the local and community level by creating a starting point for teachers, principals, and district leaders to reexamine the value of parent input in the educational process, and by providing data to support the revision of current parent involvement policies. Possibilities for further study building upon the findings of this study may focus on student perceptions of their parents' parenting as it relates to their science achievement.

  11. Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

    Science.gov (United States)

    Hong, Zuway-R.

    2010-01-01

    This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized…

  12. High-Achieving High School Students and Not so High-Achieving College Students: A Look at Lack of Self-Control, Academic Ability, and Performance in College

    Science.gov (United States)

    Honken, Nora B.; Ralston, Patricia A. S.

    2013-01-01

    This study investigated the relationship among lack of self-control, academic ability, and academic performance for a cohort of freshman engineering students who were, with a few exceptions, extremely high achievers in high school. Structural equation modeling analysis led to the conclusion that lack of self-control in high school, as measured by…

  13. What Makes High-Achiever Students Hard to Improve Their Speaking Skill?

    OpenAIRE

    Irmawati, Dini Kurnia

    2016-01-01

    Speaking problems do not only happen to low achiever students. High-achiever students with high average score (above 90) also still have speaking problems. This makes the researcher find it important to investigate what factors that make them still get difficulties in speaking. This research is a descriptive study. The subjects include 9 high-achiever students majoring in English Department that have been selected from University of Brawijaya, State University of Malang, and Kanjuruhan Univer...

  14. Being Labeled "Nerd": Factors that Influence the Social Acceptance of High-Achieving Students

    Science.gov (United States)

    Rentzsch, Katrin; Schutz, Astrid; Schroder-Abe, Michela

    2011-01-01

    The present investigation addresses the question of whether certain factors can protect high-achieving students at risk for being labeled a nerd against devaluation. In 2 studies, 125 and 317 students from Grade 8 evaluated vignettes describing average students and students who were called "nerds." Results indicate that being modest…

  15. Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

    Science.gov (United States)

    Bull, Heather

    2009-01-01

    Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

  16. The Effects of Explicit Teaching of Metastrategic Knowledge on Low- And High-Achieving Students

    Science.gov (United States)

    Zohar, Anat; Peled, Bracha

    2008-01-01

    This study assessed the effects of explicit teaching of metastrategic knowledge (MSK) on gains of low-achieving (LA) and high-achieving (HA) 5th grade students (N=41). Gains in reasoning scores of students from the Experimental group (compared to students from the control group) were obtained on the strategic and on the metastrategic level. Gains…

  17. Measurement of math beliefs and their associations with math behaviors in college students.

    Science.gov (United States)

    Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

    2014-12-01

    Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

  18. Engaging Math-Avoidant College Students

    Directory of Open Access Journals (Sweden)

    M. Paul Latiolais

    2009-07-01

    Full Text Available This paper is an informal, personal account of how we, as two college teachers, became interested in math anxiety, decided to explore it amongst students at our institution in order to inform our teaching, and became convinced that the massive problem is math avoidance. We tried discussion groups, but few students attended, although those that did made useful suggestions. Thus informed, we designed an innovative course, Confronting College Mathematics as a Humanities course with the possibility of credit toward the math requirement, but it was undersubscribed in its first offering and had to be canceled. How can we get college students who avoid math to break through the barrier of math avoidance? We have now begun to explore a new approach: Second Life, where students can engage math—and quantitative literacy—virtually, and anonymously.

  19. Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

    Science.gov (United States)

    Tam, Jonathan

    2016-01-01

    This study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents' values and expectations as a major source of the students'…

  20. The Role of Teachers at University: What Do High Achiever Students Look for?

    Science.gov (United States)

    Monteiro, Silvia; Almeida, Leandro S.; Vasconcelos, Rosa M.

    2012-01-01

    The perceptions of students about their teachers have interested the academic and scientific community, regarding the improvement of the quality of higher education. This paper presents data obtained from interviews conducted with ten high achiever engineering students and focuses on the characteristics of teachers that are highly valued by the…

  1. Unlocking Emergent Talent: Supporting High Achievement of Low-Income, High Ability Students

    Science.gov (United States)

    Olszewski-Kubilius, Paula; Clarenbach, Jane

    2012-01-01

    This report takes a comprehensive look at achievement for low-income promising learners--past, present, and future. At its core, it challenges the nation to move beyond its near-singular focus of achieving minimum performance for all students, to identifying and developing the talent of all students who are capable of high achievement, including…

  2. What Attracts High-Achieving Socioeconomically Disadvantaged Students to the Physical Sciences and Engineering?

    Science.gov (United States)

    Conrad, Sarah; Canetto, Silvia Sara; MacPhee, David; Farro, Samantha

    2009-01-01

    Socioeconomically disadvantaged (SED) students are less likely to major in physical sciences or engineering. To guide recruitment and retention of a diversity of talent, this study examined what attracts high-achieving SED students to these fields. Participants were 50 undergraduates majoring in physical sciences or engineering enrolled in the…

  3. Decreasing Math Anxiety in College Students

    Science.gov (United States)

    Perry, Andrew B.

    2004-01-01

    This paper examines the phenomenon of mathematics anxiety in contemporary college and university students. Forms of math anxiety range from moderate test anxiety to extreme anxiety including physiological symptoms such as nausea. For each of several types of math anxiety, one or more case studies is analyzed. Selected strategies for coping with…

  4. The role of teachers at university : what do high achiever students look for?

    OpenAIRE

    Monteiro, Sílvia; Almeida, Leandro S.; Vasconcelos, Rosa

    2012-01-01

    The perceptions of students about their teachers have interested the academic and scientific community, regarding the improvement of the quality of higher education. This paper presents data obtained from interviews conducted with ten high achiever engineering students and focuses on the characteristics of teachers that are highly valued by the participants. Furthermore, the influence of teachers on the development of the students was explored. The data collected describes a set of aspects fr...

  5. Online Options for Math-Advanced Students

    Science.gov (United States)

    Wessling, Suki

    2012-01-01

    Once upon a time, a student well advanced past grade level in math would have had few choices. Advanced students would invariably outpace the skills of their elementary teachers, and due to age wouldn't have options such as going to the middle school or community college for classes. Soon thereafter, students would enter middle school only to find…

  6. Math Matters: MDRC's Projects in Math for Low-Income Students, from Preschool to College

    Science.gov (United States)

    MDRC, 2015

    2015-01-01

    In an increasingly technological world, developing basic math skills is crucial. Headlines regularly be-moan the international ranking of American students on math proficiency, and students from low-income families do worse in math than their more affluent peers. The federal Bureau of Labor Statistics projects that employment in occupations…

  7. Motivation and Math Anxiety for Ability Grouped College Math Students

    Science.gov (United States)

    Helming, Luralyn

    2013-01-01

    The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

  8. Admission Math Level and Student Performance

    DEFF Research Database (Denmark)

    la Cour, Lisbeth

    2015-01-01

    In this paper we analyze the study performance data for three cohorts of students for the course in Economics at the Business Diploma (herafter HD) study program at Copenhagen Business School. Out main findings are 1) that students with the lowest level of math from high school are performing worse...

  9. Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition into Academically Selective Schools

    Science.gov (United States)

    Becker, Michael; Neumann, Marko; Tetzner, Julia; Böse, Susanne; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer

    2014-01-01

    The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade…

  10. Improving Student Achievement in Math and Science

    Science.gov (United States)

    Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

    1998-01-01

    As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

  11. Improving Student Achievement in Math and Science

    Science.gov (United States)

    Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

    1998-01-01

    As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

  12. A Correlation of Community College Math Readiness and Student Success

    Science.gov (United States)

    Brown, Jayna Nicole

    Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

  13. How Students Perceive the Math Teacher?

    OpenAIRE

    Güneş, Gönül; Gökçek, Tuba

    2011-01-01

    The study is aimed to put forward how the students? express their perception of math teacher visually. The study is a qualitative research conducted with 30 randomly selected 8th grade students from three elementary schools. Data are gained from document analyses and open-ended questions. For the purpose of the study, sample students were asked to draw a picture about their perception of mathematics teachers and later their ideas about that matter were taken by five open ended questions. Pict...

  14. Persistence of Fall 1988 Math 310, Math 12 & Math 13 Students through Transfer Level Math over Four Academic Years (Fall 1988-Spring 1992). Research Report #269.

    Science.gov (United States)

    Kangas, Jon; Ma, Tony

    A study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC) to determine persistence rates over 4 academic years for students with no previous college experience who entered arithmetic (Math 310), beginning algebra (Math 12), and intermediate algebra (Math 13) courses in fall 1988. The study sought to determine…

  15. Early math intervention for marginalized students

    DEFF Research Database (Denmark)

    Overgaard, Steffen; Tonnesen, Pia Beck

    2015-01-01

    This study is one of more substudies in the project Early Math Intervention for Marginalized Students (TMTM2014). The paper presents the initial process of this substudy that will be carried out fall 2015. In the TMTM2014 project, 80 teachers, who completed a one week course in the idea of TMTM...

  16. Number Sense-Based Strategies Used by High-Achieving Sixth Grade Students Who Experienced Reform Textbooks

    Science.gov (United States)

    Alsawaie, Othman N.

    2012-01-01

    The purpose of this study was to explore strategies used by high-achieving 6th grade students in the United Arab Emirates (UAE) to solve basic arithmetic problems involving number sense. The sample for the study consisted of 15 high-achieving boys and 15 high-achieving girls in grade 6 from 2 schools in the Emirate of Abu Dhabi, UAE. Data for the…

  17. The Effects of College Counseling on High-Achieving, Low-Income Students. NBER Working Paper No. 16359

    Science.gov (United States)

    Avery, Christopher

    2010-01-01

    This paper reports the results of a pilot study, using a randomized controlled trial to provide college counseling to high-achieving students from relatively poor families. We followed 107 high school seniors through the college admissions process in 2006-2007; we selected 52 of these students at random, offering them ten hours of individualized…

  18. A Comparison of Strategic Development for Multiplication Problem Solving in Low-, Average-, and High-Achieving Students

    Science.gov (United States)

    Zhang, Dake; Ding, Yi; Barrett, Dave E.; Xin, Yan Ping; Liu, Ru-de

    2014-01-01

    The present study investigated the differences of strategy use between low-, average-, and high-achieving students when solving different multiplication problems. Nineteen high-, 48 average-, and 17 low-achieving students participated in this study. All participants were asked to complete three different multiplication tests and to explain how…

  19. Tips for Teaching Math to Elementary Students

    Science.gov (United States)

    Scarpello, Gary

    2010-01-01

    Since most elementary school teachers do not hold a degree in mathematics, teaching math may be a daunting task for some. Following are a few techniques to help make teaching and learning math easier and less stressful. First, know that math is a difficult subject to teach--even for math teachers. The subject matter itself is challenging. Second,…

  20. Why Students Do Not Prepare for Math Placement Exams: Student Perspectives. CCRC Research Brief. Number 57

    Science.gov (United States)

    Fay, Maggie P.; Bickerstaff, Susan; Hodara, Michelle

    2013-01-01

    Drawn from surveys completed by 122 students enrolled in developmental math at four community colleges and from seven student focus groups with a total of 34 developmental math students at those same colleges, this research brief illuminates student experiences with and perspectives on the math assessment and placement process. Findings suggest…

  1. Evaluating Number Sense in Community College Developmental Math Students

    Science.gov (United States)

    Steinke, Dorothea A.

    2017-01-01

    Community college developmental math students (N = 657) from three math levels were asked to place five whole numbers on a line that had only endpoints 0 and 20 marked. How the students placed the numbers revealed the same three stages of behavior that Steffe and Cobb (1988) documented in determining young children's number sense. 23% of the…

  2. Effects of Math Anxiety on Student Success in Higher Education

    Science.gov (United States)

    Nunez-Pena, M. I.; Suarez-Pellicioni, M.; Bono, R.

    2013-01-01

    This study examines whether math anxiety and negative attitudes toward mathematics have an effect on university students' academic achievement in a methodological course forming part of their degree. A total of 193 students were presented with a math anxiety test and some questions about their enjoyment, self-confidence and motivation regarding…

  3. Practice Brief: Assessing Compensatory Strategies and Motivational Factors in High-Achieving Postsecondary Students with Attention Deficit/Hyperactivity Disorder

    Science.gov (United States)

    Schaffer, Gary

    2013-01-01

    Research speculates that high-achieving college students with attention deficit/hyperactivity disorder (ADHD) may demonstrate a set of compensatory strategies and experience areas of difficulty and motivational factors that differ from the general ADHD populace. This Practice Brief used informal surveys with seven undergraduates with ADHD who had…

  4. High-Achieving Black Students, Biculturalism, and Out-of-School STEM Learning Experiences: Exploring Some Unintended Consequences

    Science.gov (United States)

    McGee, Ebony O.

    2013-01-01

    In this article, the author discusses the complex challenges of high-achieving Black students who are successful in becoming immersed in predominately White STEM (science, technology, engineering, and mathematics) spaces and how such immersion can exacerbate their experiences of racial stereotyping and other forms of racial bias. The author…

  5. Are Students with High Ability in Math More Motivated in Math and Science than Other Students?

    Science.gov (United States)

    Andersen, Lori; Cross, Tracy L.

    2014-01-01

    Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2)…

  6. Determinants of Grades in Maths for Students in Economics

    DEFF Research Database (Denmark)

    Cappellari, Lorenzo; Lucifora, Claudio; Pozzoli, Dario

    attended are signi cantly associated with maths grades. Ceteris paribus, females typically do better than males. Since students can postpone the exam or repeat it when they fail, we also analyze the determinants of the elapsed time to pass the exam using survival analysis. Modeling simultaneously maths...

  7. Using Group Projects as a Strategy to Increase Cooperation among Low- and High-Achieving Students

    Science.gov (United States)

    Thanh Pham, Thi Hong

    2013-01-01

    This study aimed to investigate the perceptions, interactions and behaviours of different-ability college students when they worked on different types of assessments. Two classes of 145 Vietnamese college students participated in this three-month study. The students were assigned to mixed-ability groups, each of which consisted of five students.…

  8. Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students' Science Assessment Performance.

    Science.gov (United States)

    Webb, Noreen M.; Nemer, Kariane Mari; Zuniga, Stephen

    2002-01-01

    Studied the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-ability students completing science assessments. Results for 83 high ability students show the quality of group functioning serves as the strongest predictor of high-ability students' performance and explained much of the…

  9. Cultivating a Growth Mindset in Students at a High-Achieving High School

    Science.gov (United States)

    Fegley, Alan D.

    2010-01-01

    The purpose of this EPP is to develop a plan for changing the mindset of a large number of Haddonfield Memorial High School (HMHS) students from a fixed mindset to a growth mindset. HMHS is by most conventional measures a high performing school. Typically 100% of the students graduate with 96% of the students attending two or four year colleges…

  10. Cultivating a Growth Mindset in Students at a High-Achieving High School

    Science.gov (United States)

    Fegley, Alan D.

    2010-01-01

    The purpose of this EPP is to develop a plan for changing the mindset of a large number of Haddonfield Memorial High School (HMHS) students from a fixed mindset to a growth mindset. HMHS is by most conventional measures a high performing school. Typically 100% of the students graduate with 96% of the students attending two or four year colleges…

  11. College Enrollment and Completion among Nationally Recognized High-Achieving Hispanic Students

    Science.gov (United States)

    Gurantz, Oded; Hurwitz, Michael; Smith, Jonathan

    2017-01-01

    Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we…

  12. Student Achievement for Whom? High-Performing and Still "Playing the Game," the Meaning of School Achievement among High Achieving African American Students

    Science.gov (United States)

    Wiggan, Greg

    2014-01-01

    The preponderance of the research on African American students has generally focused on issues of school failure and underperformance. While the literature on high achieving Black students is sparse, very little is known about these students' school experiences and the meanings that they assign to achievement. Using student-based inquiry…

  13. Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs about Math

    Science.gov (United States)

    Levpuscek, Melita Puklek; Zupancic, Maja

    2009-01-01

    Contributions of parental involvement in educational pursuits as well as math teachers' classroom behavior to students' motivation and performance in math were investigated. By the end of the first school term, 365 Slovene eighth graders reported on their parents' academic involvement (pressure, support, and help) and their math teachers' behavior…

  14. Nursing students' confidence in medication calculations predicts math exam performance.

    Science.gov (United States)

    Andrew, Sharon; Salamonson, Yenna; Halcomb, Elizabeth J

    2009-02-01

    The aim of this study was to examine the psychometric properties, including predictive validity, of the newly-developed nursing self-efficacy for mathematics (NSE-Math). The NSE-Math is a 12 item scale that comprises items related to mathematic and arithmetic concepts underpinning medication calculations. The NSE-Math instrument was administered to second year Bachelor of Nursing students enrolled in a nursing practice subject. Students' academic results for a compulsory medication calculation examination for this subject were collected. One-hundred and twelve students (73%) completed both the NSE-Math instrument and the drug calculation assessment task. The NSE-Math demonstrated two factors 'Confidence in application of mathematic concepts to nursing practice' and 'Confidence in arithmetic concepts' with 63.5% of variance explained. Cronbach alpha for the scale was 0.90. The NSE-Math demonstrated predictive validity with the medication calculation examination results (p=0.009). Psychometric testing suggests the NSE-Math is a valid measure of mathematics self-efficacy of second year nursing students.

  15. Exploring the Dimensions of Problem-solving Ability on High-achieving Secondary Students: A Mixed Methods Study

    OpenAIRE

    Hamm, Jolene Diane

    2010-01-01

    This mixed-methods study investigated the relationship between self-concept and problem-solving style and how these two constructs compared and contrasted in regards to a participantâ s perception of his or her problem-solving ability. The 86 study participants were high-achieving rising 11th and 12th grade students attending a summer enrichment program for agriculture. This study used a concurrent triangulation mixed methods design. The quantitative aspect of the study employed two instrum...

  16. Motivation for math in rural schools: student and teacher perspectives

    Science.gov (United States)

    Hardré, Patricia L.

    2011-06-01

    Rural schools, students, teachers, administrators, families and community leaders face unique challenges from those of their urban and suburban counterparts. This paper investigates motivation in rural secondary schools, with a particular focus on mathematics, from teacher and student perspectives. It integrates recent research on math learning and motivation from the fields of educational psychology, human neuroscience and rural education, to present an integrated systemic view of motivation for learning math in rural schools.

  17. Teaching Practices in Grade 5 Mathematics Classrooms with High-Achieving English Learner Students

    Science.gov (United States)

    Merritt, Eileen G.; Palacios, Natalia; Banse, Holland; Rimm-Kaufman, Sara E.; Leis, Micela

    2017-01-01

    Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered "highly effective teachers" in classrooms with a majority of students who were…

  18. Metacognitive awareness and math anxiety in gifted students

    Directory of Open Access Journals (Sweden)

    Hakan Sarıcam

    2015-12-01

    Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

  19. The Sum of All Fears: The Effects of Math Anxiety on Math Achievement in Fifth Grade Students and the Implications for School Counselors

    Science.gov (United States)

    Ruff, Sarah E.; Boes, Susan R.

    2014-01-01

    Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…

  20. Undergraduate nursing students' perceptions regarding factors that affect math abilities

    Science.gov (United States)

    Pyo, Katrina A.

    2011-07-01

    A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.

  1. Experiencing More Mathematics Anxiety than Expected? Contrasting Trait and State Anxiety in High Achieving Students

    Science.gov (United States)

    Roos, A.-L.; Bieg, M.; Goetz, T.; Frenzel, A. C.; Taxer, J.; Zeidner, M.

    2015-01-01

    This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to…

  2. The Influence of School Factors on Racial Opportunity Cost for High-Achieving Students of Color

    Science.gov (United States)

    Venzant Chambers, Terah T.; Huggins, Kristin Shawn

    2014-01-01

    Previous work on racial opportunity cost--that is, the price that students of color pay in their pursuit of academic success--is extended here using organizational culture literature to more closely explore the interplay of school culture with the racial opportunity cost experienced by the study participants. Eighteen African American and Latina/o…

  3. Mathematically Gifted Students and High Achievement: The Role of Motivation and Classroom Structure

    Science.gov (United States)

    Lüftenegger, Marko; Kollmayer, Marlene; Bergsmann, Evelyn; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

    2015-01-01

    One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current…

  4. "High" Achievers? Cannabis Access and Student Performance. CEP Discussion Paper No. 1340

    Science.gov (United States)

    Marie, Olivier; Zölitz, Ulf

    2015-01-01

    This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals' nationality. We apply a difference-in-difference approach using administrative panel data on over 54,000 course grades of local…

  5. How to Maximize Learning for Gifted Math Students

    Science.gov (United States)

    Chamberlin, Scott A.

    2008-01-01

    Having a gifted math or science student in the family or classroom is a fascination as well as a significant challenge and responsibility for many parents and teachers. In order to help maximize student learning, several questions need to be asked. What should be the role of technology? How well do traditional schools serve gifted students? What…

  6. A descriptive study of high school Latino and Caucasian students' values about math, perceived math achievement and STEM career choice

    Science.gov (United States)

    Rodriguez Flecha, Samuel

    The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. Participants (N=515) were rural high school students from the U.S. Northwest. Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Fifty-three percent of the students rated their math achievement as C or below. Of high math students, 57% were male. Females were 53% of low math students. Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). Math Values play a significant role in students' perceived math achievement. Internal math values (r =.68, R2 =.46, p =.001) influenced perceived math achievement regardless of gender (males: r =.70, R2 =.49, p =.001; females: r =.65, R2 =.43, p =.001), for Latinos (r =.66, R2 =.44, p =.001), and Caucasians (r =.72, R2 =.51, p =.001). External math values (r =.53, R2 =.28, p =.001) influenced perceived math achievement regardless of gender (males: r =.54, R2 =.30, p =.001; females: r =.49, R2 =.24, p =.001), for Latinos (r =.47, R2 =.22, p =.001), and Caucasians (r =.58, R2 =.33, p =.001). Most high-math students indicated an awareness of being good at math at around 11 years old. Low-math students said that they realized that math was difficult for them at approximately 13 years of age. The influence of parents, teachers, and peers may vary at different academic stages. Approximately half of the participants said there was not a person who had significantly impacted their career choice; only a minority said their parents and teachers were influencing them to a STEM career. Parents and teachers are the most influential relationships in students' career choice. More exposure to STEM role models and in a variety of professions is needed. Possible strategies to impact students

  7. Using Large Data to Analyze the Effect of Learning Attitude for Cooperative Learning between the High Achievement Students and the Low Achievement Students

    Science.gov (United States)

    Chia-Ling, Hsu; Ya-Fung, Chang

    2017-01-01

    This study is to investigate the effect of the cooperation learning between the high achievement students and the low achievement students. Nowadays, the influences of the flipped classroom are all over the world in the secondary school education. Therefore, the cooperative learning becomes hot teaching strategies again. However, the learning…

  8. Music: Highly Engaged Students Connect Music to Math

    Science.gov (United States)

    Jones, Shelly M.; Pearson, Dunn, Jr.

    2013-01-01

    A musician and a mathematics educator create and implement a set of elementary school lessons integrating music and math. Students learn the basics of music theory including identifying notes and learning their fractional values. They learn about time signatures and how to determine correct note values per measure. Students are motivated by…

  9. Predicting Bachelor's Degree Attainment for Developmental Math Students

    Science.gov (United States)

    Burley, Hansel; Butner, Bonita; Anderson, Connie Wilson; Siwatu, Kamau Oginga

    2009-01-01

    This study used the National Educational Longitudinal Study: 88 /2000 (NELS 88: /2000) dataset to explore characteristics associated with college degree attainment. The study was informed by Ajzen's Theory of Planned Behavior. The sample size was 6,832 postsecondary students. The findings revealed that developmental math students were less…

  10. A Reflection on My Teaching Practices Using Students' Math Moments

    Science.gov (United States)

    Farren, Vanessa

    2008-01-01

    This paper focus on the reflection of my teaching practices using students' Math Moments. I began to invest time in the past mathematical experiences of my students to better help me understand my own teaching practices. Throughout this paper I will reflect on my own teaching practice, delve into relevant literature and will use poignant math…

  11. The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students

    Directory of Open Access Journals (Sweden)

    Gili Marbach-Ad

    2016-12-01

    Full Text Available This study describes the implementation and effectiveness of small-group active engagement (GAE exercises in an introductory biology course (BSCI207 taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198 employed three lectures per week. The other section (n = 136 replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students. Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.

  12. Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability

    Science.gov (United States)

    Browder, Diane M.; Jimenez, Bree A.; Trela, Katherine

    2012-01-01

    The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…

  13. Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability

    Science.gov (United States)

    Browder, Diane M.; Jimenez, Bree A.; Trela, Katherine

    2012-01-01

    The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…

  14. The Effects of a Math Racetrack with Two Elementary Students with Learning Disabilities

    Science.gov (United States)

    Beveridge, Breann R.; Weber, Kimberly P.; Derby, K. Mark; McLaughlin, T. F.

    2005-01-01

    A classroom intervention employing math racetracks was carried out to teach math facts to two elementary students with learning disabilities. A math racetrack is a drill and practice procedure where known and unknown facts are placed on a sheet of paper like an oval racetrack. The effectiveness of using math racetracks was evaluated with a…

  15. Math Wonders to Inspire Teachers and Students.

    Science.gov (United States)

    Posamentier, Alfred S.

    This book offers ideas to enrich instruction and help teachers explore the intrinsic beauty of math. Through dozens of examples from arithmetic, algebra, geometry, and probability, the symmetries, patterns, processes, paradoxes, and surprises that have facilitated generations of great thinkers are revealed. Activities include: (1) The Beauty in…

  16. Poor Results for High Achievers

    Science.gov (United States)

    Bui, Sa; Imberman, Scott; Craig, Steven

    2012-01-01

    Three million students in the United States are classified as gifted, yet little is known about the effectiveness of traditional gifted and talented (G&T) programs. In theory, G&T programs might help high-achieving students because they group them with other high achievers and typically offer specially trained teachers and a more advanced…

  17. Math

    CERN Document Server

    Robertson, William C

    2006-01-01

    Flummoxed by formulas? Queasy about equations? Perturbed by pi? Now you can stop cursing over calculus and start cackling over Math, the newest volume in Bill Robertson's accurate but amusing Stop Faking It! best sellers. As Robertson sees it, too many people view mathematics as a set of rules to be followed, procedures to memorize, and theorems to apply. This book focuses on the reasoning behind the rules, from math basics all the way up to a brief introduction to calculus.

  18. Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.

    Science.gov (United States)

    Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana

    2016-06-01

    Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

  19. Teaching Math to My Scholars: Inner City Middle School Students

    Science.gov (United States)

    Iyer, Ranjani; Pitts, Joseph

    2017-01-01

    Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students…

  20. Math CAMMP: A Constructivist Summer Camp for Teachers and Students

    Science.gov (United States)

    Green, Michael; Piel, John A.

    2012-01-01

    A summer session, math methods course for elementary teachers incorporates 30 hours of instruction that emphasizes (1) developmentally appropriate instructional strategies, (2) hierarchical levels of increasingly abstract manipulatives, (3) ongoing assessment of student learning, (4) integrated thematic instructional modules, (5) team planning and…

  1. Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

    Science.gov (United States)

    Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

    2014-01-01

    Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

  2. Teaching Math Problem Solving Using a Web-based Tutoring System, Learning Games, and Students' Writing

    National Research Council Canada - National Science Library

    Robert W Maloy; Sharon A Edwards; Gordon Anderson

    2010-01-01

    .... What evolved was a broader set of strategies for teaching math problem solving using a combination of computer-based activities, learning games, and students' creative writing of math problems...

  3. The Study of Teaching Effective Strategies on Student's Math Achievements

    Directory of Open Access Journals (Sweden)

    Mohammad-Hassan Behzadi

    2014-01-01

    Full Text Available One of the most important factors in student's learning weakness and academic failure, is their unfamilarity or low awareness of the learning strategies and studying in mathematics. This study is performed to examine the students' math and reading skills and their study skills that impact on their academic progress. The main objective of the research is to study with emphasis on training study strategies versus ususal method (teaching without emphasis on training study strategies to increase the learning of mathematical concepts. The present method is quasi-experimental that via quasi-cluster sampling to adopt 17 guidance girly schools in grade 3th, to gauge effects of teaching reading skills on math learning of the students.The results of T-test showed that students who were taught with emphasis on study skills versus students who have been traditionally trained, had better math performance and higher academic achievement.Therefore it seems that teaching reading stratefies such as cognitive and meta-cognitive will ease mathematical learning process.

  4. Effect of Video Assisted Instruction on Parent, Teacher and Student Perceptions of a Quality 5th Grade Math Program

    Science.gov (United States)

    Mayes, Donald Roy

    2010-01-01

    This research has been conducted in response to struggling math students and parents who become frustrated while trying to help their student at home. A need remains for a treatment that can increase math success and lower the anxiety level associated with math. The rationale for this research is an attempt to increase students' math success by…

  5. Attributional Gender Bias: Teachers' Ability and Effort Explanations for Students' Math Performance

    Science.gov (United States)

    Espinoza, Penelope; Arêas da Luz Fontes, Ana B.; Arms-Chavez, Clarissa J.

    2014-01-01

    Research is presented on the attributional gender bias: the tendency to generate different attributions (explanations) for female versus male students' performance in math. Whereas boys' successes in math are attributed to ability, girls' successes are attributed to effort; conversely, boys' failures in math are attributed to a…

  6. Social Cognitive Predictors of Mexican American High School Students' Math/Science Career Goals

    Science.gov (United States)

    Garriott, Patton O.; Raque-Bogdan, Trisha L.; Zoma, Lorrine; Mackie-Hernandez, Dylan; Lavin, Kelly

    2017-01-01

    This study tested a social cognitive model of math/science career goals in a sample (N = 258) of Mexican American high school students. Familism and proximal family supports for math/science careers were examined as predictors of math/science: performance accomplishments, self-efficacy, interests, and goals. Results showed that the hypothesized…

  7. Low and high achievers in math

    DEFF Research Database (Denmark)

    Overgaard, Steffen; Tonnesen, Pia Beck; Weng, Peter

    2015-01-01

    In this session we will present the results of the preliminary analysis of the qualitative and quantitative data, which can be used to enhance the teaching of low and high mathematics achievers so as to increase their mathematical knowledge and confidence....

  8. Math Anxiety Workshop, 1993: A Program Developed for the Math Anxious Student at All Levels, but Predominantly at Developmental Levels.

    Science.gov (United States)

    Bisse, Wulf Hinrich

    Research among college students has shown that the study of mathematics generates anxiety reactions among students who are not necessarily highly anxious in other situations. Because high levels of anxiety can devastate a student's ability to perform, a math anxiety workshop was field tested in 1993 at the Mohave Valley Campus of the Mohave…

  9. The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

    2013-01-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…

  10. Ancient Pyramids Help Students Learn Math Concepts

    Science.gov (United States)

    Smith, Courtney D.; Stump, Amanda M.; Lazaros, Edward J.

    2010-01-01

    This article presents an activity that allows students to use mathematics and critical-thinking skills to emulate processes used by the ancient Egyptians to prepare the site for the Pyramids of Giza. To accomplish this, they use three different methods. First, they create a square using only simple technological tools that were available to the…

  11. Student center approach in maths and sc

    African Journals Online (AJOL)

    User

    To this end, classroom observation method was utilized. Accordingly, 40 ... Community school, Chemistry subject and grade nine students on the top but the rest on the other ... In the past, behaviorism was once the best and ... Hence, the task of the teacher is to teach them what is .... Technology capacity for such knowledge.

  12. Are Psychology Students Getting Worse at Math?: Trends in the Math Skills of Psychology Statistics Students across 21 Years

    Science.gov (United States)

    Carpenter, Thomas P.; Kirk, Roger E.

    2017-01-01

    Statistics is an important subject in psychology and social science education. However, inadequate mathematical skills can pose a barrier to learning statistics. Some educators have suggested that students' math skills are declining. The present research examined trends in the math skills of psychology undergraduates across 21 years. Students…

  13. Life Satisfaction among Highly Achieving Students in Hong Kong: Do Gratitude and the "Good-Enough Mindset" Add to the Contribution of Perfectionism in Prediction?

    Science.gov (United States)

    Chan, David W.

    2012-01-01

    This study investigated whether gratitude and the "good-enough mindset" added to the contribution of perfectionism in predicting life satisfaction in 245 Chinese highly achieving students in Hong Kong. Participants completed self-report questionnaires that included scales on life satisfaction, positive and negative perfectionism…

  14. Life Satisfaction among Highly Achieving Students in Hong Kong: Do Gratitude and the "Good-Enough Mindset" Add to the Contribution of Perfectionism in Prediction?

    Science.gov (United States)

    Chan, David W.

    2012-01-01

    This study investigated whether gratitude and the "good-enough mindset" added to the contribution of perfectionism in predicting life satisfaction in 245 Chinese highly achieving students in Hong Kong. Participants completed self-report questionnaires that included scales on life satisfaction, positive and negative perfectionism…

  15. The role of social support in students' perceived abilities and attitudes toward math and science.

    Science.gov (United States)

    Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

    2013-07-01

    Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

  16. Impact of Delivery Modality, Student GPA, and Time-Lapse since High School on Successful Completion of College-Level Math after Taking Developmental Math

    Science.gov (United States)

    Acosta, Diane; North, Teresa Lynn; Avella, John

    2016-01-01

    This study considered whether delivery modality, student GPA, or time since high school affected whether 290 students who had completed a developmental math series as a community college were able to successfully complete college-level math. The data used in the study was comprised of a 4-year period historical student data from Odessa College…

  17. Impact of Delivery Modality, Student GPA, and Time-Lapse since High School on Successful Completion of College-Level Math after Taking Developmental Math

    Science.gov (United States)

    Acosta, Diane; North, Teresa Lynn; Avella, John

    2016-01-01

    This study considered whether delivery modality, student GPA, or time since high school affected whether 290 students who had completed a developmental math series as a community college were able to successfully complete college-level math. The data used in the study was comprised of a 4-year period historical student data from Odessa College…

  18. A case study of undergraduate female students majoring in math, science and engineering: An analysis of persistence and success

    Science.gov (United States)

    Hyde, Michelle Smoot

    This dissertation provides information concerning the educational experience of females studying in undergraduate fields of math, engineering and science at a large research institution in the West. The majority of the participants were Project Access students, chosen because of their high achievements in science and mathematics during their secondary education. The study identifies and attempts to understand critical factors within the academic environment of science that contribute to female persistence in math, engineering and science (MES) disciplines. The study postulates that universities can make a difference in the education of women by providing programs that assure quality education and the fostering of female interest in science domains. The study recommends the incorporation of collaborative learning processes and teaching methods, cohort involvement and the fostering of study groups, encouragement of professorial associations with students, and internship and lab programs in an attempt to provide a more holistic and less fragmented education, thus benefiting women seeking MES degrees. Also, the research presented in this paper determined that the formation of positive associations and support networks was crucial to college female population studied. The interpretive study's aim is to enhance persistence rates among undergraduate students studying in math, engineering and science fields.

  19. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science.

  20. Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges

    Science.gov (United States)

    Weissman, Evan; Butcher, Kristin F.; Schneider, Emily; Teres, Jedediah; Collado, Herbert; Greenberg, David

    2011-01-01

    Queensborough Community College and Houston Community College are two large, urban institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are…

  1. Math Readiness of Texas Community College Developmental Education Students: A Multiyear Statewide Analysis

    Science.gov (United States)

    Abraham, Reni A.; Slate, John R.; Saxon, D. Patrick; Barnes, Wally

    2014-01-01

    In this investigation, we examined the college readiness in math of Texas community college students using archival data from the Texas Higher Education Coordinating Board. Data analyzed were the rate of all first-time in college (FTIC) developmental education students who scored below the Texas college readiness standards in math and the rates of…

  2. Student Achievement Data and Findings, as Reported in Math and Science Partnerships' Annual and Evaluation Reports

    Science.gov (United States)

    Yin, Robert K.

    2009-01-01

    A primary feature of the Math and Science Partnership Program Evaluation (MSP PE) is the examination of K-12 student achievement changes associated with the National Science Foundation's (NSF) Math and Science Partnership (MSP) Program. This article describes one of three complementary assessments of K-12 student achievement being conducted by the…

  3. Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. NCPR Brief

    Science.gov (United States)

    Weissman, Evan; Butcher, Kristin F.; Schneider, Emily; Teres, Jedediah; Collado, Herbert; Greenberg, David

    2011-01-01

    For students in developmental math, a primary short-term goal of learning communities is to accelerate students' progression through the math sequence and into college-level coursework. A longer-term goal is that enrolling in developmental math learning communities will increase students' ultimate likelihood of earning a credential or transferring…

  4. Investigating Validity of Math 105 as Prerequisite to Math 201 among Undergraduate Students, Nigeria

    Science.gov (United States)

    Zakariya, Yusuf F.

    2016-01-01

    In this study, the author examined the validity of MATH 105 as a prerequisite to MATH 201. The data for this study was extracted directly from the examination results logic of the university. Descriptive statistics in form of correlations and linear regressions were used to analyze the obtained data. Three research questions were formulated and…

  5. Math Anxiety and the "Math Gap": How Attitudes toward Mathematics Disadvantages Students as Early as Preschool

    Science.gov (United States)

    Geist, Eugene

    2015-01-01

    This study was conducted to examine the attitudes of Head Start teachers toward mathematics and how it may influence how and what they teach in the classroom. In general, the findings of this study can be summarized as this: 1) Math anxiety affects how teachers assess their ability at mathematics. The more math anxiety they report, the lower they…

  6. Effects of Online Visual and Interactive Technological Tool (OVITT) on Early Adolescent Students' Mathematics Performance, Math Anxiety and Attitudes toward Math

    Science.gov (United States)

    Orabuchi, Nkechi

    2013-01-01

    This study reported the results of a 3-month quasi-experimental study that determined the effectiveness of an online visual and interactive technological tool on sixth grade students' mathematics performance, math anxiety and attitudes towards math. There were 155 sixth grade students from a middle school in the North Texas area who participated…

  7. Students' Accounts of School-Performance Stress: A Qualitative Analysis of a High-Achieving Setting in Stockholm, Sweden

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    Låftman, Sara Brolin; Almquist, Ylva B.; Östberg, Viveca

    2013-01-01

    The aim of the study is to examine students' experiences of school performance as a stressor. Accounts of school-performance stress at both the individual level and in relation to group mechanisms are studied through qualitative interviews with eighth-grade students in a high-performing school in Stockholm, Sweden (n = 49). Using qualitative…

  8. Assessment of MathQuest, Summer 1991. A precollege student program

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    Lopez, K; Blair, L; Clark, S; LoConte, J; Smalley, L

    1991-12-01

    This report provides descriptive information and an assessment of MathQuest 1991, a summer math camp sponsored by the US Department of Energy and conducted by Oak Ridge Associated Universities. The MathQuest program was designed to enhance middle school students` interest in mathematics and their appreciation of the usefulness of mathematics in life and work. Descriptive information is provided for both the 68 student participants and the math camp activities. The participants were diverse in their abilities and academic experiences in mathematics and other coursework (the majority were ``B`` and ``C`` students in math). The participants were almost evenly split between males and females and had a racial/ethnic distribution similar to the total population of East Tennessee.

  9. Connecting Mathematics and Science: A Learning Community that Helps Math-Phobic Students

    Science.gov (United States)

    Arnett, Amy; Van Horn, Doug

    2009-01-01

    Many undergraduate students admit to having a fear of math courses. To address this issue, the authors created a learning community that teaches math content in the context of science. This paper outlines the positive learning and dispositional results of freshman enrolled in this unique interdisciplinary course. (Contains 5 tables.)

  10. Self-Regulated Learning Strategies and Pre-University Math Performance of International Students in Malaysia

    Science.gov (United States)

    Loong, Tang Eng

    2012-01-01

    This study is an attempt to compare the use of self-regulated learning strategies and their math performance between home and international students in the Monash University Foundation Year (MUFY) and determine the self-regulated learning strategies that are significantly associated with their math performance. The participants of the study were…

  11. Psychostimulant and Sensory Stimulation Interventions That Target the Reading and Math Deficits of Students with ADHD

    Science.gov (United States)

    Zentall, Sydney S.; Tom-Wright, Kinsey; Lee, Jiyeon

    2013-01-01

    Objective: The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving…

  12. Effective Developmental Math Instructional Practices That Facilitate Learning and Academic Success of Community College Students

    Science.gov (United States)

    Little, Pamela Hilson

    2017-01-01

    The purpose of the qualitative study was to discover instructional practices used by developmental math instructors that facilitate learning and academic success of students in developmental math courses at select community colleges in Alabama in order to generate improved instructional practices in the developmental education field. Emergent data…

  13. Outcomes of Math Faculty Engagement in Student Learning Outcomes Assessment in the Two-Year Colleges

    Science.gov (United States)

    Bruley, Marie N.

    2013-01-01

    This study utilizes a mixed methods exploratory design to examine the nature of math faculty engagement in the student learning outcomes assessment cycle. The focus of the study is on the types of changes that math faculty are implementing as a result of assessment outcomes and the institutional environmental factors that impact faculty engagement…

  14. Using Math Apps for Improving Student Learning: An Exploratory Study in an Inclusive Fourth Grade Classroom

    Science.gov (United States)

    Zhang, Meilan; Trussell, Robert P.; Gallegos, Benjamin; Asam, Rasmiyeh R.

    2015-01-01

    Recent years have seen a quick expansion of tablet computers in households and schools. One of the educational affordances of tablet computers is using math apps to engage students in mathematics learning. However, given the short history of the mobile devices, little research exists on the effectiveness of math apps, particularly for struggling…

  15. Using Math Apps for Improving Student Learning: An Exploratory Study in an Inclusive Fourth Grade Classroom

    Science.gov (United States)

    Zhang, Meilan; Trussell, Robert P.; Gallegos, Benjamin; Asam, Rasmiyeh R.

    2015-01-01

    Recent years have seen a quick expansion of tablet computers in households and schools. One of the educational affordances of tablet computers is using math apps to engage students in mathematics learning. However, given the short history of the mobile devices, little research exists on the effectiveness of math apps, particularly for struggling…

  16. Strategies That Challenge: Exploring the Use of Differentiated Assessment to Challenge High-Achieving Students in Large Enrolment Undergraduate Cohorts

    Science.gov (United States)

    Varsavsky, Cristina; Rayner, Gerry

    2013-01-01

    Academics teaching large and highly diverse classes are familiar with the inevitable effect this has on promulgating teaching and assessment practices to "middle of the distribution", thus ignoring the distribution extremes. Although the literature documents a wide range of strategies for supporting poor-performing students in large…

  17. Psychostimulant and sensory stimulation interventions that target the reading and math deficits of students with ADHD.

    Science.gov (United States)

    Zentall, Sydney S; Tom-Wright, Kinsey; Lee, Jiyeon

    2013-05-01

    The purpose of this review of students with attention deficit hyperactivity disorder (ADHD) was to summarize the following: (1) academic deficits in math and reading, (2) possible theoretical contributors to these deficits, and (3) psychostimulant interventions that target math and reading, as well as, parallel interventions involving sensory stimulation. A comprehensive examination of the literature was conducted on children with ADHD with and without co-occurring disabilities, summarizing their reading and math achievement and the effects of psychostimulant and sensory stimulant interventions on these academic areas. Students without co-occurring disabilities (ADHD-) had fewer deficits in reading than in math and than students with co-occurring disabilities (ADHD+). Furthermore, students with ADHD+ demonstrated greater responsiveness to psychostimulants through improved reading recognition and math calculations, with limited gains in literal reading comprehension. Added sensory stimulation produced differential gains for both groups in reading recognition and comprehension and in math calculations and problem solving. The efficacy of psychostimulants was documented on specific areas of achievement for the ADHD+ group, but this review did not support the administration of psychostimulants for students with ADHD-. For both groups of students, differential gains, losses, and habituation were documented in response to sensory stimulation for both subareas within reading and math, which were interpreted as support for the optimal stimulation theory.

  18. Understanding middle school math cool problems to get students thinking and connecting

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    Hyde, Arthur; Heck, Cheryl

    2009-01-01

    In Understanding Middle School Math, Arthur Hyde gathers 50 cool problems that lead to deep thinking. Problems such as Chocolate Algebra, where students discover linear relationships among the pocket money needed for differently priced chocolate candies. With the latest research and decades of classroom experience, he braids language, cognition, and math to create problems that connect math to the real world, to students' lives, and to prior knowledge. Extensively field-tested problems that scaffold content and processes, and give students multiple entry points into learning.

  19. Perceived Instructor Argumentativeness, Verbal Aggressiveness, and Classroom Communication Climate in Relation to Student State Motivation and Math Anxiety

    Science.gov (United States)

    Lin, Yang; Durbin, James M.; Rancer, Andrew S.

    2017-01-01

    This study examined how student perceptions of math/statistics instructors' argumentativeness and verbal aggressiveness are related to student perceptions of classroom communication climate, student state motivation, and student math anxiety. A total of 216 completed questionnaires were returned by the student participants (96 males and 120…

  20. The Impact of Parent’s Socioeconomic Status on Parental Involvement at Home: A Case Study on High Achievement Indian Students of a Tamil School in Malaysia

    Directory of Open Access Journals (Sweden)

    Suresh Kumar N Vellymalay

    2012-08-01

    Full Text Available The current study focuses on the impact of parent’s socioeconomic status on parental involvement in their child’s education at home. Forty Indian students studying in one the best performance- based National Type Tamil Schools in the state of Kedah, Malaysia were chosen based on purposive sampling. The sample comprised 10 students from Year Two, 10 students from Year Three, 10 students from Year Four and 10 students from Year Five. Those were the high achievement students identified based on the previous final year school examination results. Questionnaires were used by the researcher to obtain quantitative data related to the parent’s socioeconomic background and their involvement strategies in their children’s education at home from the students’ parent. In addition, in-depth interviews with twenty students, that is, five students from each Year were conducted to gather information on their parent’s involvement. The findings of this study indicate that most parents are from a higher socioeconomic background and they show a high degree of involvement in most of the involvement strategies at home to ensure their child’s educational success. Moreover, the economic and academic capital among the middle-class parents serve to enhance their understanding and knowledge on the actual values that need to be placed on their child’s education. As a result, these children gain in terms of good skills, behaviour and values, all of which are crucial to their academic success.

  1. Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students

    Science.gov (United States)

    Burt, Stacey M.

    The problem addressed in this project is the lack of mathematically gifted females choosing to pursue advanced science, technology, engineering, and mathematics (STEM) courses in secondary education due to deficiencies in self-efficacy. The purpose of this project was to study the effects of a child-guided robotics program as it relates to the self-efficacy of mathematically gifted 6th grade female students and their future course choices in the advanced STEM content areas. This mixed-model study utilized a STEM attitude survey, artifacts, interviews, field notes, and standardized tests as measurement tools. Significance was found between genders in the treatment group for the standardized science scores, indicating closure in the achievement gap. Research suggests that STEM enrichment is beneficial for mathematically gifted females.

  2. The Relevance of Career Aspirations for Transfer Students Persisting in Science, Technology, Engineering and Math Disciplines

    Science.gov (United States)

    Coyote, Ruthann T.

    2013-01-01

    This qualitative study utilizes data acquired from interviews with 18 community college transfer students in Science, Technology, Engineering and Math (STEM) majors and 7 university staff people who work in direct student services with this student population. This study explores the experiences of transfer students in STEM majors regarding what…

  3. The Relevance of Career Aspirations for Transfer Students Persisting in Science, Technology, Engineering and Math Disciplines

    Science.gov (United States)

    Coyote, Ruthann T.

    2013-01-01

    This qualitative study utilizes data acquired from interviews with 18 community college transfer students in Science, Technology, Engineering and Math (STEM) majors and 7 university staff people who work in direct student services with this student population. This study explores the experiences of transfer students in STEM majors regarding what…

  4. Number of repetitions required to retain single-digit multiplication math facts for elementary students.

    Science.gov (United States)

    Burns, Matthew K; Ysseldyke, Jim; Nelson, Peter M; Kanive, Rebecca

    2015-09-01

    Computational fluency is an important aspect of math proficiency. Despite widely held beliefs about the differential difficulty of single-digit multiplication math facts, little empirical work has examined this issue. The current study analyzed the number of repetitions needed to master multiplication math facts. Data from 15,402 3rd, 4th, and 5th graders were analyzed using a national database. Results suggested that (a) students with lower math skills required significantly (p < .001) more repetitions than more skilled students; (b) across all students, single-digit multiplication facts with 4s, 5s, 6s, and 7s required significantly (p < .001) more repetition than did 2s and 3s; and (c) the number of practice sessions needed to attain mastery significantly (p < .001) decreased with increase in grade level. Implications for instructional planning and implementation are discussed. (c) 2015 APA, all rights reserved).

  5. Counseling the Math Anxious

    Science.gov (United States)

    Tobias, Sheila; Donady, Bonnie

    1977-01-01

    Describes the rationale and mode of operations for a Math Clinic at Wellesley University and Wesleyan College where counselors and math specialists work together to combat "math anxiety," particularly in female students. (HMV)

  6. Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors’ Emotions about Mathematics

    Science.gov (United States)

    Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

    2017-01-01

    Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students’ emotional satisfaction with math. We then compared life science and non–life science majors and found that major had a small to moderate relationship with students’ responses. Gender also had a small relationship with students’ responses, while students’ race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups—students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates’ emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors’ attitudes toward math. PMID:28798211

  7. Effective pedagogies for teaching math to nursing students: a literature review.

    Science.gov (United States)

    Hunter Revell, Susan M; McCurry, Mary K

    2013-11-01

    Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction.

  8. Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.

    Science.gov (United States)

    Wachsmuth, Lucas P; Runyon, Christopher R; Drake, John M; Dolan, Erin L

    2017-01-01

    Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students' emotional satisfaction with math. We then compared life science and non-life science majors and found that major had a small to moderate relationship with students' responses. Gender also had a small relationship with students' responses, while students' race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups-students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates' emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors' attitudes toward math. © 2017 L.P. Wachsmuth et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  9. Experiences of graduate students: Using Cabri as a visualization tool in math education

    Directory of Open Access Journals (Sweden)

    Çiğdem Gül

    2014-12-01

    Full Text Available Through the use of graphic calculators and dynamic software running on computers and mobile devices, students can learn complex algebraic concepts. The purpose of this study is to investigate the experiences of graduate students using Cabri as a visualization tool in math education. The qualitative case study was used in this study. Five students from graduate students studying at the non-thesis math program of a university located in the Blacksea region were the participant of the study. As a dynamic learning tool, Cabri provided participants an environment where participants visually discovered the geometry. It was concluded that dynamic learning tools like Cabri has a huge potential for teaching visually the challenging concepts that students struggle to image. Further research should investigate the potential plans for integrating the use of dynamic learning software into the math curriculum

  10. Attitude Differences between Male and Female Students at Clovis Community College and Their Relationships to Math Anxiety: A Case Study.

    Science.gov (United States)

    Hendershot, Richard Lane

    The purpose of this study was to examine the attitudes of males and females at Clovis Community College towards math anxiety and to look for possible factors that could be used to assist in the assignment of students to various math classes. The subjects in the study were fifty male students and fifty female students. Subjects responded to a math…

  11. Haunted by Math: The Impact of Policy and Practice on Students with Math Learning Disabilities in the Transition to Post-Secondary Education in Mumbai, India

    Directory of Open Access Journals (Sweden)

    Melinda Sue Eichhorn

    2016-09-01

    Full Text Available Only six states in India currently identify learning disabilities as a category of disability. This article highlights the challenges students with math learning disabilities face in their transition from secondary school to higher secondary education and Bachelor of Commerce degree programs in the state of Maharashtra. While the current educational policy aims to help students with learning disabilities participate in the general education curriculum and pass the 10th standard secondary exam, the implementation of curricular modifications has repercussions in post-secondary settings when students lack the math content knowledge for a required math course in their Bachelor’s degree program. This qualitative study highlights the transitional experiences of secondary and post-secondary individuals with math learning disabilities in Mumbai through interviews with students, college administrators, and lecturers; and a document review of Maharashtra’s special education policies. The results suggest that current special education policies and college practices in Mumbai do not prepare students with math learning disabilities with the math knowledge that they need to succeed in post-secondary mathematics courses. Current higher secondary and post-secondary interventions in Mumbai are reviewed and implications for policy and practice for all levels of education are discussed.

  12. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

    Science.gov (United States)

    Martin, Daniel P; Rimm-Kaufman, Sara E

    2015-10-01

    This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class.

  13. Assessing Student Learning in Middle-Division Classical Mechanics/Math Methods

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    Caballero, Marcos D

    2013-01-01

    Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level Classical Mechanics and Math Methods course (CM 1) at CU Boulder, we are developing a tool to assess student learning of CM 1 concepts in the upper-division. The Colorado Classical Mechanics/Math Methods Instrument (CCMI) builds on faculty-consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post-test that probes student learning in the first half of a two-semester classical mechanics / math methods sequence. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder.

  14. Evaluating the Benefits of Providing Archived Online Lectures to In-Class Math Students

    Science.gov (United States)

    Cascaval, Radu C.; Fogler, Kethera A.; Abrams, Gene D.; Durham, Robert L.

    2008-01-01

    The present study examines the impact of a novel online video lecture archiving system on in-class students enrolled in traditional math courses at a mid-sized, primarily undergraduate, university in the West. The archiving system allows in-class students web access to complete video recordings of the actual classroom lectures, and sometimes of…

  15. Integrating Biology & Math in an Inquiry-Based Student Research Project

    Science.gov (United States)

    Bakke, Leanne; Kieke, Michele C.; Krueger, Robert

    2013-01-01

    In daily life, students are allowed to use words such as "more," "some," or "increase-decrease" to describe the relationship between two events. In science, concise description is necessary, which requires the contribution of math. In the summer component of the Science Research Institute program, students integrated…

  16. The Effects of Using Manipulatives in Teaching Math Problem Solving to Students with Learning Disabilities.

    Science.gov (United States)

    Marsh, Lynn G.; Cooke, Nancy L.

    1996-01-01

    Three third graders with a history of low achievement in math were first given verbal (abstract) instruction in solving word problems. Students were then introduced to manipulatives instruction using Cuisenaire rods to set up word problems. Students exhibited immediate and sustained improvement on subsequent probes administered without…

  17. Review of "The Misplaced Math Student: Lost in Eighth-Grade Algebra"

    Science.gov (United States)

    Burris, Carol Corbett

    2008-01-01

    The Brookings Institution report questions the efficacy of increasing the number of students who take algebra in eighth grade. Although this policy has resulted in more equitable access to advanced math study, the report argues that a subgroup of students enrolled lack the basic mathematical skills needed to succeed. The report further argues that…

  18. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.

    2012-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

  19. Effects of Task Difficulty and Type of Contingency on Students' Allocation of Responding to Math Worksheets

    Science.gov (United States)

    Lannie, Amanda L.; Martens, Brian K.

    2004-01-01

    This study investigated students' allocation of responding as a function of task difficulty and type of reinforcement contingency (i.e., accuracy based or time based). Four regular education fourth-grade students were presented with two identical stacks of easy and then difficult math worksheets using a reversal design. Regardless of condition,…

  20. Mapping Success: Performance-Based Scholarships, Student Services, and Developmental Math at Hillsborough Community College

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    Sommo, Colleen; Boynton, Melissa; Collado, Herbert; Diamond, John; Gardenhire, Alissa; Ratledge, Alyssa; Rudd, Timothy; Weiss, Michael J.

    2014-01-01

    In 2010, Hillsborough Community College (HCC), a large multicampus institution in Tampa, Florida, worked with MDRC to create the Mathematics Access Performance Scholarship (MAPS) program to help academically underprepared community college students succeed in developmental math. MAPS provides an incentive for low-income students referred to…

  1. The Relationship between Students' Exposure to Technology and Their Achievement in Science and Math

    Science.gov (United States)

    Delen, Erhan; Bulut, Okan

    2011-01-01

    The purpose of this study was to examine the effects of information and communication technologies (ICT) on students' math and science achievement. Recently, ICT has been widely used in classrooms for teaching and learning purposes. Therefore, it is important to investigate how these technological developments affect students' performance at…

  2. Effectively Preparing College Bound Students for College-Level Mathematics: University Math Faculty Perceptions

    Science.gov (United States)

    Harms, Kristine

    2010-01-01

    Visit with any university math faculty member throughout the United States, and you will soon hear how the freshman students are not prepared to be successful in introductory college algebra classes. The opinions are varied regarding why the students are unsuccessful; however, the concern and frustration is universal. According to American College…

  3. Students' Perception of School Violence and Math Achievement in Middle Schools of Southern Italy

    Science.gov (United States)

    Caputo, Andrea

    2013-01-01

    This study aims at both investigating bullying episodes occurring at school across different grades (from 6 to 8) and evaluating whether educational achievement in math can be predicted on the ground of students' perception of school violence. The sample was composed of 11,064 students coming from middle schools of Southern Italy. Standardized…

  4. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.

    2012-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

  5. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.; Deris, Aaron R.; Simon, Marilyn K.

    2016-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic…

  6. Influences of Math Tracking on Seventh-Grade Students' Self-Beliefs and Social Comparisons

    Science.gov (United States)

    Chiu, Donna; Beru, Yodit; Watley, Erin; Wubu, Selam; Simson, Emma; Kessinger, Robin; Rivera, Anahi; Schmidlein, Patrick; Wigfield, Allan

    2008-01-01

    The authors examined how math track placement and gender affected 7th-grade students' self-esteem, self-concepts, and social comparisons. Participants were 170 students who completed surveys that assessed their self-esteem, academic self-concepts of ability, and the kinds of social comparisons they make. Results showed that higher track students…

  7. Examining Student Attitudes in Introductory Physics via the Math Attitude and Expectations Survey (MAX)

    Science.gov (United States)

    Hemingway, Deborah; Eichenlaub, Mark; Losert, Wolfgang; Redish, Edward F.

    2017-01-01

    Student often face difficulties with using math in science, and this exploratory project seeks to address the underlying mechanisms that lead to these difficulties. This mixed-methods project includes the creation of two novel assessment surveys, the Mathematical Epistemic Games Survey (MEGS) and the Math Attitude and Expectations Survey (MAX). The MAX, a 30-question Likert-scale survey, focuses on the attitudes towards using mathematics of the students in a reformed introductory physics course for the life sciences (IPLS) which is part of the National Experiment in Undergraduate Education (NEXUS/Physics) developed at the University of Maryland (UMD). Preliminary results from the MAX are discussed with specific attention given to students' attitudes towards math and physics, opinions about interdisciplinarity, and the usefulness of physics in academic settings as well as in professional biological research and modern medicine settings.

  8. How Much Math Do Students Need to Succeed in Business and Economics Statistics? An Ordered Probit Analysis

    Science.gov (United States)

    Green, Jeffrey J.; Stone, Courtenay C.; Zegeye, Abera; Charles, Thomas A.

    2009-01-01

    Because statistical analysis requires the ability to use mathematics, students typically are required to take one or more prerequisite math courses prior to enrolling in the business statistics course. Despite these math prerequisites, however, many students find it difficult to learn business statistics. In this study, we use an ordered probit…

  9. Assessing the Effectiveness of a Learning Community Course Design to Improve the Math Performance of First-Year Students

    Science.gov (United States)

    Hansen, Michele J.; Meshulam, Susan; Parker, Brooke

    2013-01-01

    National attention is focused on the persistent high failure rates for students enrolled in math courses, and the search for strategies to change these outcomes is on. This study used a mixed-method research design to assess the effectiveness of a learning community course designed to improve the math performance levels of firstyear students.…

  10. Potential of Using iPad as a Supplement to Teach Math to Students with Learning Disabilities

    Science.gov (United States)

    Kaur, Daljit; Koval, Ashely; Chaney, Hannah

    2017-01-01

    This qualitative study was conducted to identify the potential of using iPad as a supplement to teach math to students with learning disabilities. Ten teacher candidates from a university in the south provided one-on-one math tutoring services to ten students in a self-contained classroom at a local high poverty elementary school. The students…

  11. Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary

    Science.gov (United States)

    Weissman, Evan; Butcher, Kristin F.; Schneider, Emily; Teres, Jedediah; Collado, Herbert; Greenberg, David

    2011-01-01

    Queensborough Community College and Houston Community College are two large, urban institutions that offer learning communities for their developmental math students, with the goals of accelerating students' progress through the math sequence and of helping them to perform better in college and ultimately earn degrees or certificates. They are…

  12. How Much Math Do Students Need to Succeed in Business and Economics Statistics? An Ordered Probit Analysis

    Science.gov (United States)

    Green, Jeffrey J.; Stone, Courtenay C.; Zegeye, Abera; Charles, Thomas A.

    2009-01-01

    Because statistical analysis requires the ability to use mathematics, students typically are required to take one or more prerequisite math courses prior to enrolling in the business statistics course. Despite these math prerequisites, however, many students find it difficult to learn business statistics. In this study, we use an ordered probit…

  13. The Effects of Highlighting on the Math Computation Performance and Off-Task Behavior of Students with Attention Problems

    Science.gov (United States)

    Kercood, Suneeta; Grskovic, Janice A.

    2009-01-01

    This study evaluated the effects of color highlighting during a math computation task on performance accuracy and behavior of students with attention problems. Using a multiple baseline across participants design, three students solved math computation problems on worksheets with and without highlighting. Off-task behavior recorded from videotape…

  14. Guide to essential math a review for physics, chemistry and engineering students

    CERN Document Server

    Blinder, Sy M

    2013-01-01

    This book reminds students in junior, senior and graduate level courses in physics, chemistry and engineering of the math they may have forgotten (or learned imperfectly), which is needed to succeed in science courses. The focus is on math actually used in physics, chemistry and engineering, and the approach to mathematics begins with 12 examples of increasing complexity, designed to hone the student's ability to think in mathematical terms and to apply quantitative methods to scientific problems. Detailed Illustrations and links to reference material online help further comprehension. The

  15. Math Games 180 Reproducible Activities to Motivate, Excite, and Challenge Students, Grades 6-12

    CERN Document Server

    Muschla, Judith A

    2011-01-01

    Math Games offers a dynamic collection of 180 reproducible activity sheets to stimulate and challenge your students in all areas of math - from whole numbers to data analysis - while emphasizing problem solving, critical thinking, and the use of technology for today's curriculum! Each of the book's activities can help you teach students in grades 6 through 12 how to think with numbers, recognize relationships, and make connections between mathematical concepts. You pick the activity appropriate for their needs . . . encourage the use of a calculator . . . or provide further challenges with act

  16. An Investigation on Elementary School Students' Level of Math Learning, Using Math E-Books (A Case Study: Pishtazan Computer Primary School, 4th Zone of Tehran

    Directory of Open Access Journals (Sweden)

    Arezoo Naseri

    2016-11-01

    Full Text Available Since the focus on technology exists in all schools and classes, teachers need to know how to apply it in their teaching practices. The use of ICT in education is an undeniable necessity. Since the use of information and communication technology can smooth the paths of teaching-learning process for students, the researchers in this study tried to apply one of the information and communication technology tools, called electronic books (E-books in teaching math. The aim of this study is to examine elementary school students' level of math learning, using math e-books with the focus on teaching multiplication (Case Study: Pishtazan computer primary school, the 4th zone of Tehran. Using a quasi-experimental study, 61 third grade students from two primary schools for girls located in the 4th education zone of Tehran were selected. Math tests were used to collect data. Using T-test for independent samples, the results showed that level of math learning was higher in the students who have been trained with the help of e-book, compared to the students who have been trained through traditional teaching method.

  17. Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

    Science.gov (United States)

    Jameson, Molly M.; Fusco, Brooke R.

    2014-01-01

    Adult learners comprise a significant portion of current undergraduate populations, and projections indicate steady or growing numbers of adult learners in the future. Previous research has suggested that adult learners possess lower self-confidence than and face barriers not experienced by traditional undergraduate students. These constructs have…

  18. Taking Math Anxiety out of Math Instruction

    Science.gov (United States)

    Shields, Darla J.

    2007-01-01

    To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…

  19. Informal Math Coaching by Instant Messaging: Two Case Studies of How University Students Coach K-12 Students

    Science.gov (United States)

    Hrastinski, Stefan; Edman, Anneli; Andersson, Fredrik; Kawnine, Tanvir; Soames, Carol-Ann

    2014-01-01

    The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can…

  20. Our Move: Using Chess to Improve Math Achievement for Students Who Receive Special Education Services

    Science.gov (United States)

    Barrett, David C.; Fish, Wade W.

    2011-01-01

    This causal-comparative study evaluated a 30-week chess instructional program implemented within special education math classes for students in the sixth, seventh, and eighth grades in a suburban middle school located in the southwestern United States. An analysis of covariance (ANCOVA) was utilized to compare the adjusted means for the comparison…

  1. Effects of Ability Grouping on Math Achievement of Third Grade Students

    Science.gov (United States)

    Thomas, Emily; Feng, Jay

    2014-01-01

    The purpose of this study was to examine the effects of heterogeneous and homogeneous grouping on the mathematical achievement of students in third grade. Participants were 16 third graders in a self-contained classroom, assigned to either small homogeneous or heterogeneous group for math instruction for 7 weeks. Pretest-posttest scores and growth…

  2. Persistence Motivations of Chinese Doctoral Students in Science, Technology, Engineering, and Math

    Science.gov (United States)

    Zhou, Ji

    2014-01-01

    This study explored what motivated 6 Chinese international students to complete a PhD in science, technology, engineering, and math fields in the United States despite perceived dissatisfaction. This study was grounded in the value-expectancy achievement motivation theory and incorporated a Confucian cultural lens to understand motivation. Four…

  3. Math Readiness and Preparation for Competitive College Majors and Careers: The Case of Black Students.

    Science.gov (United States)

    Thomas, Gail E.

    This study examines factors that determine the enrollment of black students in the high school math courses (i.e., advanced algebra, trigonometry, calculus) that are necessary for competitive college and major field access. The data are from a local college survey of juniors and seniors who were enrolled in eight (8) local public and private…

  4. Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students with Learning Disabilities

    Science.gov (United States)

    Montague, Marjorie; Enders, Craig; Dietz, Samantha

    2011-01-01

    The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and…

  5. The Role of Social Support in Students' Perceived Abilities and Attitudes toward Math and Science

    Science.gov (United States)

    Rice, Lindsay; Barth, Joan M.; Guadagno, Rosanna E.; Smith, Gabrielle P. A.; McCallum, Debra M.

    2013-01-01

    Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social…

  6. Negotiating the "White Male Math Myth": African American Male Students and Success in School Mathematics

    Science.gov (United States)

    Stinson, David W.

    2013-01-01

    This article shows how equity research in mathematics education can be decentered by reporting the "voices" of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using post-structural theory, the…

  7. Accelerated Mathematics and High-Ability Students' Math Achievement in Grades Three and Four

    Science.gov (United States)

    Stanley, Ashley M.

    2011-01-01

    The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as a supplement to traditional mathematics instruction on achievement as measured by TerraNova achievement tests of third and fourth grade high-ability students. Gender, socioeconomic status, and…

  8. Negotiating the "White Male Math Myth": African American Male Students and Success in School Mathematics

    Science.gov (United States)

    Stinson, David W.

    2013-01-01

    This article shows how equity research in mathematics education can be decentered by reporting the "voices" of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using post-structural theory, the…

  9. The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement

    Science.gov (United States)

    Al Mutawah, Masooma Ali

    2015-01-01

    Math anxiety has been the focus of much psychological and educational research in the past few years, there are many international studies showing that mathematics anxiety is an influence on student's achievements in school, but little research has been done about this issue in Bahrain. Bahrain is a country in the Arabian Gulf region, its economic…

  10. Gender Differences in Factors Pertaining to Math Anxiety among College Students

    Science.gov (United States)

    Wilder, Sandra

    2012-01-01

    Math anxiety has been seen as one of the biggest obstacles to student success in mathematics. The nature of this condition, as well as its relationships with numerous predictors, has been investigated for decades. However, there is still a significant lack of agreement among the findings of these research studies. The current study examines gender…

  11. Persistence Motivations of Chinese Doctoral Students in Science, Technology, Engineering, and Math

    Science.gov (United States)

    Zhou, Ji

    2014-01-01

    This study explored what motivated 6 Chinese international students to complete a PhD in science, technology, engineering, and math fields in the United States despite perceived dissatisfaction. This study was grounded in the value-expectancy achievement motivation theory and incorporated a Confucian cultural lens to understand motivation. Four…

  12. Issues in the Outcome Evaluation of a Math Anxiety Reduction Program for Teacher Education Students.

    Science.gov (United States)

    Tittle, Carol Kehr; Denker, Elenor Rubin

    A project was designed to evaluate TEAM, a math anxiety reduction program for undergraduate students preparing to be elementary school teachers. The program consisted of two main components: (1) instruction intended to improve problem solving skills using the areas of patterns, probability, measurement, approximation, and estimation; and (2)…

  13. Probabilistic thinking of elementary school students in solving probability tasks based on math ability

    Science.gov (United States)

    Sari, Dwi Ivayana; Budayasa, I. Ketut; Juniati, Dwi

    2017-08-01

    Probabilistic thinking is very important in human life especially in responding to situation which possibly occured or situation containing uncertainty elements. It is necessary to develop students' probabilistic thinking since in elementary school by teaching probability. Based on mathematics curriculum in Indonesia, probability is firstly introduced to ninth grade students. Though, some research showed that low-grade students were successful in solving probability tasks, even in pre school. This study is aimed to explore students' probabilistic thinking of elementary school; high and low math ability in solving probability tasks. Qualitative approach was chosen to describe in depth related to students' probabilistic thinking. The results showed that high and low math ability students were difference in responding to 1 and 2 dimensional sample space tasks, and probability comparison tasks of drawing marker and contextual. Representation used by high and low math ability students were also difference in responding to contextual probability of an event task and probability comparison task of rotating spinner. This study is as reference to mathematics curriculum developers of elementary school in Indonesia. In this case to introduce probability material and teach probability through spinner, as media in learning.

  14. Gender in STEM Education: An Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates

    Science.gov (United States)

    Pasha-Zaidi, Nausheen; Afari, Ernest

    2016-01-01

    The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female…

  15. Trajectories of Change in Students' Self-Concepts of Ability and Values in Math and College Major Choice

    Science.gov (United States)

    Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S.

    2015-01-01

    This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…

  16. Trajectories of Change in Students' Self-Concepts of Ability and Values in Math and College Major Choice

    Science.gov (United States)

    Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S.

    2015-01-01

    This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…

  17. Assessing the Effects of the "Rocket Math" Program with a Primary Elementary School Student at Risk for School Failure: A Case Study

    Science.gov (United States)

    Smith, Christina R.; Marchand-Martella, Nancy E.; Martella, Ronald C.

    2011-01-01

    This study assessed the effects of the "Rocket Math" program on the math fluency skills of a first grade student at risk for school failure. The student received instruction in the "Rocket Math" program over 6 months. He was assessed using a pre- and posttest curriculum-based measurement (CBM) and individualized fluency checkouts within the…

  18. Donde Estan los Estudiantes Puertorriquenos/os Exitosos? [Where Are the Academically Successful Puerto Rican Students?]: Success Factors of High-Achieving Puerto Rican High School Students

    Science.gov (United States)

    Antrop-Gonzalez, Rene; Velez, William; Garrett, Tomas

    2005-01-01

    This article describes the 4 success factors that 10 working class Puerto Rican urban high school students attributed to their high academic achievement. These success factors were (a) the acquisition of social capital through religiosity and participation in school and community-based extracurricular activities, (b) having a strong Puerto Rican…

  19. Math in Motion: Origami Math for Students Who Are Deaf and Hard of Hearing

    Science.gov (United States)

    Chen, Kaili

    2006-01-01

    This article aims to provide an overview of the use of origami in teaching mathematics to deaf and hard-of-hearing students. The author posits that in both the general and special education settings, origami can be very useful for students who are deaf and hard of hearing as many of them need to see and feel to learn and are likely to be concrete…

  20. Self-monitoring of pace to improve math fluency of high school students with disabilities.

    Science.gov (United States)

    Farrell, Anthony; McDougall, Dennis

    2008-01-01

    This study illustrates how a behavioral self-management intervention, which combined tactile and visual cued self-monitoring, self-graphing, and goal setting, improved the math fluency of five high school students with various disabilities during independent math practice. The intervention helped students monitor, adjust, and increase the pace at which they produced answers to simple addition and subtraction problems during daily 3-minute sessions. Using the self-management techniques, the students systematically increased the number and pace of correct responses, and concurrently, kept the number of error responses minimal and maintained or improved accuracy of responses. The paper includes recommendations for teaching students how to monitor their own academic performances rather than relying on teachers.

  1. Guide to essential math a review for physics, chemistry and engineering students

    CERN Document Server

    Blinder, Sy M

    2008-01-01

    This book reminds students in junior, senior and graduate level courses in physics, chemistry and engineering of the math they may have forgotten (or learned imperfectly) which is needed to succeed in science courses. The focus is on math actually used in physics, chemistry and engineering, and the approach to mathematics begins with 12 examples of increasing complexity, designed to hone the student''s ability to think in mathematical terms and to apply quantitative methods to scientific problems. By the author''s design, no problems are included in the text, to allow the students to focus on their science course assignments.- Highly accessible presentation of fundamental mathematical techniques needed in science and engineering courses- Use of proven pedagogical techniques develolped during the author's 40 years of teaching experience- illustrations and links to reference material on World-Wide-Web- Coverage of fairly advanced topics, including vector and matrix algebra, partial differential equations, speci...

  2. Does Matching Student and Teacher Racial/Ethnic Group Improve Math Scores

    Science.gov (United States)

    2001-03-01

    We investigated whether students earn higher math test scores when they have a teacher whose racial/ ethnic group is the same as their own. Using data...students score higher when they have teachers whose racial/ ethnic group is the same as their own. In contrast, Hispanic and black examinees did not...earn higher scores when they had teachers whose racial/ ethnic group was the same as their own.

  3. The Relationship of Math Anxiety and Mathematics Comprehension in Middle School Students

    Science.gov (United States)

    Carroll, Shannon Rae

    2010-01-01

    The high school dropout rate in a southern U.S. state is 22.1% and students who fall behind in reading and math in middle school are more likely to fail 9th grade. This specific failure is one of the strongest predictors that a student will ultimately drop out of school. The research questions of this study addressed the relationship between math…

  4. Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

    Directory of Open Access Journals (Sweden)

    Rima Kriauzienė

    2013-08-01

    Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa. Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics. Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics. It was found that there is no correlation between student opinions about school mathematics courses and result of their first test. Determine relationship between attendance of exercises and public examinations. Between the stored type of exam and test results are dependent. Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficient Based on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation. Research limitations/implications—this method is just one of the possible ways of application. Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences. Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

  5. Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

    Directory of Open Access Journals (Sweden)

    Tadas Laukevičius

    2011-12-01

    Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa.Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics.Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics.It was found that there is no correlation between student opinions about school mathematics courses and result of their first test.Determine relationship between attendance of exercises and public examinations.Between the stored type of exam and test results are dependent.Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficientBased on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation.Research limitations/implications—this method is just one of the possible ways of application.Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences.Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

  6. Haunted by Math: The Impact of Policy and Practice on Students with Math Learning Disabilities in the Transition to Post-Secondary Education in Mumbai, India

    Science.gov (United States)

    Eichhorn, Melinda S.

    2016-01-01

    Only six states in India currently identify learning disabilities as a category of disability. This article highlights the challenges students with math learning disabilities face in their transition from secondary school to higher secondary education and Bachelor of Commerce degree programs in the state of Maharashtra. While the current…

  7. Cognitive Predictors of Reading and Math Achievement among Gifted Referrals

    Science.gov (United States)

    Rowe, Ellen W.; Miller, Cristin; Ebenstein, Lauren A.; Thompson, Dawna F.

    2012-01-01

    This study investigated the predictive power of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Full Scale IQ (FSIQ), the General Ability Index (GAI), and the WISC-IV index score composites on subsequent reading and math standardized test scores among high-achieving students. The sample consisted of 84 elementary-age students…

  8. Elementary Algebra + Student-Written Web Illustrations = Math Mastery.

    Science.gov (United States)

    Veteto, Bette R.

    This project focuses on the construction and use of a student-made elementary algebra tutorial World Wide Web page at the University of Memphis (Tennessee), how this helps students further explore the topics studied in elementary algebra, and how students can publish their work on the class Web page for use by other students. Practical,…

  9. Exploring Bias in Math Teachers' Perceptions of Students' Ability by Gender and Race/Ethnicity.

    Science.gov (United States)

    Riegle-Crumb, Catherine; Humphries, Melissa

    2012-04-01

    This study explores whether gender stereotypes about math ability shape high school teachers' assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers' perceptions of students in different gender and racial/ethnic subgroups, and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Utilizing nationally representative data from the Education Longitudinal Study of 2002 (ELS), analyses reveal that disparities in teachers' perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females which, although relatively small in magnitude, suggests that teachers hold the belief that math is easier for white males than it is for white females. We also find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality.

  10. The Effects of Differentiated Instruction on Motivation and Engagement in Fifth-Grade Gifted Math and Music Students

    Science.gov (United States)

    Martin, Merissa R.; Pickett, Matt T.

    2013-01-01

    The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites…

  11. Female teachers' math anxiety affects girls' math achievement.

    Science.gov (United States)

    Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

    2010-02-02

    People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

  12. Understanding decisions Latino students make regarding persistence in the science and math pipeline

    Science.gov (United States)

    Munro, Janet Lynn

    This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and policy in support of increased Latino participation in the math and science pipeline. Since course selection may be the most powerful factor affecting school achievement and college-preparedness, and since course selection is influenced by school policy, school personnel, students, parents, and teachers alike, it is important to understand the beliefs and perceptions that characterize the relationships among them. The qualitative research design involved a phenomenological study of nine Latino students, their parents, their teachers and counselors, and certain support personnel from the high school. The school's and community's environment in support of academic intensity served as context for the portrait that developed. Given rapidly changing demographics that bring more and more Latino students to suburban high schools, the persistent achievement gap experienced by Latino students, and the growing dependence of the world economy on a citizenry versed in the math- and science-related fields, a deeper understanding of the decision-making processes Latino 12 students experience can inform school policy as educators struggle to influence those decisions. This study revealed a striking lack of knowledge concerning the college-entrance ramifications of continued course work in math and science beyond that required for graduation, relationships among peers, parents, and school

  13. Exploratory Examination of Relationships between Learning Styles and Creative Thinking in Math Students

    Directory of Open Access Journals (Sweden)

    Kuan Chen Tsai

    2013-08-01

    Full Text Available It is believed that identifying any strong relationships between learning styles and creative thinking within the context of the math classroom will help improve instruction by providing course delivery strategies tailored to different learning preferences and promotion of creative thinking. Thus, the purpose of the current study is to identify which (if any of the cognitive learning dimensions would be related to creative thinking in math students. The major findings of this study indicate that creative thinking, assessed by RAT, and learning preferences, evaluated by ILS, are not highly correlated. Over all, students in this study show a balanced learning preference across four dimensions. In summary, this study directs a possible path for future researchers to investigate this phenomenon.

  14. An Event to Encourage High School Students to Pursue College Degrees in Physics and Math

    Science.gov (United States)

    Bukiet, Bruce; Thomas, Gordon

    2003-04-01

    We discuss a Math and Physics Day for high school students and teachers, with hands-on activities and seminars involving mathematics and physics. Participants also learn about careers for those who go on to major in physics and mathematics in college. The New York State Section of the APS has provided generous support for this workshop through its Outreach grant program. Approximately a dozen high schools and 100 students attend each year. The program, which runs from 9:15 AM until 2:15 PM, includes an introduction to undergraduate degree programs in Mathematics, Statistics, Optics, Actuarial Science and Applied Physics, a group physics experiment/contest, brief talks over lunch by speakers from industry who have degrees in Math or Physics, and an afternoon seminar. Teachers earn Professional Development credit.

  15. Intelligent Tutor with Emotion Recognition and Student Emotion Management for Math Performance

    Directory of Open Access Journals (Sweden)

    Mari­a Luci­a Barron Estrada

    2014-10-01

    Full Text Available This research presents the development, implementation, and testing of an Intelligent Tutoring System for math in third grade elementary students, it identifies and manages the emotional state of the student; it produces affective feedback for the student during the course that also it is part of a social network. Emotions are recognized via facial expressions by means of an artificial neural network. The social network and the intelligent tutoring system with affective management have been tested in public and private elementary schools with very satisfying results.

  16. Relationships between Cattell-Horn-Carroll (CHC) cognitive abilities and math achievement within a sample of college students with learning disabilities.

    Science.gov (United States)

    Proctor, Briley

    2012-01-01

    This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math performance was assessed via math calculation and math reasoning tasks. Instruments include the Woodcock-Johnson III Tests of Cognitive Abilities and Tests of Achievement. Participants were 158 college students with a diagnosed LD in math. Multiple regression analyses found that Processing Speed and Working Memory were related to Math Calculation scores and that Comprehension-Knowledge, Fluid Reasoning, and Working Memory were related to Math Reasoning. Implications for the assessment of math LD in the college populations are discussed.

  17. The Effects of Math Anxiety

    Science.gov (United States)

    Andrews, Amanda; Brown, Jennifer

    2015-01-01

    Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…

  18. The Effects of Math Anxiety

    Science.gov (United States)

    Andrews, Amanda; Brown, Jennifer

    2015-01-01

    Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…

  19. Personality, Motivation, and Math Achievement Among Turkish Students.

    Science.gov (United States)

    Akben-Selcuk, Elif

    2017-04-01

    Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

  20. The Math Problem: Advertising Students' Attitudes toward Statistics

    Science.gov (United States)

    Fullerton, Jami A.; Kendrick, Alice

    2013-01-01

    This study used the Students' Attitudes toward Statistics Scale (STATS) to measure attitude toward statistics among a national sample of advertising students. A factor analysis revealed four underlying factors make up the attitude toward statistics construct--"Interest & Future Applicability," "Confidence," "Statistical Tools," and "Initiative."…

  1. Longitudinal Changes in College Math Students' Implicit Theories of Intelligence

    Science.gov (United States)

    Shively, Rebecca L.; Ryan, Carey S.

    2013-01-01

    This study examined changes over time in implicit theories of intelligence and their relationships to help-seeking and academic performance. College algebra students completed questionnaires during the second week of classes and 2 weeks before the end of the semester (ns = 159 and 145, respectively; 61 students completed questionnaires at both…

  2. Undergraduate Nursing Students' Perceptions Regarding Factors That Affect Math Abilities

    Science.gov (United States)

    Pyo, Katrina A.

    2011-01-01

    A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study…

  3. Minority Students Severely Underrepresented in Science, Technology Engineering and Math

    Science.gov (United States)

    Slovacek, Simeon P.; Whittinghill, Jonathan C.; Tucker, Susan; Rath, Kenneth A.; Peterfreund, Alan R.; Kuehn, Glenn D.; Reinke, Yvonne G.

    2011-01-01

    This study documents the system of funded interventions employed at three public universities to support minority students studying science and examines targeted students' career paths to discern the general efficacy of these interventions and other factors influencing success toward earning Ph.D.s. Interventions, including supplemental…

  4. The Math Problem: Advertising Students' Attitudes toward Statistics

    Science.gov (United States)

    Fullerton, Jami A.; Kendrick, Alice

    2013-01-01

    This study used the Students' Attitudes toward Statistics Scale (STATS) to measure attitude toward statistics among a national sample of advertising students. A factor analysis revealed four underlying factors make up the attitude toward statistics construct--"Interest & Future Applicability," "Confidence," "Statistical Tools," and "Initiative."…

  5. Undergraduate Nursing Students' Perceptions Regarding Factors That Affect Math Abilities

    Science.gov (United States)

    Pyo, Katrina A.

    2011-01-01

    A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study…

  6. Effects of Explicit Instruction on Math Word-Problem Solving by Community College Students with Learning Disabilities.

    Science.gov (United States)

    Zawaiza, Theda Ruth Wiles; Gerber, Michael M.

    1993-01-01

    Community college students with learning disabilities (n=38) and math-competent peers (n=22) were taught representation-related strategies for solving compare word problems. Results generally supported the hypothesis that students receiving schema training would improve more than students assigned to linguistic training. (JDD)

  7. Effects of Self-Monitoring on Math Competency of an Elementary Student with Cerebral Palsy in an Inclusive Classroom

    Science.gov (United States)

    Sheehey, Patricia H.; Wells, Jenny C.; Rowe, Mary

    2017-01-01

    Students with cerebral palsy (CP) without severe intellectual impairments often experience difficulties in mathematics performance. Given the high prevalence of learning difficulties in students with CP, few studies have examined interventions to improve the math competency of these students (Jenks et al., 2009). A single-subject reversal design…

  8. Universal Beliefs and Specific Practices: Students' Math Self-Efficacy and Related Factors in the United States and China

    Science.gov (United States)

    Wu, Yin

    2016-01-01

    This study intends to compare and contrast student and school factors that are associated with students' mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables…

  9. Using Math Menus

    Science.gov (United States)

    Burns, Marilyn

    2016-01-01

    Math education consultant Marilyn Burns finds that teachers ask her the same three questions so often she's named them "The Big Three": What can I do with students who finish their math work more quickly?, How can I free up time to work with kids who need extra help?, and How can I differentiate math learning experiences? Burns, who…

  10. Female teachers’ math anxiety affects girls’ math achievement

    Science.gov (United States)

    Beilock, Sian L.; Gunderson, Elizabeth A.; Ramirez, Gerardo; Levine, Susan C.

    2010-01-01

    People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers’ anxieties relate to girls’ math achievement via girls’ beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers’ classrooms was also assessed. There was no relation between a teacher’s math anxiety and her students’ math achievement at the beginning of the school year. By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers’ math anxiety carries consequences for girls’ math achievement by influencing girls’ beliefs about who is good at math. PMID:20133834

  11. The impact of an integrated math and science curriculum on third grade students' measurement achievement

    Science.gov (United States)

    Adamson, Karen

    The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement---specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students' performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.

  12. WWC Review of the Report "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability." What Works Clearinghouse Single Study Review

    Science.gov (United States)

    What Works Clearinghouse, 2014

    2014-01-01

    A recent study, "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability," examined the effectiveness of "Solve It!," a program intended to improve the problem-solving skills of seventh-grade math students. During the program, students are taught cognitive strategies of…

  13. The Longitudinal Link between Student Health and Math Achievement Scores

    Science.gov (United States)

    Garcy, Anthony M.

    2009-01-01

    This study investigated the relationship between health conditions suffered over time and student scores on the Stanford Achievement Test 9 in Yuma County, Arizona, public grade schools. The majority of children in Yuma County were of Hispanic origin. The poverty and low income status of most of these children placed them at greater risk for…

  14. Playing Games in Class Helps Students Grasp Math

    Science.gov (United States)

    Cavanagh, Sean

    2008-01-01

    This article highlights the study which illustrates how an age-old board games that incorporate numbers and counting have led to better understanding of numbers by young students. Few family rituals have as fixed a place in the American household, and in the popular imagination, as board games, those impromptu or regularly scheduled contests…

  15. Playing Games in Class Helps Students Grasp Math

    Science.gov (United States)

    Cavanagh, Sean

    2008-01-01

    This article highlights the study which illustrates how an age-old board games that incorporate numbers and counting have led to better understanding of numbers by young students. Few family rituals have as fixed a place in the American household, and in the popular imagination, as board games, those impromptu or regularly scheduled contests…

  16. DEVELOPMENT OF A VISUAL MATH LITERACY SELF EFFICACY PERCEPTION SCALE (VMLSEPS FOR ELEMENTARY STUDENTS

    Directory of Open Access Journals (Sweden)

    Mehmet BEKDEMİR

    2012-03-01

    opportunities for individuals such as supporting them to better understand abstract thoughts by presenting these thoughts in a living and familiar way and bringing the experience to process the same thought in different ways (Feinstein & Hagerty, 1994; İpek, 2003. This close relationship reveals a new concept of literacy, “Visual Math Literacy (VML”. VML can be described as, “the proficiency to perceive, signify, interpret, evaluate, and use the problems encountered in daily life within visual or spatial frameworks; and, to perceive, signify, interpret, evaluate, and use visual or spatial information in mathematical terms”. In Turkey there is no scientific research about VML, which is described as mentioned above, conducted at the elementary school level; hence, this study is very important for being the first to cover VML and integrate types of literacy. The purpose of this study is to develop a valid, reliable, easy to apply and easy to evaluate scale that can measure the self-efficacy of elementary students concerning their visual math literacy. This is a general survey study in which it is aimed to develop a scale. Participants of study are composed of 151 6th grade, 142 7th grade, and 135 8th grade students. Totally 428 students (220 girls and 208 boys were selected randomly from two elementary schools in the Eastern Anatolian region of Turkey, and one elementary school from the Black Sea region. For the VMLSEPS first of all, 15 open ended questions were formed with reference to expert opinions, and these questions were asked to 6th, 7th, and 8th grade students (103 students in total from two elementary schools in a large city in Eastern Anatolian region for the first semester of 2009-2010 academic year. Researchers created an item pool composed of 159 items by using students’ answers to these questions and considering the Elementary Education Mathematic Program 2005. With reference to the pool and based on the elementary school students’ successes on

  17. "If You Show Who You Are, Then They Are Going to Try to Fix You": The Capitals and Costs of Schooling for High-Achieving Latina Students

    Science.gov (United States)

    Locke, Leslie Ann; Tabron, Lolita A.; Venzant Chambers, Terah T.

    2017-01-01

    Schools are supposed to be places where students learn academic and technical skills while also expanding their social networks. Although much research exists that examines academic achievement from a variety of lenses, schools and educators continue to lack insight into the various strengths--or capital--students bring with them to school…

  18. "If You Show Who You Are, Then They Are Going to Try to Fix You": The Capitals and Costs of Schooling for High-Achieving Latina Students

    Science.gov (United States)

    Locke, Leslie Ann; Tabron, Lolita A.; Venzant Chambers, Terah T.

    2017-01-01

    Schools are supposed to be places where students learn academic and technical skills while also expanding their social networks. Although much research exists that examines academic achievement from a variety of lenses, schools and educators continue to lack insight into the various strengths--or capital--students bring with them to school…

  19. College Match Advising for the Moderate- and High-Achieving Student: Promoting Knowledge, Sharing Advice, and Giving Support. College Match Issue Focus

    Science.gov (United States)

    MDRC, 2015

    2015-01-01

    There is broad consensus that our nation must increase the number of low-income and first-generation students who enroll in and complete college, yet many academically capable low-income students enroll in nonselective four-year and two-year colleges where graduation rates are low and where they are less likely to succeed; others fail to enroll at…

  20. Math Anxiety: What Is It?

    Science.gov (United States)

    Betz, Nancy E.

    While much progress has been made in treating math anxiety, little is yet known about its causes, correlates or effects. The present study examined factors related to the prevalence and intensity of math anxiety in college students and the extent to which math anxiety is predictive of math course grades. The 655 subjects were obtained from two…

  1. PRIMARY SCHOOL FIFTH GRADE STUDENTS IN MATH ARE DONE TO COMPREHEND TOPICS TEACHING SMART BOARD APPLICATIONS FOR STUDENT FEEDBACK

    Directory of Open Access Journals (Sweden)

    Fatma Nur KIRALI

    2013-01-01

    Full Text Available The purpose of this study in teaching primary fifth grade students in math are done to comprehend topics is to their views about the smart boards applications.Research Working Group has established, in the education year 2012-2013,on 111 students in an primary school studying in Istanbul,Fatih. The scanning model was used in the research. In this application, aritmatik mean and standard deviation values were used in the distribution of the students view. In the students views about Smart Board Practices in math lesson,’ttest’ was used to determine if there is a meaningful difference in gender thinking. According to the research findings, through the use of the smart board in the course of mathematics, students told that they had better understood the phrase the lesson,had been getting the increase in their interest and wasn’t bored in the lesson. Another result obtained in research, students opinions has not been significantly different according to gender

  2. The Voice of Special Education Math Students and Their Teachers: A Collaborative Approach to Specially Designed Instruction

    Science.gov (United States)

    Neese-Blackman, Chris J.

    2012-01-01

    The perception of high school special education math students and their teachers regarding the collaboration and provision of specially designed instruction was explored in this qualitative study. The theoretical framework proposed that a balance between constructivism and direct instruction within a student-centered classroom would encourage…

  3. The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle-School Students of Varying Ability

    Science.gov (United States)

    Montague, Marjorie; Krawec, Jennifer; Enders, Craig; Dietz, Samantha

    2014-01-01

    The effects of a mathematical problem-solving intervention on students' problem-solving performance and math achievement were measured in a randomized control trial with 1,059 7th-grade students. The intervention, "Solve It!," is a research-based cognitive strategy instructional intervention that was shown to improve the problem-solving…

  4. Guiding Math Students to Campus Services: An Impact Evaluation of the Beacon Program at South Texas College

    Science.gov (United States)

    Visher, Mary; Butcher, Kristin F.; Cerna, Oscar S.

    2011-01-01

    This research rigorously evaluates whether a low-cost intervention can improve students' performance in developmental math. The "Beacon Mentoring Program" was developed at South Texas College by professors, administrators, and staff at the college. Surveys of students revealed that many did not have someone on campus whom they felt they…

  5. How Does ICT Use Influence Students' Achievements in Math and Science over Time? Evidence from PISA 2000 to 2012

    Science.gov (United States)

    Zhang, Danhui; Liu, Luman

    2016-01-01

    This study aims to investigate the impacts of information and communication technology (ICT) use on students' math and science achievements, with a special focus on examining the trends of these relationships over the past decade. Data from all five waves of the Program for International Student Assessment (PISA) from 2000 to 2012 were used.…

  6. Differences between the Sexes among Protestant Christian Middle School Students and Their Attitudes toward Science, Technology, Engineering and Math (STEM)

    Science.gov (United States)

    Michael, Kurt Y.; Alsup, Philip R.

    2016-01-01

    Research focusing on science, technology, engineering, and math (STEM) education among conservative Protestant Christian school students is scarce. Crenshaw's intersectionality theory is examined as it pertains to religion as a group identifier. The STEM Semantic Survey was completed by 157 middle school students attending six different private…

  7. How Does ICT Use Influence Students' Achievements in Math and Science over Time? Evidence from PISA 2000 to 2012

    Science.gov (United States)

    Zhang, Danhui; Liu, Luman

    2016-01-01

    This study aims to investigate the impacts of information and communication technology (ICT) use on students' math and science achievements, with a special focus on examining the trends of these relationships over the past decade. Data from all five waves of the Program for International Student Assessment (PISA) from 2000 to 2012 were used.…

  8. A Quasi-Experimental Study Investigating the Effect of Scent on Students' Memory of Multiplication Facts and Math Anxiety

    Science.gov (United States)

    Leap, Evelyn M.

    2013-01-01

    This quasi-experimental study was conducted with two fifth grade classrooms to investigate the effect of scent on students' acquisition and retention of multiplication facts and math anxiety. Forty participants received daily instruction for nine weeks, using a strategy-rich multiplication program called Factivation. Students in the Double Smencil…

  9. Evidence-Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

    Science.gov (United States)

    Agrawal, Jugnu; Morin, Lisa L.

    2016-01-01

    Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy…

  10. At-Risk Students at Traditional and Academic Alternative School Settings: Differences in Math and English Performance Indicators

    Science.gov (United States)

    Beken, Jo Ann; Williams, John; Combs, Julie P.; Slate, John R.

    2009-01-01

    In this study, the researchers examined the extent to which at-risk students enrolled in traditional high schools differed in their state-mandated assessments in math and in English/Language Arts as compared to at-risk students enrolled in academic alternative education campuses (AECs). All data in this study were based on the accountability…

  11. Penguin Math

    Science.gov (United States)

    Green, Daniel; Kearney, Thomas

    2015-01-01

    Emperor penguins, the largest of all the penguin species, attain heights of nearly four feet and weigh up to 99 pounds. Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how…

  12. Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

    Science.gov (United States)

    Shifrer, Dara; Callahan, Rebecca

    2010-09-01

    Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

  13. Longitudinal predictors of reading and math trajectories through middle school for African American versus Caucasian students across two samples.

    Science.gov (United States)

    Hooper, Stephen R; Roberts, Joanne; Sideris, John; Burchinal, Margaret; Zeisel, Susan

    2010-09-01

    This study's primary purpose was to examine the relative contribution of social-behavioral predictors to reading and math skills. The study expands on Duncan et al.'s (2007) work by using longitudinal methodology from the National Institute of Child Health and Human Development's Study of Child Care and Youth Development (SECCYD) and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) databases, and by focusing on potential differences in patterns of early predictors of later reading and math trajectories for African American versus Caucasian students. Predictor measures were selected at kindergarten, and the outcomes included standardized reading and math scores obtained from Grades 1, 3, 5, and 9 for the SECCYD sample, and Grades 3, 5, and 8 for the ECLS-K sample. Consistent with Duncan et al.'s findings, results reflect the relative contributions of early reading and math skills to later functioning in these respective academic domains for both samples, and there are indications for the importance of early expressive language skills to both reading and math in the SECCYD sample. Findings related to the power of social-behavioral predictors, however, are not consistent across samples. Although the SECCYD sample evidenced no such predictors, several interactions in the ECLS-K sample suggested the moderating effects of early ratings of aggressive behaviors and internalizing behaviors on later reading and math for African American students. The moderating effects of early teacher ratings of attention and internalizing behaviors for African American students as compared with Caucasian students in later math growth also were noted. The importance of early social-behavioral functions as related to later academic skills remains an important area of inquiry.

  14. Exploring Gender Differences across Elementary, Middle, and High School Students' Science and Math Attitudes and Interest

    Science.gov (United States)

    LeGrand, Julie

    The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as gender gaps in achievement close and representation becomes more equitable in certain academic domains, research has turned to social and cultural factors to explain why fewer women persist in STEM studies and careers than men. The purpose of this study was to examine gender differences in science and math attitudes and interests from elementary school, to middle school, to high school. To examine possible gender-specific shifts in students' interest and attitudes in science and math, 136 students from a suburban, public school district were surveyed at the elementary school level (N=31), middle school level (N=54), and high school level (N=51) and various constructs were used to assess the responses in accordance with expectancy-value theory. Utilizing a mixed-methods approach, a random sample of students from each grade level then participated in focus groups, and corollary themes were identified. Results from a logistical regression analysis and Mann-Whitney Test indicated that significant gender differences exist for interest, efficacy, expectancy, and value within science domains (p<.05), although these differences are not the same at each grade level or for each scientific discipline. Significant gender differences in mathematics are present only at the elementary school level.

  15. Impact of Cover, Copy, and Compare on Fluency Outcomes for Students with Disabilities and Math Deficits: A Review of the Literature

    Science.gov (United States)

    Stocker, James D., Jr.; Kubina, Richard M., Jr.

    2017-01-01

    Fluency, a combination of response accuracy and speed, enables students to work efficiently through academic tasks. Students with disabilities and math deficits often struggle to learn math facts fluently. Although issues with fluency frequently coexist with a disability, problems gaining fluency also stem from a lack of practice and appropriate…

  16. Impact of Cover, Copy, and Compare on Fluency Outcomes for Students with Disabilities and Math Deficits: A Review of the Literature

    Science.gov (United States)

    Stocker, James D., Jr.; Kubina, Richard M., Jr.

    2017-01-01

    Fluency, a combination of response accuracy and speed, enables students to work efficiently through academic tasks. Students with disabilities and math deficits often struggle to learn math facts fluently. Although issues with fluency frequently coexist with a disability, problems gaining fluency also stem from a lack of practice and appropriate…

  17. The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

    Science.gov (United States)

    van Veggel, Nieky; Amory, Jonathan

    2014-01-01

    Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

  18. The effects of using diagramming as a representational technique on high school students' achievement in solving math word problems

    Science.gov (United States)

    Banerjee, Banmali

    Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to students' accomplishments when solving word problems. Some studies have examined the effects of diagramming on students' abilities to solve word problems that only involved basic arithmetic operations. Other studies have investigated how instructional models that used technology influenced students' problem solving achievements. Still other studies have used schema-based instruction involving students with learning disabilities. No study has evaluated regular high school students' achievements in solving standard math word problems using a diagramming technique without technological aid. This study evaluated students' achievement in solving math word problems using a diagramming technique. Using a quasi-experimental experimental pretest-posttest research design, quantitative data were collected from 172 grade 11 Hispanic English language learners (ELLS) and African American learners whose first language is English (EFLLs) in 18 classes at an inner city high school in Northern New Jersey. There were 88 control and 84 experimental students. The pretest and posttest of each participating student and samples of the experimental students' class assignments provided the qualitative data for the study. The data from this study exhibited that the diagramming method of solving math word problems significantly improved student achievement in the experimental group (pvocabulary and symbols used in word problems and that both ELLs and EFLLs improved their problem solving success through careful attention to the creation and labeling of diagrams to represent the mathematics involved in standard word problems. Although Learnertype (ELL, EFLL

  19. Advanced Math Equals Career Readiness. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…

  20. Investigating Middle School Math and Primary Teachers' Judgments of the Characteristics of Mathematically Gifted Students

    Directory of Open Access Journals (Sweden)

    Şule Güçyeter

    2015-06-01

    Full Text Available The purpose of this study was to investigate teachers’ judgments of mathematically gifted students’ characteristics with respect to various variables. Data were collected from primary school teachers and middle school math teachers (N=161 by using a survey instrument. According to research findings most of the teachers tended to think that mathematical giftedness is being observed more frequently within boys than girls. There was a statistically significant relationship between teachers’ responses about whether mathematical giftedness could be developed or not who have mathematically gifted students and those who have not. But there was no statistically significant relationship among teachers’ branch, teaching experience and their answers about the development of mathematical giftedness. Results showed that there was a statistically significant relationship between teachers’ selfperception of being mathematically gifted and their experience with mathematically gifted students. Total scores of more popular and most popular characteristics that were determined by teachers had a positive correlation with teachers’ experience. Key Words:

  1. Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.

    Science.gov (United States)

    Fuchs, Lynn S; Seethaler, Pamela M; Powell, Sarah R; Fuchs, Douglas; Hamlett, Carol L; Fletcher, Jack M

    2008-01-01

    This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

  2. Essential Math Skills for Engineers

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    Paul, Clayton R

    2011-01-01

    Just the math skills you need to excel in the study or practice of engineering Good math skills are indispensable for all engineers regardless of their specialty, yet only a relatively small portion of the math that engineering students study in college mathematics courses is used on a frequent basis in the study or practice of engineering. That's why Essential Math Skills for Engineers focuses on only these few critically essential math skills that students need in order to advance in their engineering studies and excel in engineering practice. Essential Math Skills for Engineers features con

  3. The Contribution of Memory and Anxiety to the Math Performance of College Students with Learning Disabilities

    Science.gov (United States)

    Prevatt, Frances; Welles, Theresa L.; Li, Huijun; Proctor, Briley

    2010-01-01

    The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory…

  4. The Effect of an English Language Learner Program on Student Achievement Outcomes in Language, Reading, and Math

    Science.gov (United States)

    Reid, Jennifer L.

    2011-01-01

    The purpose of the study was to determine the reading, math, and language proficiency outcomes of 4th-grade through 7th-grade students with limited English proficiency following nearly two years or more of instruction in the English Language Learner Program (ELL) and concurrent general education studies. The maximum accrual for this study was…

  5. Differential Effects of Three Computer-Assisted Instruction Programs on the Development of Math Skills among Primary Grade Students

    Science.gov (United States)

    Erkfritz-Gay, Karyn N.

    2009-01-01

    Past research has documented that the effectiveness of three different math strategies delivered to students via one-on-one instruction (i.e., cover-copy-compare (CCC); e.g., Skinner, Turco, Beatty, & Rasavage, 1989, traditional drill and practice (TDP); e.g., Cybriwsky & Schuster, 1990, and constant time delay (CTD); Kulik, 1994). This study…

  6. Intermediate Trends in Math and Science Partnership-Related Changes in Student Achievement with Management Information System Data

    Science.gov (United States)

    Dimitrov, Dimiter M.

    2009-01-01

    This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation examines student proficiency in mathematics and science for the MSPs' schools in terms of changes across three years (2003/04, 2004/05, and 2005/06) and relationships with MSP-related variables using Management Information System data with the…

  7. Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program.

    Science.gov (United States)

    Duncan, Hollis; Dick, Thomas

    2000-01-01

    Describes the Treisman model which involves supplemental workshops in which college students solve problems in collaborative learning groups. Reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses at Oregon State University over five academic terms. Reveals a significant effect on…

  8. Comparing the Math Anxiety of Secondary School Female Students in Groups (Science and Mathematical Physics) Public Schools

    Science.gov (United States)

    Vakili, Khatoon; Pourrazavy, Zinat alsadat

    2017-01-01

    The aim of this study is comparing math anxiety of secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari. The purpose of the research is applied research, it is a development branch, and in terms of the nature and method, it is a causal-comparative research. The statistical…

  9. Effects of Pre-Kindergarten Music Instruction on Kindergarten Reading and Math Scores for Low SES ELL Students

    Science.gov (United States)

    Bowen, Robert Charles

    2010-01-01

    Learning gaps exist between economic and ethnic subgroups. This quasi-experimental study examined the effects of a pre-kindergarten music class on kindergarten math and reading scores. The research involved three metropolitan elementary schools where nearly 90% of the students participated in free and reduced lunch and approximately half of the…

  10. Predicting the Math/Science Career Goals of Low-Income Prospective First-Generation College Students

    Science.gov (United States)

    Garriott, Patton O.; Flores, Lisa Y.; Martens, Matthew P.

    2013-01-01

    The present study used social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) to predict the math/science goal intentions of a sample of low-income prospective first-generation college students (N = 305). Structural equation modeling was used to test a model depicting relationships between contextual (i.e., social class, learning…

  11. The Relation between Students' Math and Reading Ability and Their Mathematics, Physics, and Chemistry Examination Grades in Secondary Education

    Science.gov (United States)

    Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje

    2015-01-01

    Word problems are math- or science-related problems presented in the context of a story or real-life scenario. Literature suggests that, to solve these problems, advanced reading skills are required, in addition to content-related skills in, for example, mathematics. In the present study, we investigated the relation between students' reading…

  12. Changing the Equation: Ensuring the Common Core Math Standards Enable All Students to Excel in California Schools. K-12 Practice

    Science.gov (United States)

    Banks, Amber; LaFors, Jeannette

    2015-01-01

    Schools around California are implementing the new Common Core State Standards. In math specifically, where significant disparities in proficiency exist for African American, Latino, and low-income students as compared to their white, Asian and higher-income peers, these new standards provide an opportunity to close achievement and opportunity…

  13. Teaching Math to Deaf/Hard-of-Hearing (DHH) Children Using Mobile Games: Outcomes with Student and Teacher Perspectives

    Science.gov (United States)

    Shelton, Brett E.; Parlin, Mary Ann

    2016-01-01

    Leveraging the use of mobile devices for education, such as instructional games, is an area of increasing interest for targeted subpopulations of students including those who are deaf/hard-of-hearing (DHH). This paper outlines the perspectives of Deaf Education teachers and DHH children who participated in the GeePerS*Math project. Interviews and…

  14. Employment of an Informal Educational Mathematical Facility to Lower Math Anxiety and Improve Teacher and Student Attitudes Towards Understanding Mathematics

    Science.gov (United States)

    Adams, Vicki

    2012-01-01

    Students do not pursue careers in science, technology, engineering, or mathematics (STEM) because of a lack of ability, but rather a lack of positive experiences with mathematics. Research has concluded that attitudes in math directly influence success in mathematics. As many as 75% of high school graduates in the United States suffer from mild to…

  15. The Development and Validation of a Measure of Student Attitudes toward Science, Technology, Engineering, and Math (S-STEM)

    Science.gov (United States)

    Unfried, Alana; Faber, Malinda; Stanhope, Daniel S.; Wiebe, Eric

    2015-01-01

    Using an iterative design along with multiple methodological approaches and a large representative sample, this study presents reliability, validity, and fairness evidence for two surveys measuring student attitudes toward science, technology, engineering, and math (S-STEM) and interest in STEM careers for (a) 4th- through 5th-grade students…

  16. Investigating the Relationships among Primary Teachers' Math Profile, Math Teaching Efficacy, and Math Content Pedagogical Knowledge

    Science.gov (United States)

    Roettinger, Theresa Marie

    2014-01-01

    Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy…

  17. Investigating the Relationships among Primary Teachers' Math Profile, Math Teaching Efficacy, and Math Content Pedagogical Knowledge

    Science.gov (United States)

    Roettinger, Theresa Marie

    2014-01-01

    Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy…

  18. Commercially Published Elementary Math Curricula and Their Related Effects on Third- and Fourth-Grade Student Achievement on the South Dakota Test of Educational Progress

    Science.gov (United States)

    Thaler, Cheryl D.

    2013-01-01

    Since the United States Congress enacted the No Child Left Behind Act in 2001, school districts have been charged with ensuring that all students are proficient in reading and math by 2014. Schools failing to achieve are labeled as failing or needing improvement. This study sought to determine if commercially produced elementary math curricula…

  19. A Panel Analysis of Student Mathematics Achievement in the US in the 1990s: Does Increasing the Amount of Time in Learning Activities Affect Math Achievement?

    Science.gov (United States)

    Aksoy, Tevfik; Link, Charles R.

    2000-01-01

    Uses panel estimation techniques to estimate econometric models of mathematics achievement determinants for a nationally representative sample of high-school students. Extra time spent on math homework increases test scores; an extra hour of TV viewing negatively affects scores. Longer math periods also help. (Contains 56 references.) (MLH)

  20. Understanding student use of mathematics in IPLS with the Math Epistemic Games Survey

    Science.gov (United States)

    Eichenlaub, Mark; Hemingway, Deborah; Redish, Edward F.

    2017-01-01

    We present the Math Epistemic Games Survey (MEGS), a new concept inventory on the use of mathematics in introductory physics for the life sciences. The survey asks questions that are often best-answered via techniques commonly-valued in physics instruction, including dimensional analysis, checking special or extreme cases, understanding scaling relationships, interpreting graphical representations, estimation, and mapping symbols onto physical meaning. MEGS questions are often rooted in quantitative biology. We present preliminary data on the validation and administration of the MEGS in a large, introductory physics for the life sciences course at the University of Maryland, as well as preliminary results on the clustering of questions and responses as a guide to student resource activation in problem solving. This material is based upon work supported by the US National Science Foundation under Award No. 15-04366.

  1. Mimewrighting: Preparing Students for the Real World of Science, Technology, Engineering, and Math

    Science.gov (United States)

    Shope, R. E.

    2013-12-01

    READING, WRITING, & ENACTING SCIENTIFIC & TECHNICAL LITERATURE: Mimewrighting applies the art of mime as an interpretive springboard to integrate conceptual understanding across all content areas. Mimewrighting guides students to read and express complex ideas in carefully crafted movement integrations, mediating experience, so that students obtain an intuitive grasp of difficult and abstract ideas. THE PROBLEM: Reading science writing presents obstacles for middle and high school students, to the point that many students are turned OFF to science altogether. A typical science abstract, written for colleagues, is as densely packed with concept-laden words as a black hole is densely packed with matter- and just as mysterious. What reads to a science colleague as a richly crafted paragraph, from which a myriad of elegantly interrelated concepts can unfold to point to the significance and context of the study at hand, reads as jabberwocky nonsense to the uninitiated student. So, how do we turn such kids (and teachers) back ON to the inquiry-driven desire to seek out challenging and educative experiences? How do we step up to the national challenge to prepare ALL students adequately for the REAL-WORLD demands of science, technology, engineering, math, (STEM) and communications? How do we help kids read, write, and understand scientific and technical literature? AN UNCONVENTIONAL ANSWER: Mimewrighting applies the classic art of mime to unpack the meaning of science writing. We help students view the text as sequences of action, scenarios that can be enacted theatrically for understanding. HOW DOES IT WORK? READ ALOUD, MIME ALONG: It's as simple as read aloud and mime along. And as complex, in that it requires taking the time to acknowledge each concept packed into the passage. Three opening sentences might involve twenty minutes of mimewrighting activity to ensure that students apprehend the patterns, perceive the relationships, and comprehend the dynamics of such a

  2. The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096

    Science.gov (United States)

    Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

    2015-01-01

    The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…

  3. MathPatch - Raising Retention and Performance in an Intro-geoscience Class by Raising Students' Quantitative Skills

    Science.gov (United States)

    Baer, E. M.; Whittington, C.; Burn, H.

    2008-12-01

    The geological sciences are fundamentally quantitative. However, the diversity of students' mathematical preparation and skills makes the successful use of quantitative concepts difficult in introductory level classes. At Highline Community College, we have implemented a one-credit co-requisite course to give students supplemental instruction for quantitative skills used in the course. The course, formally titled "Quantitative Geology," nicknamed "MathPatch," runs parallel to our introductory Physical Geology course. MathPatch teaches the quantitative skills required for the geology class right before they are needed. Thus, students learn only the skills they need and are given opportunities to apply them immediately. Topics include complex-graph reading, unit conversions, large numbers, scientific notation, scale and measurement, estimation, powers of 10, and other fundamental mathematical concepts used in basic geological concepts. Use of this course over the past 8 years has successfully accomplished the goals of increasing students' quantitative skills, success and retention. Students master the quantitative skills to a greater extent than before the course was implemented, and less time is spent covering basic quantitative skills in the classroom. Because the course supports the use of quantitative skills, the large number of faculty that teach Geology 101 are more comfortable in using quantitative analysis, and indeed see it as an expectation of the course at Highline. Also significant, retention in the geology course has increased substantially, from 75% to 85%. Although successful, challenges persist with requiring MathPatch as a supplementary course. One, we have seen enrollments decrease in Geology 101, which may be the result of adding this co-requisite. Students resist mandatory enrollment in the course, although they are not good at evaluating their own need for the course. The logistics utilizing MathPatch in an evening class with fewer and longer

  4. Student nurses need more than maths to improve their drug calculating skills.

    Science.gov (United States)

    Wright, Kerri

    2007-05-01

    Nurses need to be able to calculate accurate drug calculations in order to safely administer drugs to their patients (NMC, 2002). Studies have shown however that nurses do not always have the necessary skills to calculate accurate drug dosages and are potentially administering incorrect dosages of drugs to their patients (Hutton, M. 1998. Nursing Mathematics: the importance of application. Nursing Standard 13(11), 35-38; Kapborg, I. 1994. Calculation and administration of drug dosage by Swedish nurses, Student Nurses and Physicians. International Journal for Quality in Health Care 6(4), 389-395; O'Shea, E. 1999. Factors contributing to medication errors: a literature review. Journal of Advanced Nursing 8, 496-504; Wilson, A. 2003. Nurses maths: researching a practical approach. Nursing Standard 17(47), 33-36). The literature indicates that in order to improve drug calculations strategies need to focus on both the mathematical skills and conceptual skills of student nurses so they can interpret clinical data into drug calculations to be solved. A study was undertaken to investigate the effectiveness of implementing several strategies which focussed on developing the mathematical and conceptual skills of student nurses to improve their drug calculation skills. The study found that implementing a range of strategies which addressed these two developmental areas significantly improved the drug calculation skills of nurses. The study also indicates that a range of strategies has the potential ensuring that the skills taught are retained by the student nurses. Although the strategies significantly improved the drug calculation skills of student nurses, the fact that only 2 students were able to achieve 100% in their drug calculation test indicates a need for further research into this area.

  5. Math review for the SAT

    CERN Document Server

    REA, Editors of

    2012-01-01

    Maximize your math score on the new SAT with REA's Math Review for the SAT! This new edition features a comprehensive analysis of the SAT's Multiple Choice and Student Response math questions: Number and Operation Questions; Algebra and Function Questions; Geometry and Measurement Questions; and Data Analysis, Statistics, and Probability Questions. Build your test skills with over 200 math drills that sharpen and focus your understanding of SAT math.DETAILS - New edition reflects all the math changes on the new SAT including Algebra II - Concentrated subject question analyses that hone test sk

  6. Advancing participation of blind students in Science, Technology, Engineering, and Math

    Science.gov (United States)

    Beck-Winchatz, Bernhard; Riccobono, Mark A.

    2008-12-01

    Like their sighted peers, many blind students in elementary, middle, and high school are naturally interested in space. This interest can motivate them to learn fundamental scientific, quantitative, and critical thinking skills, and sometimes even lead to careers in Science, Technology, Engineering, and Math (STEM) disciplines. However, these students are often at a disadvantage in science because of the ubiquity of important graphical information that is generally not available in accessible formats, the unfamiliarity of teachers with non-visual teaching methods, lack of access to blind role models, and the low expectations of their teachers and parents. We discuss joint efforts by the National Aeronautics and Space Administration (NASA) and the National Federation of the Blind’s (NFB) National Center for Blind Youth in Science (NCBYS) to develop and implement strategies to promote opportunities for blind youth in science. These include the development of tactile space science books and curriculum materials, science academies for blind middle school and high school students, and college-level internship and mentoring programs. The partnership with the NFB exemplifies the effectiveness of collaborations between NASA and consumer-directed organizations to improve opportunities for underserved and underrepresented individuals.

  7. Wuzzit Trouble: The Influence of a Digital Math Game on Student Number Sense

    Directory of Open Access Journals (Sweden)

    Holly Pope

    2015-12-01

    Full Text Available This study sought to determine if playing a digital math game could increase student number sense (mathematical proficiency in numeracy. We used a pre- and post-assessment to measure the number sense of two groups of third grade students with the same mathematics teacher. One group played the game Wuzzit Trouble and the other did not. Overall, the group who played Wuzzit Trouble showed a significant increase in number sense between the pre- and post-assessment, compared to the other group who did not. A qualitative analysis of a novel problem revealed differences between the treatment and comparison groups from pre- to post-. A discussion of these findings and features of the game are addressed. Namely, two features inherent in Wuzzit Trouble are associated with the learners’ increased number sense. First, Wuzzit Trouble promoted mathematical proficiency by requiring learners to attend to several mathematical constraints at once. Second, the game engaged learners in an iterative process of decision-making by calling for students to try, check, and revise their strategy as they played.

  8. Family Math Night: Middle School Math Standards in Action

    Science.gov (United States)

    Taylor-Cox, Jennifer; Oberdorf, Christine

    2006-01-01

    Why should schools have a Family Math Night? It helps students learn essential math concepts. It gives parents a chance to serve as models of motivation, persistence and competence. It promotes math success in a supportive setting. With its step-by-step directions and suggestions for both teachers and parents, this book takes the worry out of…

  9. Between theory and practice – teaching maths to elementary school students in Poland

    OpenAIRE

    Żytko, Małgorzata

    2014-01-01

    The development of children's school achievements in mathematics is one of the most important aims of education in Poland. The results of research concerning monitoring of school achievements in maths is not optimistic. We can observe low levels of children’s understanding of the merits of maths, self-developed strategies in solving problems and practical usage of maths skills. This article frames the discussion of this problem in its psychological and didactic context and anal...

  10. Mi fuerza/my strength. The academic and personal experiences of Chicana/Latina transfer students in math and science

    Science.gov (United States)

    Valenzuela, Yvonne

    This study unravels Chicana/Latina college students' perceptions of their experiences after transfer to two four-year universities. The study expands current research and provides a richer, detailed perspective of transfer students' experiences in the fields of math and science through the lens of a Feminist Critical Race Theory. The study specifically focuses on the experience of these students through their narratives, including their academic preparation, reasons for campus selection, and their academic and social integration after transferring to the senior institution. The study includes students who transferred from Santa Ana College, a Hispanic Serving Institution, that enrolls over 24,000 students, 42% of which are from "Hispanic" backgrounds. Female students who transferred from Santa Ana College to one of two four-year universities, University of California, Irvine, or California State University, Fullerton, were selected for participation. A comparative analysis of experiences at the two senior institutions was conducted. Also included was an examination of how each campus promoted or hindered the success of students. Findings will guide policy recommendations at the two- and four-year college level, and may impact statewide policies regarding transfer of Chicanas/Latinas into math and science fields. Moreover, this study will add to the limited research available in the field of community college students and transfer student experiences.

  11. Math and Science Social Cognitive Variables in College Students: Contributions of Contextual Factors in Predicting Goals

    Science.gov (United States)

    Byars-Winston, Angela M.; Fouad, Nadya A.

    2008-01-01

    This study investigated the influence of two contextual factors, parental involvement and perceived career barriers, on math/science goals. Using social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994), a path model was tested to investigate hypothesized relationships between math- and science-related efficacy beliefs (i.e., task and…

  12. The Effect of the Math Emporium Instructional Method on Students' Performance in College Algebra

    Science.gov (United States)

    Cousins-Cooper, Kathy; Staley, Katrina N.; Kim, Seongtae; Luke, Nicholas S.

    2017-01-01

    This study aims to investigate the effectiveness of the Emporium instructional method in a course of college algebra and trigonometry by comparing to the traditional lecture method. The math emporium method is a nontraditional instructional method of learning math that has been implemented at several universities with much success and has been…

  13. Addressing Math Anxiety in the Classroom

    Science.gov (United States)

    Finlayson, Maureen

    2014-01-01

    In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…

  14. Addressing Math Anxiety in the Classroom

    Science.gov (United States)

    Finlayson, Maureen

    2014-01-01

    In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…

  15. Addressing Math Anxiety in the Classroom

    Science.gov (United States)

    Finlayson, Maureen

    2014-01-01

    In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…

  16. Methods to Improve Performance of Students with Weaker Math Skills in an Algebra-based Physics Course

    Science.gov (United States)

    Smith, Leigh

    2015-03-01

    I will describe methods used at the University of Cincinnati to enhance student success in an algebra-based physics course. The first method is to use ALEKS, an adaptive online mathematics tutorial engine, before the term begins. Approximately three to four weeks before the beginning of the term, the professor in the course emails all of the students in the course informing them of the possibility of improving their math proficiency by using ALEKS. Using only a minimal reward on homework, we have achieved a 70% response rate with students spending an average of 8 hours working on their math skills before classes start. The second method is to use a flipped classroom approach. The class of 135 meets in a tiered classroom twice per week for two hours. Over the previous weekend students spend approximately 2 hours reading the book, taking short multiple choice conceptual quizzes, and viewing videos covering the material. In class, students use Learning Catalytics to work through homework problems in groups, guided by the instructor and one learning assistant. Using these interventions, we have reduced the student DWF rate (the fraction of students receiving a D or lower in the class) from an historical average of 35 to 40% to less than 20%.

  17. Roller Coaster Math.

    Science.gov (United States)

    Pritchard, Arvilla

    1992-01-01

    Presents number loop pattern activities and games designed to interest elementary students in mathematics and encourage computational skills. The activities work as games and cooperative activities and invite math exploration. (SM)

  18. Roller Coaster Math.

    Science.gov (United States)

    Pritchard, Arvilla

    1992-01-01

    Presents number loop pattern activities and games designed to interest elementary students in mathematics and encourage computational skills. The activities work as games and cooperative activities and invite math exploration. (SM)

  19. Reading Comprehension and Math Skills of Students in Basic Education in Mexico: 2000-2005

    Directory of Open Access Journals (Sweden)

    Eduardo Backhoff Escudero

    2010-05-01

    Full Text Available After the establishment of the National Institute for Educational Evaluation (INEE in 2002, society demanded to know whether the educational system had progressed during the last five years. In response, the INEE used the National Standards Tests for Mathematics and Reading Comprehension, applied by the Department of Evaluation of the Secretariat of Public Education (SEP in 2000, and again in 2005. The results showed that sixth graders in private, public, rural schools had made a significant advance in mathematics and reading comprehension. Indigenous Education had also advanced considerably in the latter subject. Among junior high schools, only those of the general category showed significant improvement on both tests. Regarding gender, women scored higher than men in reading comprehension, as contrasted with math. In terms of age, it was found that students of an age normal for their scholastic level performed better than those older. The explanations found in the results highlight the differences between the learning opportunities and cultural capital of the families of the different strata and modalities.

  20. Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions.

    Science.gov (United States)

    Wang, Ming-Te; Eccles, Jacquelynne S

    2016-09-01

    The above article, published online on June 23, 2014 in Wiley Online Library (wileyonlinelibrary.com), has been retracted by agreement between the authors, the journal Editor-in-Chief, Nancy Guerra, and Wiley Periodicals, Inc. The retraction has been agreed upon following the discovery that this article contained inaccurate data. It came to the author's attention that the names of some of the items reported in the Measures section of the paper could not be correct because such items did not exist in the surveys. The authors tried to identify exactly which items had been used in the data analyses but they could not establish without some doubt exactly which items had actually been used. Reference Wang, M.-T. and Eccles, J. S. (2014), Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions. Journal of Research on Adolescence. doi: 10.1111/jora.12153. © 2014 The Authors. Journal of Research on Adolescence © 2014 Society for Research on Adolescence.

  1. Taking Advantage of STEM (Science, Technology, Engineering, and Math) Popularity to Enhance Student/Public Engagement

    Science.gov (United States)

    Dittrich, T. M.

    2011-12-01

    For a student group on campus, "the public" can refer to other students on campus or citizens from the community (including children, parents, teenagers, professionals, tradespeople, older people, and others). All of these groups have something to offer that can enrich the experiences of a student group. Our group focuses on science, technology, engineering and math (STEM) education in K-12 schools, university courses, and outreach activities with the general public. We will discuss the experiences of "All Things STEM" on the University of Colorado-Boulder campus and outreach in Boulder and Weld County, CO. Our experiences include (1) tours and events that offer an opportunity for student/public interaction, (2) grant requests and projects that involve community outreach, and (3) organizing conferences and events with campus/public engagement. Since our group is STEM-oriented, tours of water treatment plants, recycling centers, and science museums are a great way to create connections. Our most successful campus/public tour is our annual tour of the Valmont Station coal power plant near Boulder. We solicit students from all over campus and Boulder public groups with the goal to form a diverse and intimate 8 person group (students, school teachers, mechanics, hotel managers, etc.) that takes a 1.5 hr tour of the plant guided by the Chief Engineer. This includes a 20 minute sit-down discussion of anything the group wants to talk about including energy policy, plant history, recent failures, coal versus other fuels, and environmental issues. The tour concludes with each member placing a welding shield over their face and looking at the flames in the middle of the boiler, a little excitement that adds to the connections the group forms with each other. We have received over 11,000 to work with local K-12 schools and CU-Boulder undergraduate and graduate classes to develop a platform to help students learn and explain water quality concepts in a more practical manner

  2. Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-Efficacy and Anxiety

    Science.gov (United States)

    Yüksel, Mehmet; Geban, Ömer

    2016-01-01

    This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school…

  3. Math Education Practices for Students with Disabilities and Other Struggling Learners: Case Studies of Six Schools in Two Northeast and Islands Region States. Issues & Answers. REL 2008-No. 053

    Science.gov (United States)

    Louie, Josephine; Brodesky, Amy; Brett, Jessica; Yang, Li-Ming; Tan, Yvette

    2008-01-01

    The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other…

  4. Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?

    Science.gov (United States)

    Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.

    2010-01-01

    We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented,…

  5. Practically Perfect in Every Way: Can Reframing Perfectionism for High-Achieving Undergraduates Impact Academic Resilience?

    Science.gov (United States)

    Dickinson, Mary J.; Dickinson, David A. G.

    2015-01-01

    This study focuses on a pan-disciplinary scheme that targeted high-achieving undergraduate students. Earlier research from the scheme argued that high achievers have discernibly different learning and personal development support needs. One of the most frequent self-reported challenges within this high-achieving group is perfectionism. This…

  6. Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

    Science.gov (United States)

    Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

    2015-12-01

    The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

  7. Multidimensional Assessment of Self-Regulated Learning With Middle School Math Students.

    Science.gov (United States)

    Callan, Gregory L; Cleary, Timothy J

    2017-03-30

    This study examined the convergent and predictive validity of self-regulated learning (SRL) measures situated in mathematics. The sample included 100 eighth graders from a diverse, urban school district. Four measurement formats were examined including, 2 broad-based (i.e., self-report questionnaire and teacher ratings) and 2 task-specific measures (i.e., SRL microanalysis and behavioral traces). Convergent validity was examined across task-difficulty, and the predictive validity was examined across 3 mathematics outcomes: 2 measures of mathematical problem solving skill (i.e., practice session math problems, posttest math problems) and a global measure of mathematical skill (i.e., standardized math test). Correlation analyses were used to examine convergent validity and revealed medium correlations between measures within the same category (i.e., broad-based or task-specific). Relations between measurement classes were not statistically significant. Separate regressions examined the predictive validity of the SRL measures. While controlling all other predictors, a SRL microanalysis metacognitive-monitoring measure emerged as a significant predictor of all 3 outcomes and teacher ratings accounted for unique variance on 2 of the outcomes (i.e., posttest math problems and standardized math test). Results suggest that a multidimensional assessment approach should be considered by school psychologists interested in measuring SRL. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  8. SAT math prep course

    CERN Document Server

    Kolby, Jeff

    2011-01-01

    Comprehensive Prep for SAT Math Every year, students pay 1,000 and more to test prep companies to prepare for the math section of the new SAT. Now you can get the same preparation in a book. Features: * Comprehensive Review: Twenty-three chapters provide complete review of SAT math. * Practice: Includes 164 examples and more than 500 exercises! Arranged from easy to medium to hard to very hard. * Diagnostic Test: The diagnostic test measures your strengths and weaknesses and directs you to areas you need to study more. * Performance: If your target is a 700+ score, this is the book!

  9. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    Science.gov (United States)

    Mulkerrin, Elizabeth A.

    2012-01-01

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of…

  10. Gender, Previous Knowledge, Personality Traits and Subject-Specific Motivation as Predictors of Students' Math Grade in Upper-Secondary School

    Science.gov (United States)

    Peklaj, Cirila; Podlesek, Anja; Pecjak, Sonja

    2015-01-01

    The aim of the study was to examine the relationships between gender, previous knowledge, different personality traits, subject-specific motivational dimensions and students' math grade in secondary school. A total of 386 first-year students (142 boys and 244 girls) from secondary schools in Slovenia (mean age was 15.7 years) participated in the…

  11. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    Science.gov (United States)

    Mulkerrin, Elizabeth A.

    2012-01-01

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of…

  12. Relationship between the TCAP and the Pearson Benchmark Assessment in Elementary Students' Reading and Math Performance in a Northeastern Tennessee School District

    Science.gov (United States)

    Dugger-Roberts, Cherith A.

    2014-01-01

    The purpose of this quantitative study was to determine if there was a relationship between the TCAP test and Pearson Benchmark assessment in elementary students' reading and language arts and math performance in a northeastern Tennessee school district. This study involved 3rd, 4th, 5th, and 6th grade students. The study focused on the following…

  13. A Comparison of Learning Styles and Study Strategies Used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching

    Science.gov (United States)

    Shahrill, Masitah; Mahalle, Salwa; Matzin, Rohani; Hamid, Malai Hayati Sheikh; Mundia, Lawrence

    2013-01-01

    The survey assessed the learning styles and study strategies used by 135 randomly selected Brunei secondary school students and compared them by educational level, math ability, and gender. Junior students (Forms 1-3) rely heavily on the use of the written-expressive learning style than their senior counterparts (Forms 4-5). In addition, the more…

  14. The Impact of a Computer Based Math Instruction Program on Fifth Grade Student Academic Performance on the Texas Assessment of Knowledge and Skills in One School District

    Science.gov (United States)

    Abel, Brian B.

    2011-01-01

    This study was designed to investigate the differences between two groups of fifth grade students' performance on the 2010 fifth grade Texas Assessment of Knowledge and Skills (TAKS) math test. The sample consisted of a group of fifth grade students receiving the traditional instruction from their classroom teacher and a group of fifth grade…

  15. Singapore Math

    Science.gov (United States)

    What Works Clearinghouse, 2009

    2009-01-01

    "Singapore Math" is a collection of math curricula originally developed by Singapore's Ministry of Education and private textbook publishers for use in Singapore schools. "Singapore Math" curricula were developed under a national framework centered on problem solving that emphasizes computational skills as well as conceptual and strategic thinking…

  16. Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

    Science.gov (United States)

    Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

    2015-09-01

    A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety.

  17. Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers. A Briefing before the United States Commission on Civil Rights Held in Washington, D.C. Briefing Report

    Science.gov (United States)

    US Commission on Civil Rights, 2010

    2010-01-01

    The Commission held a briefing entitled, "Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers." In particular, the Commission examined why minority college students who begin their college studies intending to major in science, technology, engineering or math (STEM) leave these disciplines in disproportionate…

  18. Math Anxiety And Metacognition in Mathematics Education

    OpenAIRE

    Erickson, Shanna Lin

    2015-01-01

    This dissertation explores the connections among metacognition, math ability, and math anxiety, predominantly within an educational context. An ultimate goal is to improve student success in math by first addressing student misconceptions of self-ability that drive study habits.To inform later discussions of these connections, I first provide supporting groundwork research for each of these cognitive functions separately in Chapters 1-3. In Chapter 1, background information on math cognitio...

  19. Touring Mars Online, Real-time, in 3D for Math and Science Educators and Students

    Science.gov (United States)

    Jones, Greg; Kalinowski, Kevin

    2007-01-01

    This article discusses a project that placed over 97% of Mars' topography made available from NASA into an interactive 3D multi-user online learning environment beginning in 2003. In 2005 curriculum materials that were created to support middle school math and science education were developed. Research conducted at the University of North Texas…

  20. Relation between Cognitions and Performance in Math Anxious Students: A Failure of Congitive Theory?

    Science.gov (United States)

    Fulkerson, Katherine F.; And Others

    1984-01-01

    Compared the cognitions of high and low math anxious undergraduates (N=71) who were asked to think aloud while solving mathematical problems. Results showed no anxiety-related differences for either performance or 11 categories of cognitions, and no sex differences in performance or for a linear combination of cognitions. (JAC)

  1. Advancing the Math Skills of Middle School Students in Technology Education Classrooms

    Science.gov (United States)

    Bottge, Brian A.; Grant, Timothy S.; Stephens, Ana C.; Rueda, Enrique

    2010-01-01

    While curriculum specialists and committees often decide how mathematics is taught, it is ultimately principals who influence the extent to which these initiatives are carried out. The overall goal of this article is to provide school leaders with classroom-based research that describes one way of improving the math skills of middle school…

  2. Making the case for STEM integration at the upper elementary level: A mixed methods exploration of opportunity to learn math and science, teachers' efficacy and students' attitudes

    Science.gov (United States)

    Miller, Brianna M.

    Student achievement in science and math has been linked to per capita gross domestic product (GDP) growth propagating the belief that science, technology, engineering, and math (STEM) education is an important factor in economic prosperity. However, The No Child Left Behind Act of 2001 (NCLB), favors math over science, positioning the subjects as competitors rather than collaborators. Additionally, NCLB focuses almost exclusively on the cognitive outcome of students' achievement with the affective outcome of students' attitudes being nearly ignored. Positive attitudes toward science and math early on are essential for subsequent and cumulative decisions students make in taking courses, choosing majors, and pursuing careers. Positioning students' attitudes as a desirable educational outcome comparable to students' achievement is an emerging goal in the literature. Using the case of one school district in south-central Pennsylvania with three elementary schools, 15 upper elementary teachers, and 361 students, the purpose of this study was to better understand influences on upper elementary students' attitudes toward STEM (SA) subjects and careers. The study aimed to explore two influences on SA, opportunity to learn (OTL) and teacher's efficacy (TE), in the comparative contexts of math and science. The studied employed a mixed methods convergent design in which five data sets from four sources were collected over three phases to triangulate three constructs: OTL, TE, and SA. The goal of the study was to offer recommendations to the case school district for enhancing OTL, TE, and thus SA. Findings regarding OTL revealed that the opportunity to learn science was lower than math. Finding regarding TE revealed that outcome expectancy was lower than personal teaching efficacy in both science and math; and, teachers had low STEM career awareness, STEM integration, and technology use. Findings regarding SA revealed a lower perceived usefulness of science compared to math

  3. What Characterises High Achieving Students’ Mathematical Reasoning?

    OpenAIRE

    Haavold, Per Øystein

    2011-01-01

    This study investigates high achieving students’ mathematical reasoning when given an unfamiliar trigonometric equation. The findings indicate that the students’ way of thinking is strongly linked with imitative reasoning and only when they received some form of guidance, were they able to display flexible and creative mathematical reasoning.

  4. Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

    Science.gov (United States)

    Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

    2015-01-01

    The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

  5. Bob miller's math for the GMAT

    CERN Document Server

    Miller, Bob

    2012-01-01

    Maximize Your GMAT Math Score with Bob Miller! REA's updated second edition of Bob Miller's Math for the GMAT is a must for anyone taking the GMAT. Bob Miller has taught math to thousands of students at all educational levels for 30 years. His proven teaching methods will help you master the math section of the GMAT and boost your score! Written in a lively and unique format, Bob Miller's Math for the GMAT prepares GMAT-takers with everything they need to know. Unlike some dull test preps that merely present the material, Bob actually teaches and explains math concepts and ideas. His no-no

  6. How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children.

    Science.gov (United States)

    Cargnelutti, Elisa; Tomasetto, Carlo; Passolunghi, Maria Chiara

    2017-06-01

    Both general and math-specific anxiety are related to proficiency in mathematics. However, it is not clear when math anxiety arises in young children, nor how it relates to early math performance. This study therefore investigated the early association between math anxiety and math performance in Grades 2 and 3, by accounting for general anxiety and by further inspecting the prevalent directionality of the anxiety-performance link. Results revealed that this link was significant in Grade 3, with a prevalent direction from math anxiety to performance, rather than the reverse. Longitudinal analyses also showed an indirect effect of math anxiety in Grade 2 on subsequent math performance in Grade 3. Overall, these findings highlight the importance of monitoring anxiety from the early stages of schooling in order to promote proficient academic performance.

  7. Modern maths

    CERN Document Server

    Thom,R

    1974-01-01

    Le Prof. R. Thom expose ses vues sur l'enseignement des mathématiques modernes et des mathémathiques de toujours. Il est un grand mathématicien et était professeur à Strasbourg; maintenant il est professeur de hautes études scientifiques et était invité par le Prof. Piaget à Genève

  8. Development of Case Stories by Interviewing Students about their Critical Moments in Science, Math, and Engineering Classes

    Directory of Open Access Journals (Sweden)

    Rachel Esselstein

    2008-01-01

    Full Text Available Dartmouth’s Critical Moments project is designed to promote discussions among faculty and graduate students about the retention of students, particularly women and minorities, in science, math, and engineering (SME disciplines. The first phase of the ongoing project has been the development of four case stories, which are fictionalized composites drawn from surveys and interviews of real Dartmouth students. The surveyed population was 125 students in general chemistry. Of the 77 who agreed to be interviewed, 61 reported having experienced a critical moment – i.e., a positive or negative event or time that had a significant impact on the student’s academic life. Leading critical moments were a poor grade on an exam; challenge from group work; excitement from an internship; and falling in love with a non-SME discipline from other coursework. Interviews of 13 students who had negative critical moments led to the development of case stories for: Antoinetta ’09, who had a disappointing group experience; Dalila ’08, who was poorly prepared; Greg ’09, who got in over his head in his first year; and Michelle ’08, who was shocked by her result in the first exam. The case stories are being discussed by graduate students, TA and faculty in various workshops at the Dartmouth Center for the Advancement of Learning.

  9. Math Fact Strategies Research Project

    Science.gov (United States)

    Boso, Annie

    2011-01-01

    An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…

  10. "Math Anxiety" Explored in Studies

    Science.gov (United States)

    Sparks, Sarah D.

    2011-01-01

    Math problems make more than a few students--and even teachers--sweat, but new brain research is providing insights into the earliest causes of the anxiety so often associated with mathematics. Experts argue that "math anxiety" can bring about widespread, intergenerational discomfort with the subject, which could lead to anything from fewer…

  11. Math Education at a Crossroads

    DEFF Research Database (Denmark)

    Markvorsen, Steen

    With an enrollment of 550 students once a year the first year course Math1 at the Technical University of Denmark is one of the largest courses at university level in Denmark. Since its re-formation 6 years ago a number of interesting valuable assets concerning undergraduate math education...

  12. Math Fair: Focus on Fractions

    Science.gov (United States)

    Mokashi, Neelima A.

    2009-01-01

    This article depicts the rewarding experience of creating mathematical environments for kindergarten and elementary students by focusing on one of the most important and often difficult-to-grasp concepts (fractions) through play methods incorporated into a math fair. The basic concept of a math fair is threefold: (1) to create preplanned,…

  13. The Analysis of Learning Obstacle and Students Learning Motivation of Prospective Math Teachers in Basic Physics Class

    Science.gov (United States)

    Kurniawan, D. T.; Suhandi, A.; Kaniawati, I.; Rusdiana, D.

    2017-02-01

    Learning motivation revealed as a whole intrinsic factor that created, maintained and supported students to achieve the goal of learning. As the bigger motivation came with bigger success, motivation was considered as the main key to reach what students have planned. There were intrinsic and extrinsic factors that influence both the students and lecturers’ motivation. The factors in one hand, were essential to be defined by the lecturers in order to maintain and enhance the students’ enthusiasm. On the other hand, they also encouraged and thrilled the students to learn. The study aimed to expose and describe the motivational tendency and to knowledge and analyze learning obstacles faced by the students in basic physics class on students of prospective math teachers in FKIP Unswagati Cirebon. In addition, the study focused on the description of the six motivational components stated by Glyn and Koballa. The six were intrinsic motivation, extrinsic motivation, the relevance of studying physics for subjective purposes, willpower, self assessment and anxiety. Class responses were determined through questionnaire with four main indicators; the causes of being less popular subject, the cause of being disfavored subject, the description of the way the students draw the examination on basic physics subject and the academic background of the students. The results showed that 54% students stated that physics was disfavored because the subject was difficult to understand, 49% stated that the cause of being disfavored of the subject was because physics required complicated mathematics. Most of the students preferred to have game based activities that boosted thinking skill. According to the analysis of the students’ motivation, the findings revealed that the students’ had high level of anxiety in learning the subject. They mostly expressed their anxiety appeared from the material density and text book based assignments.

  14. Solving the Unknown with Algebra: Poster/Teaching Guide for Pre-Algebra Students. Expect the Unexpected with Math[R

    Science.gov (United States)

    Actuarial Foundation, 2013

    2013-01-01

    "Solving the Unknown with Algebra" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards and designed to help students practice pre-algebra skills including using formulas, solving for unknowns, and manipulating equations. Developed by The Actuarial Foundation with Scholastic, this program provides…

  15. The Effects of Cover, Copy, and Compare, Performance Feedback and Rewards on the Mathematical Calculation Skills of Students Identified with Math Difficulty

    Science.gov (United States)

    Benson, Geetal

    2013-01-01

    This study examined the isolated effects of Cover, Copy and Compare (CCC) and the effects of CCC paired with performance feedback (CCC + PF) and rewards (CCC + RW) on the mathematical calculation skills of first grade students identified with math difficulty. Four research questions were addressed in this study. 1. Does Cover, Copy, and Compare…

  16. Professional Learning Communities as a Leadership Strategy to Drive Math Success in an Urban High School Serving Diverse, Low-Income Students: A Case Study

    Science.gov (United States)

    Huggins, Kristin Shawn; Scheurich, James Joseph; Morgan, James R.

    2011-01-01

    Utilizing a qualitative case-study design, this study explored how a mid-sized urban high school professional learning community was used as a reform effort to increase student achievement in mathematics on standards-based assessments. From a year-long interaction with the math professional learning community, which consisted of 3 school leaders…

  17. Effects of Self-Efficacy-Enhancing Interventions on the Math/Science Self-Efficacy and Career Interests, Goals, and Actions of Career Undecided College Students.

    Science.gov (United States)

    Luzzo, Darrell Anthony; Hasper, Patricia; Albert, Katrice A.; Bibby, Maureen A.; Martinelli, Edward A., Jr.

    1999-01-01

    Study evaluates the effects of both performance accomplishment and vicarious learning experiences on the math/science self-efficacy and career interests, goals, and actions of career-undecided college students. Undergraduate participants were assigned one of four treatment conditions for the study. Theoretical and counseling implications of the…

  18. The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement

    Science.gov (United States)

    Soni, Akanksha; Kumari, Santha

    2017-01-01

    The present study investigated the antecedents and consequences of children's math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math…

  19. The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement

    Science.gov (United States)

    Soni, Akanksha; Kumari, Santha

    2017-01-01

    The present study investigated the antecedents and consequences of children's math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math…

  20. Family socioeconomic status, family health, and changes in students' math achievement across high school: A mediational model.

    Science.gov (United States)

    Barr, Ashley Brooke

    2015-09-01

    In response to recent calls to integrate understandings of socioeconomic disparities in health with understandings of socioeconomic disparities in academic achievement, this study tested a mediational model whereby family socioeconomic status predicted gains in academic achievement across high school through its impact on both student and parent health. Data on over 8000 high school students in the U.S. were obtained from wave 1 (2009-2010) and wave 2 (2012) of the High School Longitudinal Study of 2009 (HSLS:09), and structural equation modeling with latent difference scores was used to determine the role of family health problems in mediating the well-established link between family SES and gains in academic achievement. Using both static and dynamic indicators of family SES, support was found for this mediational model. Higher family SES in 9th grade reduced the probability of students and their parents experiencing a serious health problem in high school, thereby promoting growth in academic achievement. In addition, parent and student health problems mediated the effect of changes in family SES across high school on math achievement gains. Results emphasize the importance of considering the dynamic nature of SES and that both student and parent health should be considered in understanding SES-related disparities in academic achievement. This relational process provides new mechanisms for understanding the intergenerational transmission of socioeconomic status and the status attainment process more broadly. Copyright © 2015 Elsevier Ltd. All rights reserved.

  1. On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

    Science.gov (United States)

    Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

    2016-01-01

    Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers.

  2. Is math anxiety in the secondary classroom limiting physics mastery? A study of math anxiety and physics performance

    Science.gov (United States)

    Mercer, Gary J.

    This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.

  3. Parrot Math.

    Science.gov (United States)

    O'Brien, Thomas C.

    1999-01-01

    Parrot math (memorization) seeks to control children through external rewards and punishments, rather than harness their intelligence and curiosity. Recent standardized test results document parrot math's failure. Activities-based approaches, supported by a constructivist philosophy (involving classifying, inferring, generalizing, and…

  4. High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content

    Science.gov (United States)

    Berland, Leema; Steingut, Rebecca; Ko, Pat

    2014-12-01

    Research and policy documents increasingly advocate for incorporating engineering design into K-12 classrooms in order to accomplish two goals: (1) provide an opportunity to engage with science content in a motivating real-world context; and (2) introduce students to the field of engineering. The present study uses multiple qualitative data sources (i.e., interviews, artifact analysis) in order to examine the ways in which engaging in engineering design can support students in participating in engineering practices and applying math and science knowledge. This study suggests that students better understand and value those aspects of engineering design that are more qualitative (i.e., interviewing users, generating multiple possible solutions) than the more quantitative aspects of design which create opportunities for students to integrate traditional math and science content into their design work (i.e., modeling or systematically choosing between possible design solutions). Recommendations for curriculum design and implementation are discussed.

  5. The marginalisation of Indigenous students within school mathematics and the math wars: seeking resolutions within ethical spaces

    Science.gov (United States)

    Russell, Gale L.; Chernoff, Egan J.

    2013-03-01

    In mathematics education, there are (at least) two seemingly disparate and unethical issues that have been allowed to continue unresolved for decades: the math wars (traditional versus reform teaching and learning of mathematics) and the marginalisation of Indigenous students within K-12 mathematics. Willie Ermine, an Indigenous scholar, has proposed the use of ethical spaces to explore and analyse occurrences of unethical situations arising between the "intersection of Indigenous law and Canadian Legal systems" (Ermine, Indigenous Law Journal 6(1):193-203, 2007). This paper brings Ermine's notion of ethical spaces to the field of mathematics education research as the theoretical framework for analysing the aforementioned issues. The result of this analysis is a potential single theoretical resolution to both dilemmas that can also serve as a significant factor in the processes of decolonisation.

  6. Science, Technology, Engineering, Math (STEM) in Higher Education from the Perspective of Female Students: An Institutional Ethnography

    Science.gov (United States)

    Parson, Laura J.

    A persistent disadvantage for females is systemically embedded in Science, Technology, Engineering, and Math (STEM) education in postsecondary institutions. As a result, undergraduate women majoring in STEM fields face a uniquely difficult path; yet, for the most part, recommendations made and supported in the literature have focused on recruitment of women to STEM fields or on ways to make women more successful and comfortable in their STEM major. These recommendations have so far proved to be insufficient to remedy a gender gap and serve to replicate the existing male hierarchy. In order to truly make the STEM classroom one in which women are welcome and comfortable and to challenge the existing social and scientific systems, it is necessary to explore and understand the social and political implications embedded within teaching and learning choices. This institutional ethnography addresses that gap. The purpose of this study was to uncover and describe the institutional practices of STEM education at a Midwest research university (MRU) from the standpoint of female undergraduate students. Using the framework of feminist standpoint theory, this study explored the everyday "work" of female undergraduate STEM students to provide a unique perspective on the STEM education teaching and learning environment. Data collection began with in-depth interviews with female undergraduate math and physics students. As the institutional processes shaping undergraduate participant experiences were identified, subsequent data collection included classroom observations, additional interviews with students and faculty, and analysis of the texts that mediate these processes (e.g., syllabi and student handbooks). Data analysis followed Carspecken's process of ethnographic data analysis that began with low-level coding, followed by high-level coding, and concluded by pulling codes together through the creation of themes. Analysis of data led to three key findings. First, undergraduate

  7. Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Annual report, September 1, 1992--August 31, 1993

    Energy Technology Data Exchange (ETDEWEB)

    Flick, L.B.

    1995-12-31

    This report describes the progress of a project to encourage students and professionals to participate in math, science, and technology education at the elementary and middle grades. The topics of the report include developing a model laboratory/classroom for teacher education, providing financial incentives for students with technical majors to complete the program, and emphasizing issues of equity and minority participation in mathematics, science and technology education through recruitment procedures and in course content.

  8. Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Annual report, September 1, 1992--August 31, 1993

    Energy Technology Data Exchange (ETDEWEB)

    Flick, L.B.

    1995-12-31

    This report describes the progress of a project to encourage students and professionals to participate in math, science, and technology education at the elementary and middle grades. The topics of the report include developing a model laboratory/classroom for teacher education, providing financial incentives for students with technical majors to complete the program, and emphasizing issues of equity and minority participation in mathematics, science and technology education through recruitment procedures and in course content.

  9. Math Exchanges: Guiding Young Mathematicians in Small-Group Meetings

    Science.gov (United States)

    Wedekind, Kassia Omohundro

    2011-01-01

    Traditionally, small-group math instruction has been used as a format for reaching children who struggle to understand. Math coach Kassia Omohundro Wedekind uses small-group instruction as the centerpiece of her math workshop approach, engaging all students in rigorous "math exchanges." The key characteristics of these mathematical conversations…

  10. The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students.

    Science.gov (United States)

    Eeds, Angela; Vanags, Chris; Creamer, Jonathan; Loveless, Mary; Dixon, Amanda; Sperling, Harvey; McCombs, Glenn; Robinson, Doug; Shepherd, Virginia L

    2014-01-01

    The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3-6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals. © 2014 A. Eeds et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  11. Math Stuff

    CERN Document Server

    Pappas, Theoni

    2002-01-01

    Whether it's stuff in your kitchen or garden, stuff that powers your car or your body, stuff that helps you work, communicate or play, or stuff that you've never heard of you can bet that mathematics is there. MATH STUFF brings it all in the open in the Pappas style. Not many people think of mathematics as fascinating, exciting and invaluable. Yet Pappas writes about math ideas in such a way that conveys its often overlooked fascination, excitement, and worth. MATH STUFF deals with 38 topics in an non-threatening way that piques our curiosities. Open the book at random, and learn about such to

  12. Alternative Models to Deliver Developmental Math: Issues of Use and Student Access

    Science.gov (United States)

    Kosiewicz, Holly; Ngo, Federick; Fong, Kristen

    2016-01-01

    Objective: Changing how community colleges deliver developmental education has become a key policy lever to increase student achievement. Alternative development education models reduce the amount of time a student spends in remediation, provide students with supplemental instruction and support, and contextualize content to align with student…

  13. Classroom Strategies to Use with Students Following Traumatic Brain Injuries: Reading, Math, Writing, and Behavior

    Science.gov (United States)

    Spear, Andi

    2005-01-01

    A Traumatic Brain Injury (TBI) changes cognition and behavior in students. Their learning needs are different from students with other exceptionalities. General and special education teachers can use specific strategies based on learning style, along with certain resources, with students who have experienced a TBI to promote learning in reading,…

  14. "I Am [Not Always] a Maths Hater": Shifting Students' Identity Narratives in Context

    Science.gov (United States)

    Andersson, Annica; Valero, Paola; Meaney, Tamsin

    2015-01-01

    In this study, individual students' engagement in learning mathematics in different contexts was explored. The students' narrated identities during their first compulsory upper secondary mathematics course provided a way to understand students' shifts in participation and why these shifts occurred in different contexts at particular times.…

  15. What Literacy Means in Math Class: Teacher Team Explores Ways to Remake Instruction to Develop Students' Skills

    Science.gov (United States)

    Ippolito, Jacy; Dobbs, Christina L.; Charner-Laird, Megin

    2017-01-01

    Secondary teachers and leaders, many of whom are implementing the Common Core State Standards, are seeking guidance about how to implement disciplinary literacy practices. Of the four core subjects taught in secondary schools--English, history, math, and science--the authors have found through their work with secondary teachers that math teachers…

  16. The Effects of Self-Regulated Learning on Community College Students' Metacognition and Achievement in Developmental Math Courses

    Science.gov (United States)

    Campbell, Karen D. Y.

    2013-01-01

    The effects of training in self-regulation on metacognition and math achievement were investigated in this study. The moderator effect of gender, age and ethnicity on the relationships between training and the outcomes of metacognition and math achievement were also explored. The participants for this study were 116 community college students…

  17. Competitive Overdrive Stalls High Achieving Teens.

    Science.gov (United States)

    Bernardo, Debra

    1990-01-01

    This article discusses findings by pediatric psychologists studying destructive stress responses and other psychological costs of overdriven competitiveness in gifted students. Warning signs indicative of depression or antisocial withdrawal are described, as are contributing factors such as parental expectations. Suggestions for avoiding…

  18. 'High' achievers? Cannabis access and academic performance

    NARCIS (Netherlands)

    Marie, O.; Zölitz, U.N.

    2015-01-01

    This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals’ nationality. We apply a difference in-difference approach using administrative pa

  19. Math and Mind Mapping: Origami Construction

    Science.gov (United States)

    Sze, Susan

    2005-01-01

    Students with or without disabilities often experience difficulties with abstract math concepts. This paper is intended to help solve the mystery of math concepts through origami construction, a hands-on activity. Students are involved in constructing and deconstructing concepts by folding and unfolding a piece of paper which eventually leads to a…

  20. 高三数学复习的策略探讨%Strategies on how to Guide Senior Three Students to Review Math

    Institute of Scientific and Technical Information of China (English)

    耿家超

    2015-01-01

    在高三的数学复习中,师生要明确复习的重点、热点及命题导向。在夯实数学基础,渗透数学思想、数学方法时,还要提高学生的创新意识和实践能力。在培养学生良好习惯的过程中应注重解题的良好习惯、规范的书面表达及应试技巧,它将是高考分值的一个增长点。同时作为教师既要关注学生的心理状态,又要帮他们树立自信心,使学生有一个健康的心理进行复习备考。%During the process of reviewing math at senior three, it is of great significance to do some research on test direc-tions as well as test papers in recent years so that both students and teachers are clear about the key points, often-tested questions and possible composition of test papers. After gaining solid foundation, precise thoughts and fine methods required for math learn-ing, students also need to focus on the improvement of their consciousness of innovation and practical ability. When developing students' good habits in math study, teachers must emphasize the importance of standard expression and test-taking skills, for by paying attention to these aspects, students can get higher scores in College Entrance Examination. In the meantime, teachers are supposed to pay close attention to students' psychological states. More importantly, teachers shall help students foster self-confi-dence. In this way, students have a healthy mental state and are better prepared for the coming exam.

  1. Three brief assessments of math achievement.

    Science.gov (United States)

    Steiner, Eric T; Ashcraft, Mark H

    2012-12-01

    Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.

  2. What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

    Science.gov (United States)

    Yang, Fuyi; Xu, Jianzhong; Tan, Heping; Liang, Ningjian

    2016-01-01

    Background: As many students face the enduring challenge of maintaining their motivation to complete homework assignments, there is a critical need to pay close attention to homework motivation management (i.e., students' efforts to sustain or enhance their motivation in order to complete homework assignments that might be boring or difficult).…

  3. The Impact of Music on Student Achievement in the Third and Fifth Grade Math Curriculum

    Science.gov (United States)

    Albright, Ruth E.

    2012-01-01

    Research indicates students who engage in music exhibit improved cognitive development. The quantitative study was conducted in a large suburban school district in Southeast Georgia. This study investigated the impact of music on student achievement when music is incorporated with the core academic subject of mathematics at the elementary level.…

  4. The Impact of Music on Student Achievement in the Third and Fifth Grade Math Curriculum

    Science.gov (United States)

    Albright, Ruth E.

    2012-01-01

    Research indicates students who engage in music exhibit improved cognitive development. The quantitative study was conducted in a large suburban school district in Southeast Georgia. This study investigated the impact of music on student achievement when music is incorporated with the core academic subject of mathematics at the elementary level.…

  5. The Effect of Visual-Chunking-Representation Accommodation on Geometry Testing for Students with Math Disabilities

    Science.gov (United States)

    Zhang, Dake; Ding, Yi; Stegall, Joanna; Mo, Lei

    2012-01-01

    Students who struggle with learning mathematics often have difficulties with geometry problem solving, which requires strong visual imagery skills. These difficulties have been correlated with deficiencies in visual working memory. Cognitive psychology has shown that chunking of visual items accommodates students' working memory deficits. This…

  6. "Soft-Engineering" Students Learning Math during Project Work on Optical Illusions

    DEFF Research Database (Denmark)

    Timcenko, Olga; Triantafyllou, Evangelia

    2015-01-01

    Media Technology is a study line between engineering, art and humanities, situated at Faculty of Engineering and Science of Aalborg University. Although formally students of engineering, Media Technology students show even greater difficulties with entry-level mathematical knowledge than typical ...

  7. Training for Fluency and Generalization of Math Facts Using Technology

    Science.gov (United States)

    Musti-Rao, Shobana; Lynch, Tom Liam; Plati, Erin

    2015-01-01

    As American students struggle with basic mathematical skills, the importance of math fact fluency has gained the attention of educators and researchers. Generalization of math fact fluency is also important for the transfer of skills to other settings and formats, assisting students in the completion of more varied and complicated math tasks. This…

  8. "My math and me": Nursing students' previous experiences in learning mathematics.

    Science.gov (United States)

    Røykenes, Kari

    2016-01-01

    In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation.

  9. Problem types used in math lessons: the relationship between student achievement and teacher preferences

    Science.gov (United States)

    Guven, Bulent; Aydin-Guc, Funda; Medine Ozmen, Zeynep

    2016-08-01

    The purpose of this study was to determine the relationship between the problems teachers preferred in mathematics lessons and student achievement in different types of problems. In accordance with this purpose, nine mathematics teachers were interviewed, and corresponding problems were prepared and administered to 225 eighth-grade students. The findings indicate that problem types are dependent on teacher preferences. It was found that curriculum-dependent and routine problems were dominant for teacher preferences. Students are more successful at with missing data, problems that are visual and do not require the use of different strategies. They have lower success at long problems, those that contain irrelevant data, problems that require the use of different strategies and difficult problem types. It was found that problem types at which students were successful and which teachers preferred were related. These results relay information about problems used in the learning environment and effect of problem-solving experiences on students' success.

  10. A Comparative Study of Integrating Multimedia into the Third Grade Math Curriculum to Improve Math Learning

    Science.gov (United States)

    Liu, Yuliang

    2013-01-01

    This quasi-experimental study was to design, develop, and implement one multimedia math lesson in third grade to improve students' math learning. The non-equivalent control group design was used. The experimental group had 11 third grade students and the control group had 15 third grade students in an African American predominated elementary…

  11. Math Education at a Crossroads

    DEFF Research Database (Denmark)

    Markvorsen, Steen

    With an enrollment of 550 students once a year the first year course Math1 at the Technical University of Denmark is one of the largest courses at university level in Denmark. Since its re-formation 6 years ago a number of interesting valuable assets concerning undergraduate math education...... semester of 2005. For a thorough account including supporting files, statements, and papers please visit the following address: http://www.learninglab.dtu.dk/projekter/frikoebsprojekter/MAT1.aspx...

  12. Effect of a Computer-Delivered Math Fact Intervention as a Supplemental Intervention for Math in Third and Fourth Grades

    Science.gov (United States)

    Burns, Matthew K.; Kanive, Rebecca; DeGrande, Megan

    2012-01-01

    The current study reviews a computer-based math fluency intervention with 216 third- and fourth-grade students who were at risk for math difficulties. The intervention used a computer software program to practice math facts an average of three times per week for 8 to 15 weeks. Data were compared to those of 226 students in a control group. Results…

  13. Creating Problems and Their Solutions: Service-Learning through Trinity Mathematics Triathlons, Math Nights, and Math Centers

    Science.gov (United States)

    Klanderman, David B.; Moore, Mary Webster; Maxwell, Mandi S.; Robbert, Sharon K.

    2013-01-01

    We describe several service-learning initiatives implemented by the mathematics and education departments. College students with majors and minors in math and math education have helped to design and implement math events for elementary and middle school students. Formal and informal reflections on these service-related experiences have…

  14. An investigation to find strategies to improve student nurses' maths skills.

    Science.gov (United States)

    Wright, Kerri

    Being able to perform drug calculations accurately is an essential skill for nurses. Many studies, however, have demonstrated that nurses need to improve this area of their practice and in particular their mathematical skills. Several strategies have been implemented to develop the drug calculation skills of nurses, with mixed success. This article reports on a study that was carried out to investigate whether strategies implemented within a second-year pre-registration course were perceived by students to be helpful in improving their mathematical skills for drug calculations. The results demonstrated that students felt their mathematics and confidence improved as a result of these strategies. The students' evaluation of the learning strategy that they found most helpful in learning drug calculation gave a mixed result, indicating that students have differing learning styles and needs. The study also indicates that student nurses were able to integrate the mathematical skills into their nursing practice by having different strategies that allowed them to develop conceptual, mathematical and practical skills concurrently. The study recommends the implementation of integrated strategies to address drug calculation skills in student nurses, although further research is still required.

  15. MobiNet: a pedagogic platform for Computer Science, Maths and Physics (How to make students love Maths by programming video games)

    OpenAIRE

    Lefebvre, Sylvain; Neyret, Fabrice; Hornus, Samuel; Thollot, Joëlle

    2004-01-01

    International audience; We developed the MobiNet (free) platform and tutorial sessions (tested on 16 batches of high school students) with the aim of offering students a new way of learning and understanding academic scientific subjects. Our approach consists of letting the students manipulate mathematical and physical notions as tools in order to solve concrete tasks, such as a solar system simulation or a video game. This makes students formalize a realworld problem, experiment by trial-and...

  16. Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Final report, September 1, 1992--February 28, 1994

    Energy Technology Data Exchange (ETDEWEB)

    Flick, L.B.

    1995-12-31

    This report describes the progress of a project to encourage students and professionals to participate in math, science, and technology education at the elementary and middle grades. The topics of the report include documenting activities and procedures for the purposes of evaluation and dissemination of descriptive information, generating case studies of the students going through this program to provide research and evaluation data on the process of attracting technically qualified people into elementary and middle school teaching, establishing a program of mentoring between scientists, engineers, and mathematicians and prospective teachers in the program, and establishing a program of mentoring between master teachers in area schools and prospective teachers.

  17. Attracting students and professionals into math, science, and technology education at the elementary and middle grades: Final report, September 1, 1992--February 28, 1994

    Energy Technology Data Exchange (ETDEWEB)

    Flick, L.B.

    1995-12-31

    This report describes the progress of a project to encourage students and professionals to participate in math, science, and technology education at the elementary and middle grades. The topics of the report include documenting activities and procedures for the purposes of evaluation and dissemination of descriptive information, generating case studies of the students going through this program to provide research and evaluation data on the process of attracting technically qualified people into elementary and middle school teaching, establishing a program of mentoring between scientists, engineers, and mathematicians and prospective teachers in the program, and establishing a program of mentoring between master teachers in area schools and prospective teachers.

  18. Math Problem

    Science.gov (United States)

    Oguntoyinbo, Lekan

    2012-01-01

    Many experts give the nation's schools a poor grade for their approach to teaching mathematics and for their preparation of mathematics teachers. While many policymakers make much of data that suggest children in the United States lag behind many other advanced countries in math, many experts call for a change in mathematics education,…

  19. Talking Maths

    Science.gov (United States)

    Murray, Jenny

    2006-01-01

    Discussion in maths lessons has always been something encouraged by ATM but can be difficult to initiate for non-specialist and inexperienced teachers who may feel they need material in books to get them going. In this article, the author describes resources aimed at encouraging discussion among primary mathematicians. These resources include: (1)…

  20. From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students.

    Science.gov (United States)

    Chiel, Hillel J; McManus, Jeffrey M; Shaw, Kendrick M

    2010-01-01

    We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a "live" textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

  1. From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

    Science.gov (United States)

    McManus, Jeffrey M.; Shaw, Kendrick M.

    2010-01-01

    We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology. PMID:20810957

  2. Math anxiety, self-efficacy, and ability in British undergraduate nursing students.

    Science.gov (United States)

    McMullan, Miriam; Jones, Ray; Lea, Susan

    2012-04-01

    Nurses need to be able to make drug calculations competently. In this study, involving 229 second year British nursing students, we explored the influence of mathematics anxiety, self-efficacy, and numerical ability on drug calculation ability and determined which factors would best predict this skill. Strong significant relationships (p anxiety, self-efficacy, and ability. Students who failed the numerical and/or drug calculation ability tests were more anxious (p < .001) and less confident (p ≤ .002) in performing calculations than those who passed. Numerical ability made the strongest unique contribution in predicting drug calculation ability (beta = 0.50, p < .001) followed by drug calculation self-efficacy (beta = 0.16, p = .04). Early testing is recommended for basic numerical skills. Faculty are advised to refresh students' numerical skills before introducing drug calculations.

  3. Hearing Math: Algebra Supported eText for Students With Visual Impairments.

    Science.gov (United States)

    Bouck, Emily C; Weng, Pei-Lin

    2014-01-01

    Supported eText for students with visual impairments in mathematics has a promising, emerging literature base, although little of the existing research focuses on implementation within a classroom setting. This qualitative study sought to understand the use of supported eText to deliver algebra to students with visual impairments enrolled in algebra mathematics courses. The study also sought to explore supported eText in contrast to students' traditional means of accessing an algebra text. The main results suggest supported eText holds potential in terms of delivering mathematics content; however, more research and more reflection on the field is needed regarding this approach as a sole means of presenting text. Implications for teacher professional development and implementation practices are discussed.

  4. Online mathematics education: E-math for first year engineering students

    DEFF Research Database (Denmark)

    Markvorsen, Steen; Schmidt, Karsten

    2012-01-01

    We consider the technology enhanced learning of first year engineering mathematics and in particular the application of E-learning objects and principles in the course Mathematics 1 which has a yearly intake of 750 students at the technical University of Denmark. We show that with non......-linear multimedia technology and e-learning principles it is possible to strengthen and enhance the students' desire and ability to prepare for the teaching and to read and enjoy the textual representations of the course materials....

  5. Math Game(s) - an alternative (approach) to teaching math?

    NARCIS (Netherlands)

    Ruttkay, Z.M.; Eliens, A.P.W.; Breitlauch, L.

    2009-01-01

    Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the

  6. Contextual Factors Related to Math Anxiety in Second-Grade Children

    Science.gov (United States)

    Jameson, Molly M.

    2014-01-01

    As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students' poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The…

  7. Contextual Factors Related to Math Anxiety in Second-Grade Children

    Science.gov (United States)

    Jameson, Molly M.

    2014-01-01

    As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students' poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The…

  8. Contextual Factors Related to Math Anxiety in Second-Grade Children

    Science.gov (United States)

    Jameson, Molly M.

    2014-01-01

    As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students' poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research.…

  9. Mathematics for Maths Anxious Tertiary Students: Integrating the cognitive and affective domains using interactive multimedia

    Directory of Open Access Journals (Sweden)

    Janet Taylor

    2011-04-01

    Full Text Available Today, commencing university students come from a diversity of backgrounds and have a broad range of abilities and attitudes. It is well known that attitudes towards mathematics, especially mathematics anxiety, can affect students’ performance to the extent that mathematics is often seen as a barrier to success by many. This paper reports on the design, development and evaluation of an interactive multimedia resource designed to explicitly address students’ beliefs and attitudes towards mathematics by following five characters as they progress through the highs and low of studying a preparatory mathematics course. The resource was built within two theoretical frameworks, one related to effective numeracy teaching (Marr and Helme 1991 and the other related to effective educational technology development (Laurillard 2002. Further, it uses a number of multimedia alternatives (video, audio, animations, diarying, interactive examples and self assessment to encourage students to feel part of a group, to reflect on their feelings and beliefs about mathematics, to expose students to authentic problem solving and generally build confidence through practice and self-assessment. Evaluation of the resource indicated that it encouraged students to value their own mathematical ability and helped to build confidence, while developing mathematical problem solving skills. The evaluation clearly demonstrated that it is possible to address the affective domain through multimedia initiatives and that this can complement the current focus on computer mediated communication as the primary method of addressing affective goals within the online environment.

  10. Algebra? There's an App for That: Florida Goes Online with Math Support for Teachers and Students

    Science.gov (United States)

    Schackow, Joy Bronston; Cugini, Stephanie

    2016-01-01

    The transition to Common Core State Standards for Mathematics has created a need for high-quality professional learning on content and pedagogy. This is especially true for algebra 1 teachers in Florida, where students must pass a standards-based exam as a requirement to earning a high school diploma. Time, distance, and cost constraints can get…

  11. STEM Education and Sexual Minority Youth: Examining Math and Science Coursetaking Patterns among High School Students

    Science.gov (United States)

    Gottfried, Michael; Estrada, Fernando; Sublett, Cameron

    2015-01-01

    Sexual minority students such as those identifying as lesbian, gay, or bisexual, as well as those identifying with emerging self-labels (e.g., queer) face a host of risk factors in high school that can potentially compromise educational excellence, particularly in rigorous academic disciplines. The current study advances the area of diversity…

  12. The Perceptions and Attitudes of "Low-Router" Students in Developmental Math

    Science.gov (United States)

    Uwono Koike, Dee

    2010-01-01

    Although much national effort has been made to align the K-12 and higher education systems, the educational pipeline is still leaky at every stage. Furthermore, one of the on-going issues in the educational system is the lack of readiness of high school graduates for post-secondary education, especially for low income and minority students. As a…

  13. The Use of Fuzzy Theory in Grading of Students in Math

    Science.gov (United States)

    Bjelica, Momcilo; Rankovic, Dragica

    2010-01-01

    The development of computer science, statistics and other technological fields, give us more opportunities to improve the process of evaluation of degree of knowledge and achievements in a learning process of our students. More and more we are relying on the computer software to guide us in the grading process. An improved way of grading can help…

  14. Improving Student Evaluation of Teaching: Determining Multiple Perspectives within a Course for Future Math Educators

    Science.gov (United States)

    Ramlo, Susan

    2017-01-01

    Instructors in higher education are very familiar with the Likert scale Students' Evaluation of Teaching (SET) used to evaluate teaching. Researchers have raised concerns about biases affecting the results of SET surveys, as well as their validity and reliability and use in high-stakes decision making. Here, we demonstrate that Q methodology,…

  15. THE USE OF FUZZY THEORY IN GRADING OF STUDENTS IN MATH

    Directory of Open Access Journals (Sweden)

    Momcilo BJELICA

    2010-01-01

    Full Text Available The development of computer science, statistics and other technological fields, give us more opportunities to improve the process of evaluation of degree of knowledge and achievements in a learning process of our students. More and more we are relying on the computer software to guide us in the grading process. An improved way of grading can help overcome some limitations of the educational process, that have caused problems, and had as a consequence a lower degree of success. With the combination of old, traditional way of evaluation of students knowledge and success, and the application of “fuzzy logic” and “the theory of fuzzy sets”, “the method of ponderous areas”, and other new computer and scientific technologies, we are getting a complex formula , that is also, friendly to constant changes, depending on developments in the schooling process. The new grading system is very user friendly, and can be applied in primary-middle schools as well as in high schools. It takes into account all the students activities and achievements, raises the quality of a teacher’s performance and can be updated with new computer technologies. This model is, also, a great support program in grading of students involved in “distance learning“systems.

  16. Pygmalion effects in the classroom : Teacher expectancy effects on students' math achievement

    NARCIS (Netherlands)

    Friedrich, Alena; Flunger, Barbara|info:eu-repo/dai/nl/412516322; Nagengast, Benjamin; Jonkmann, Kathrin; Trautwein, Ulrich

    2015-01-01

    According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher

  17. High School Students' Perceptions of the Relationship between Music and Math

    Science.gov (United States)

    Cranmore, Jeff; Tunks, Jeanne

    2015-01-01

    While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, questions remain about whether musical ability and mathematics performance are related. This study took a qualitative approach that allowed 24 high…

  18. The Perceptions and Attitudes of "Low-Router" Students in Developmental Math

    Science.gov (United States)

    Uwono Koike, Dee

    2010-01-01

    Although much national effort has been made to align the K-12 and higher education systems, the educational pipeline is still leaky at every stage. Furthermore, one of the on-going issues in the educational system is the lack of readiness of high school graduates for post-secondary education, especially for low income and minority students. As a…

  19. Effect of Computer-Aided Instruction on Attitude and Achievement of Fifth Grade Math Students

    Science.gov (United States)

    Shoemaker, Traci L.

    2013-01-01

    The purpose of this quasi-experimental non-equivalent control group study was to test theories of constructivism and motivation, along with research-based teaching practices of differentiating instruction and instructing within a child's Zone of Proximal Development, in measuring the effect of computer-aided instruction on fifth grade students'…

  20. Pygmalion effects in the classroom : Teacher expectancy effects on students' math achievement

    NARCIS (Netherlands)

    Friedrich, Alena; Flunger, Barbara; Nagengast, Benjamin; Jonkmann, Kathrin; Trautwein, Ulrich

    2015-01-01

    According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expect

  1. Pygmalion effects in the classroom : Teacher expectancy effects on students' math achievement

    NARCIS (Netherlands)

    Friedrich, Alena; Flunger, Barbara; Nagengast, Benjamin; Jonkmann, Kathrin; Trautwein, Ulrich

    2015-01-01

    According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expect

  2. Speaking Math--A Voice Input, Speech Output Calculator for Students with Visual Impairments

    Science.gov (United States)

    Bouck, Emily C.; Flanagan, Sara; Joshi, Gauri S.; Sheikh, Waseem; Schleppenbach, Dave

    2011-01-01

    This project explored a newly developed computer-based voice input, speech output (VISO) calculator. Three high school students with visual impairments educated at a state school for the blind and visually impaired participated in the study. The time they took to complete assessments and the average number of attempts per problem were recorded…

  3. Pathways to Improvement: Using Psychological Strategies to Help College Students Master Developmental Math

    Science.gov (United States)

    Silva, Elena; White, Taylor

    2013-01-01

    Drawing on a research base developed over many years in education, Carnegie is testing a set of strategies to help students persist and succeed academically. This kind of persistence, what the researchers and faculty who developed the Pathways call "productive persistence," is a key driver of Quantway® and Statway®. Broadly defined,…

  4. How Do Students' Mastery and Performance Goals Relate to Math Anxiety?

    Science.gov (United States)

    Furner, Joseph M.; Gonzalez-DeHass, Alyssa

    2011-01-01

    A changing, economically competitive world has necessitated reform in mathematics education. Yet mathematics anxiety has been a prevalent concern among educators and others in our society for decades. Some students tend to be more anxious about the testing process and can often freeze up, others just cringe when they are confronted with any form…

  5. Online mathematics education: E-math for first year engineering students

    DEFF Research Database (Denmark)

    Markvorsen, Steen; Schmidt, Karsten

    2012-01-01

    We consider the technology enhanced learning of first year engineering mathematics and in particular the application of E-learning objects and principles in the course Mathematics 1 which has a yearly intake of 750 students at the technical University of Denmark. We show that with non-linear mult...

  6. Algebra? There's an App for That: Florida Goes Online with Math Support for Teachers and Students

    Science.gov (United States)

    Schackow, Joy Bronston; Cugini, Stephanie

    2016-01-01

    The transition to Common Core State Standards for Mathematics has created a need for high-quality professional learning on content and pedagogy. This is especially true for algebra 1 teachers in Florida, where students must pass a standards-based exam as a requirement to earning a high school diploma. Time, distance, and cost constraints can get…

  7. Math Anxiety in the Classroom.

    Science.gov (United States)

    Sherard, Wade H.

    1981-01-01

    The author draws from the literature eight specific guidelines for classroom teachers to help them prevent or ameliorate students' math anxiety. Suggestions include: avoid sex stereotyping; help students develop self-confidence; concentrate on problem solving, spatial skills, and the language of mathematics; and provide a relaxed, supportive…

  8. The role of expressive writing in math anxiety.

    Science.gov (United States)

    Park, Daeun; Ramirez, Gerardo; Beilock, Sian L

    2014-06-01

    Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  9. Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety

    Science.gov (United States)

    Kulkin, Margaret

    2016-01-01

    Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…

  10. The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness

    Science.gov (United States)

    Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

    2016-01-01

    To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…

  11. Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

    Science.gov (United States)

    DiGisi, Lori L.; Fleming, Dianne

    2005-01-01

    Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…

  12. Charter school education in Texas: Student achievement on the exit level assessment in math and science

    Science.gov (United States)

    Turner, Jeffery E.

    Public schools in the state of Texas are held accountable for performance and quality of education. Accountability is important to all schools, but it is critical to open-enrollment charter schools to remain in good standing. The current economic situation in Texas public education has brought attention as well as the need for alternative education programs such as charter schools. It is of the utmost importance for charter schools to illustrate that they are meeting the academic needs of the target market. This study addressed student achievement, as well as expenditure per student in both charter schools and traditional schools in the Region 10 educational service center. The datum for the study were obtained from the Texas Education Agency (TEA) website, specifically the Academic Excellence Indicator System Data (AEIS) files for the 2011-2012. The study sample included 30 open-enrollment charters schools and 30 traditional high schools within the Region 10 educational service center during the school year of 2011-2012. The research study determined significant statistical differences between open-enrollment charter schools and traditional high schools. The potential for the study was to gain additional knowledge and insight along with additional data for the open-enrollment charter schools and traditional schools in the Region 10 Educational Service Center. The study has potentially increased the information for researchers and practitioners in education. In addition this study has proved charter schools are a viable and an effective educational tool for the future.

  13. Doodling in Math Class

    National Research Council Canada - National Science Library

    Arkenberg, Rebecca

    2013-01-01

      Arkenberg reviews Doodling in Math Class, an Internet resource available at www.youtube.com. Both math and art teachers have recommended the series of YouTube videos "Doodling in Math Class with Vihart...

  14. String-math 2012

    CERN Document Server

    Katz, Sheldon; Klemm, Albrecht; Morrison, David R

    2015-01-01

    This volume contains the proceedings of the conference String-Math 2012, which was held July 16-21, 2012, at the Hausdorff Center for Mathematics, Universitat Bonn. This was the second in a series of annual large meetings devoted to the interface of mathematics and string theory. These meetings have rapidly become the flagship conferences in the field. Topics include super Riemann surfaces and their super moduli, generalized moonshine and K3 surfaces, the latest developments in supersymmetric and topological field theory, localization techniques, applications to knot theory, and many more. The contributors include many leaders in the field, such as Sergio Cecotti, Matthias Gaberdiel, Rahul Pandharipande, Albert Schwarz, Anne Taormina, Johannes Walcher, Katrin Wendland, and Edward Witten. This book will be essential reading for researchers and students in this area and for all mathematicians and string theorists who want to update themselves on developments in the math-string interface.

  15. A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

    Science.gov (United States)

    Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

    2013-05-01

    For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses. In this paper we will detail changes made to the program for its second year and the motivation for these changes, as well as implications for future iterations of the program. We gauge the impact of the changes on student performance using pre-/post-test scores, student evaluations, and anecdotal evidence. These data show that the program has a positive impact on student knowledge and this impact was greater in magnitude in the second year of the program. We attribute this improvement primarily to the inclusion of more inquiry-driven activities. All activities, worksheets, and lesson plans used in the program are available online.

  16. Methods and Strategies: Math and Science Night

    Science.gov (United States)

    Sullivan, Joan; Hatton, Mary

    2011-01-01

    Family Math and Science Nights engage students and parents in active investigations tied to the curriculum in a fun, informal environment. Through this program, families actively explore math and science ideas, discover together through guided inquiry, and apply their discoveries to solve a problem at the end. All activities are hands-on, use…

  17. The interdependence of language and translational math skills among bilingual hispanic engineering students

    Science.gov (United States)

    Mestre, Jose P.; Gerace, William J.; Lochhead, Jack

    The performance of 43 Hispanic engineering and science majors on a task that consists of reading a sentence describing a mathematical relationship between two variables, and then writing an equation describing the relationship, is investigated in both English and Spanish. Results are compared with grade point average and with language proficiency. Comparison of the bilingual group to a monolingual group consisting of 52 engineering and science students shows that performance, as measured by either the mathematical translation task or grade point average, is more strongly correlated with language proficiency for the bilingual group. Clinical interviews conducted with samples from each group reveal large differences in the interpretation of the mathematical task between Hispanics and monolinguals. Suggestions are made for the improvement of the technical education of Hispanics.

  18. After-School Math PLUS (ASM+) Final Evaluation Report

    Science.gov (United States)

    Academy for Educational Development, 2007

    2007-01-01

    This report summarizes findings from the Academy for Educational Development's (AED's) evaluation of After-School Math PLUS (ASM+). This program was designed to help students find the math in everyday experiences and create awareness about the importance of math skills for future career options. The evaluation was conducted by AED's Center for…

  19. Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102

    Science.gov (United States)

    Blazer, Christie

    2011-01-01

    Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however,…

  20. An Analysis of Math Congress in an Eighth Grade Classroom

    Science.gov (United States)

    Kotsopoulos, Donna; Lee, Joanne

    2012-01-01

    A "math congress" is a pedagogical approach in which students present their solutions from their mathematical work completed individually, in pairs, or in small groups, and share and defend their mathematical thinking. Mathematical artifacts presented during math congress remain on display as community records of practice. Math congress…

  1. The Supply and Demand of High-Achieving Hispanic Students

    Science.gov (United States)

    Gurantz, Oded; Hurwitz, Michael; Smith, Jonathan

    2016-01-01

    Hispanics are the largest minority group in the United States, increasing almost six-fold from 1970 to 2014. Although Hispanics youth in the U.S. have traditionally had lower college attendance rates, some sources suggest a narrowing of the White-Hispanic postsecondary attendance gap over the last fifteen years. A key question is whether altering…

  2. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    Science.gov (United States)

    Mulkerrin, Elizabeth A.

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p scores and school district criterion reference math and

  3. THE RELATION BETWEEN STUDENTS' MATH AND READING ABILITY AND THEIR MATHEMATICS, PHYSICS, AND CHEMISTRY EXAMINATION GRADES IN SECONDARY EDUCATION

    NARCIS (Netherlands)

    Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje

    2015-01-01

    Word problems are math- or science-related problems presented in the context of a story or real-life scenario. Literature suggests that, to solve these problems, advanced reading skills are required, in addition to content-related skills in, for example, mathematics. In the present study, we

  4. THE RELATION BETWEEN STUDENTS' MATH AND READING ABILITY AND THEIR MATHEMATICS, PHYSICS, AND CHEMISTRY EXAMINATION GRADES IN SECONDARY EDUCATION

    NARCIS (Netherlands)

    Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje

    2015-01-01

    Word problems are math- or science-related problems presented in the context of a story or real-life scenario. Literature suggests that, to solve these problems, advanced reading skills are required, in addition to content-related skills in, for example, mathematics. In the present study, we investi

  5. Going for the Gold--In Math!

    Science.gov (United States)

    Palka, Dennis

    1994-01-01

    A competitive mathematics program for deaf and hard of hearing junior high students is described. Rules for the competition were developed and a "Math Bowl" was implemented among six schools for the deaf. Sample problems are included. (DB)

  6. Developmental Math: What's the Answer?

    Science.gov (United States)

    Cafarella, Brian

    2016-01-01

    Developmental mathematics has been under the radar within higher education for some time. The reality is that there are many proven best practices in developmental math. Unfortunately, there are many obstacles that prevent student success. Moreover, the high rates of attrition and failure have led state legislators and college administrators to…

  7. Thinking of Methods of Teaching Maths for Students with Intellectual Disabilities%对智障学生数学教学法的思考

    Institute of Scientific and Technical Information of China (English)

    丁志辉

    2012-01-01

    为了让智障学生平等地参与社会生活,必须让他们具备一些与生活紧密联系的数学知识与技能,智障学生学习数学是非常困难的,如何从教学方法入手,让他们快乐地学习数学,体验数学,是本文希望解决的问题。%In order to allow students with intellectual disabilities to equal participation in social life,you must let them have some close contact with the life of mathematical knowledge and skills to mentally retarded students learn mathematics is very difficult,and how to start teaching methods to allow them the joy of learning math,experience mathematics,this is problem the paper aims to solve.

  8. Response to intervention in math

    CERN Document Server

    Riccomini, Paul J

    2010-01-01

    Boost academic achievement for all students in your mathematics classroom! This timely resource leads the way in applying RTI to mathematics instruction. The authors describe how the three tiers can be implemented in specific math areas and illustrate RTI procedures through case studies. Aligned with the NMAP final report and IES practice guide, this book includes: Intervention strategies for number sense, fractions, problem solving, and more Procedures for teaching math using systematic and explicit instruction for assessment, instructional planning, and evaluation Essential components to con

  9. Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

    Science.gov (United States)

    Buelow, Melissa T; Frakey, Laura L

    2013-06-01

    Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

  10. Math Tracks: What Pace in Math Is Best for the Middle School Child?

    Science.gov (United States)

    Morrison, Michelle

    2011-01-01

    Mathematics is a critical part of academic preparation of the middle school child, or, as Dr. Maria Montessori would refer to them, children in the third plane of development. Montessori educators are sincere in their endeavors not only to prepare young students for further studies of math and the application of math in their world and careers,…

  11. Math Strategies You Can Count On: Tools & Activities to Build Math Appreciation, Understanding & Skills

    Science.gov (United States)

    Forsten, Char

    2005-01-01

    This book offers classroom-tested activities designed to make even the most reluctant learners crazy about math. Appealing to everyone from sports fans to readers, future fashion designers to budding musicians, the activities presented in this book offer ways to develop a deep-rooted love and appreciation of math in every student. Teachers are…

  12. Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

    Science.gov (United States)

    Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

    2016-01-01

    Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

  13. Math Tracks: What Pace in Math Is Best for the Middle School Child?

    Science.gov (United States)

    Morrison, Michelle

    2011-01-01

    Mathematics is a critical part of academic preparation of the middle school child, or, as Dr. Maria Montessori would refer to them, children in the third plane of development. Montessori educators are sincere in their endeavors not only to prepare young students for further studies of math and the application of math in their world and careers,…

  14. Parenting Style, Perfectionism, and Creativity in High-Ability and High-Achieving Young Adults

    Science.gov (United States)

    Miller, Angie L.; Lambert, Amber D.; Speirs Neumeister, Kristie L.

    2012-01-01

    The current study explores the potential relationships among perceived parenting style, perfectionism, and creativity in a high-ability and high-achieving young adult population. Using data from 323 honors college students at a Midwestern university, bivariate correlations suggested positive relationships between (a) permissive parenting style and…

  15. Parenting Style, Perfectionism, and Creativity in High-Ability and High-Achieving Young Adults

    Science.gov (United States)

    Miller, Angie L.; Lambert, Amber D.; Speirs Neumeister, Kristie L.

    2012-01-01

    The current study explores the potential relationships among perceived parenting style, perfectionism, and creativity in a high-ability and high-achieving young adult population. Using data from 323 honors college students at a Midwestern university, bivariate correlations suggested positive relationships between (a) permissive parenting style and…

  16. Longitudinal Study of Low and High Achievers in Early Mathematics

    Science.gov (United States)

    Navarro, Jose I.; Aguilar, Manuel; Marchena, Esperanza; Ruiz, Gonzalo; Menacho, Inmaculada; Van Luit, Johannes E. H.

    2012-01-01

    Background: Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years. Aims: This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years.…

  17. The "Renaissance Child": High Achievement and Gender in Late Modernity

    Science.gov (United States)

    Skelton, Christine; Francis, Becky

    2012-01-01

    This paper draws on the concept of the "Renaissance Child" to illustrate the ways in which gender influences the opportunities and possibilities of high-achieving pupils. Using data from a study of 12-13-year high-achieving boys and girls based in schools in England, the paper considers the ways in which a group of popular boys was able to show an…

  18. Aloha Teachers: Teacher Autonomy Support Promotes Native Hawaiian and Pacific Islander Students' Motivation, School Belonging, Course-Taking and Math Achievement

    Science.gov (United States)

    Froiland, John Mark; Davison, Mark L.; Worrell, Frank C.

    2016-01-01

    Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively…

  19. The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities

    Directory of Open Access Journals (Sweden)

    Rachel ERBEY

    2011-07-01

    Full Text Available The purpose of this study was to measure the effects of reading racetrack and flashcards when teaching phonics, sight words, and addition facts. The participants for the sight word and phonics portion of this study were two seven-year-old boys in the second grade. Both participants were diagnosed with a learning disability. The third participant was diagnosed with attention deficit hyperactivity disorder by his pediatrician and with a learning disability and traumatic brain injury by his school’s multi-disciplinary team.. The dependent measures were corrects and errors when reading from a first grade level sight word list. Math facts were selected based on a 100 add fact test for the third participant. The study demonstrated that racetracks paired with the flashcard intervention improved the students’ number of corrects for each subject-matter area (phonics, sight words, and math facts. However, the results show that some students had more success with it than others. These outcomes clearly warrant further research.

  20. Exploring Counseling Services and Their Impact on Female, Underrepresented Minority Community College Students in Science, Technology, Engineering, and Math: A Qualitative Study

    Science.gov (United States)

    Strother, Elizabeth

    The economic future of the United States depends on developing a workforce of professionals in science, technology, engineering and mathematics (Adkins, 2012; Mokter Hossain & Robinson, 2012). In California, the college population is increasingly female and underrepresented minority, a population that has historically chosen to study majors other than STEM. In California, community colleges provide a major inroad for students seeking to further their education in one of the many universities in the state. The recent passage of Senate Bill 1456 and the Student Success and Support Program mandate increased counseling services for all California community college students (California Community College Chancellors Office, 2014). This dissertation is designed to explore the perceptions of female, underrepresented minority college students who are majoring in an area of science, technology, engineering and math, as they relate to community college counseling services. Specifically, it aims to understand what counseling services are most effective, and what community college counselors can do to increase the level of interest in STEM careers in this population. This is a qualitative study. Eight participants were interviewed for the case study, all of whom are current or former community college students who have declared a major in a STEM discipline. The semi-structured interviews were designed to help understand what community college counselors can do to better serve this population, and to encourage more students to pursue STEM majors and careers. Through the interviews, themes emerged to explain what counseling services are the most helpful. Successful STEM students benefited from counselors who showed empathy and support. Counselors who understood the intricacies of educational planning for STEM majors were considered the most efficacious. Counselors who could connect students with enrichment activities, such as internships, were highly valued, as were counseling

  1. Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences

    Science.gov (United States)

    Figueroa, Tanya

    Considering the importance of a diverse science, technology, engineering, and math (STEM) research workforce for our country's future, it is troubling that many underrepresented racial minority (URM) students start graduate STEM programs, but do not finish. However, some institutional contexts better position students for degree completion than others. The purpose of this study was to uncover the academic and social experiences, power dynamics, and programmatic/institutional structures URM students face within their graduate STEM programs that hinder or support degree progression. Using a critical socialization framework applied in a cross-comparative qualitative study, I focused on how issues of race, ethnicity, and underrepresentation within the educational contexts shape students' experiences. Data was collected from focus group interviews involving 53 URM graduate students pursuing STEM disciplines across three institution types -- a Predominately White Institution, a Hispanic-Serving Institution, and a Historically Black University. Results demonstrate that when students' relationships with faculty advisors were characterized by benign neglect, students felt lost, wasted time and energy making avoidable mistakes, had less positive views of their experiences, and had more difficulty progressing through classes or research, which could cause them to delay time to degree completion or to leave with a master's degree. Conversely, faculty empowered students when they helped them navigate difficult processes/milestones with regular check-ins, but also allowed students room to make decisions and solve problems independently. Further, faculty set the tone for the overall interactional culture and helping behavior in the classroom and lab contexts; where faculty modeled collaboration and concern for students, peers were likely to do the same. International peers sometimes excluded domestic students both socially and academically, which had a negative affect on

  2. Academic attainment and the high school science experiences among high-achieving African American males

    Science.gov (United States)

    Trice, Rodney Nathaniel

    This study examines the educational experiences of high achieving African American males. More specifically, it analyzes the influences on their successful navigation through high school science. Through a series of interviews, observations, questionnaires, science portfolios, and review of existing data the researcher attempted to obtain a deeper understanding of high achieving African American males and their limitations to academic attainment and high school science experiences. The investigation is limited to ten high achieving African American male science students at Woodcrest High School. Woodcrest is situated at the cross section of a suburban and rural community located in the southeastern section of the United States. Although this investigation involves African American males, all of whom are successful in school, its findings should not be generalized to this nor any other group of students. The research question that guided this study is: What are the limitations to academic attainment and the high school science experiences of high achieving African American males? The student participants expose how suspension and expulsion, special education placement, academic tracking, science instruction, and teacher expectation influence academic achievement. The role parents play, student self-concept, peer relationships, and student learning styles are also analyzed. The anthology of data rendered three overarching themes: (1) unequal access to education, (2) maintenance of unfair educational structures, and (3) authentic characterizations of African American males. Often the policies and practices set in place by school officials aid in creating hurdles to academic achievement. These policies and practices are often formed without meaningful consideration of the unintended consequences that may affect different student populations, particularly the most vulnerable. The findings from this study expose that high achieving African American males face major

  3. Metacognition and Confidence: Comparing Math to Other Academic Subjects

    Directory of Open Access Journals (Sweden)

    Shanna eErickson

    2015-06-01

    Full Text Available Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.

  4. Metacognition and confidence: comparing math to other academic subjects

    Science.gov (United States)

    Erickson, Shanna; Heit, Evan

    2015-01-01

    Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math. PMID:26082742

  5. Metacognition and confidence: comparing math to other academic subjects.

    Science.gov (United States)

    Erickson, Shanna; Heit, Evan

    2015-01-01

    Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.

  6. Parent-Child Math Anxiety and Math-Gender Stereotypes Predict Adolescents’ Math Education Outcomes

    OpenAIRE

    Bettina J Casad; Patricia eHale; Faye Linda Wachs

    2015-01-01

    Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math de...

  7. Think Math! Interactive Loops for Groups.

    Science.gov (United States)

    Bulla, Dale

    This book contains activities using a technique that allows students to practice routine arithmetical operations without getting bored. Math Loops is a game in which each student receives a card containing answers to a mathematics question or problem and must listen for another student to call out the question. As the game progresses around the…

  8. Impact of learning orientation on African American children's attitudes toward high-achieving peers.

    Science.gov (United States)

    Marryshow, Derrick; Hurley, Eric A; Allen, Brenda A; Tyler, Kenneth M; Boykin, A Wade

    2005-01-01

    This study examined Ogbu's widely accepted thesis that African American students reject high academic achievement because they perceive its limited utility in a world where their upward mobility is constrained by racial discrimination. Boykin's psychosocial integrity model contends that Black students value high achievement but that discrepancies between their formative cultural experiences and those imposed in school lead them to reject the modes of achievement available in classrooms. Ninety Black children completed a measure of attitudes toward students who achieve via mainstream or African American cultural values. Participants rejected the mainstream achievers and embraced the African American cultural achievers. Moreover, they expected their teachers to embrace the mainstream achievers and reject those who achieved through high-verve behavior. Results suggest that Boykin's thesis is a needed refinement to Ogbu's ideas. They indicate that Black children may reject not high achievement but some of the mainstream cultural values and behaviors on which success in mainstream classrooms is made contingent.

  9. Short-cut math

    CERN Document Server

    Kelly, Gerard W

    1984-01-01

    Clear, concise compendium of about 150 time-saving math short-cuts features faster, easier ways to add, subtract, multiply, and divide. Each problem includes an explanation of the method. No special math ability needed.

  10. Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms

    Science.gov (United States)

    Bottge, Brian A.; Toland, Michael D.; Gassaway, Linda; Butler, Mark; Choo, Sam; Griffen, Ann Katherine; Ma, Xin

    2015-01-01

    The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general…

  11. An Integration of Math with Auto Technician Courses

    Science.gov (United States)

    Valenzuela, Hector

    2012-01-01

    This article describes the development of the contextualized math, the course design, student teaching and daily interaction with the students, and the implementation aspects of the research project designed to develop contextualized mathematics and integrate it into the Auto Technician courses. The applied math curriculum was integrated into…

  12. The Effect of Cooperative Groups on Math Anxiety

    Science.gov (United States)

    Batton, Melissa

    2010-01-01

    Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to…

  13. Compassionate Math.

    Science.gov (United States)

    Eisenberg, Marilyn

    1992-01-01

    Notes that the current emphasis on nonroutine problem-solving techniques causes mathematics teachers to confront anxiety in their students more than ever. Suggests that, by using methods from Transactional Analysis, caring teachers can expand their affective role in helping students with mathematics anxiety by showing them how to get past their…

  14. Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

    Science.gov (United States)

    Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

    2016-12-01

    [This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

  15. The impact of focused, long-term, and collaborative professional development in math and science participants' self-efficacy, classroom practice, and student achievement

    Science.gov (United States)

    Nottingham, Mary E.

    The purpose of this study was to investigate the impact of a 2-year professional development model in math and science on the self-efficacy of the teacher and its effects on teacher practice and student outcomes. Further, this study sought to incorporate the instructional use of Inquiry-Based Learning methods of Problem-Based Learning, Japanese Lesson Study, and Action Research. Additionally, this study examined the impacts of these interventions on teacher efficacy and student outcomes. Thirty-eight collaborating participants were purposefully selected by the Math and Science Teacher Academy (MASTA) project grant co-directors because of their content-focused classrooms of mathematics and science. This quasi-experimental study included mathematics and science in-service teachers working on their masters in education. The 2-year, bi-monthly professional development model included collaborating Inquiry-Based Learning communities with in-depth focus on Japanese Lesson Study, Problem-Based Learning instruction, and Action Research. A chi-square analysis was conducted by grade on the difference in passing rate from the Texas Assessment of Knowledge and Skills mathematics and science tests between the MASTA participants and the state passing average. In mathematics there were significant v differences only at grades 3 and 7 where the state passing average was significantly higher than the MASTA students' passing rate. Only at grade 5 was the MASTA students' passing rate higher than the state, but the difference was not significantly different. The science passing rate received from three grade 5 MASTA participants was compared to the state average and a chi-squared was conducted. Although the passing rate for the grade 5 science test was 6% higher for MASTA student that the state, the difference was not statistically significant. However, after analyzing the qualitative participant responses from data gathered during the 2-year MASTA grant the data clearly reflected that

  16. Relation of Opportunity to Learn Advanced Math to the Educational Attainment of Rural Youth

    Science.gov (United States)

    Irvin, Matthew; Byun, Soo-yong; Smiley, Whitney S.; Hutchins, Bryan C.

    2017-01-01

    Our study examined the relation of advanced math course taking to the educational attainment of rural youth. We used data from the Educational Longitudinal Study of 2002. Regression analyses demonstrated that when previous math achievement is accounted for, rural students take advanced math at a significantly lower rate than urban students.…

  17. The Use and Effectiveness of a Targeted Math Intervention for Third Graders

    Science.gov (United States)

    Pool, Juli L.; Carter, Gabriel M.; Johnson, Evelyn S.; Carter, Deborah R.

    2013-01-01

    Students who fail to develop proficiency in math skills in the primary grades are more likely to experience difficulties in the math curriculum later on. These students may be in need of a more targeted intervention, or Tier 2 supports, in mathematic instruction. Although the instructional principles of an effective math intervention are becoming…

  18. Social Cognitive Factors, Support, and Engagement: Early Adolescents' Math Interests as Precursors to Choice of Career

    Science.gov (United States)

    Rowan-Kenyon, Heather T.; Swan, Amy K.; Creager, Marie F.

    2012-01-01

    The authors examined the central hypothesis that students' early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th-, 7th-, and 9th-grade students during the 2007-2008…

  19. The role of early language abilities on math skills among Chinese children.

    Science.gov (United States)

    Zhang, Juan; Fan, Xitao; Cheung, Sum Kwing; Meng, Yaxuan; Cai, Zhihui; Hu, Bi Ying

    2017-01-01

    The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence. Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children's language abilities and formal math skills was partially mediated by informal math skills. The current findings indicate 1) Children's language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills.

  20. Early Math Coursework and College Readiness: Evidence from Targeted Middle School Math Acceleration

    OpenAIRE

    Shaun Dougherty; Joshua Goodman; Darryl Hill; Erica Litke; Page, Lindsay C.

    2015-01-01

    To better prepare students for college-level math and the demands of the labor market, school systems have tried to increase the rigor of students’ math coursework. The failure of universal “Algebra for All” models has led recently to more targeted approaches. We study one such approach in Wake County, North Carolina, which began using prior test scores to assign middle school students to an accelerated math track culminating in eighth grade algebra. The policy has reduced the role that incom...

  1. Impact of Students' and their Schoolmates' Achievement Motivation on the Status and Growth in Math and Language Achievement of Boys and Girls across Grades 7 through 8

    Directory of Open Access Journals (Sweden)

    Eva Van de gaer

    2007-05-01

    Full Text Available The present study focuses not only on the impact of students' achievement motivation, but also on the influence of achievement motivation of fellow students on status and growth in language and math achievement across Grades 7 and 8. The achievement motivation of schoolmates may create a learning environment that facilitates or impedes learning above and beyond what would be expected on the basis of the individual student's achievement motivation, intelligence and background characteristics. Data from the LOSO-project, a longitudinal study in secondary education, have been analysed using multilevel linear growth curve modeling. It turns out that the effect of achievement motivation, both of individuals and in groups, should not be neglected in explanations of individual progress in achievement, even when ability and background characteristics such as the socio-economic status, age, sex and home language have been controlled for. In addition, the data suggest that especially boys with poor achievement motivation at the start of secondary education are at risk of falling behind with regard to language achievement in the subsequent years.

  2. Essential maths skills for AS/A-level geography

    CERN Document Server

    Harris, Helen

    2016-01-01

    Don't let your students miss out on easy marks; help them improve their skills and feel confident about the maths they need for AS/A-level Geography with this essential guide. If your students struggle with student t-test or Spearman rank correlation, this is the book for them. This textbook companion will improve students' essential maths skills for geography, whichever awarding body specification you're following. You can use it throughout the course, whenever you feel your students need some extra help. - Develop understanding of both maths and geography using worked examples and

  3. Maths in Prison

    Directory of Open Access Journals (Sweden)

    Catherine Patricia Byrne

    2015-08-01

    Full Text Available I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT. This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a prison maths teacher.

  4. The Math?Biology Values Instrument: Development of a Tool to Measure Life Science Majors? Task Values of Using Math in the Context of Biology

    OpenAIRE

    Andrews, Sarah E.; Runyon, Christopher; Aikens, Melissa L.

    2017-01-01

    This study describes the development of a survey grounded in expectancy-value theory, providing multiple forms of validity evidence to support its use as a measure of students? interest in using math to understand biology, the usefulness of math for one?s life science career, and the perceived cost of using math in biology courses.

  5. Productive failure in learning math.

    Science.gov (United States)

    Kapur, Manu

    2014-06-01

    When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized-controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before being taught demonstrated significantly greater conceptual understanding and ability to transfer to novel problems than those who were taught first. The second study further showed that when given an opportunity to learn from the failed problem-solving attempts of their peers, students outperformed those who were taught first, but not those who engaged in problem solving first. Process findings showed that the number of student-generated solutions significantly predicted learning outcomes. These results challenge the conventional practice of direct instruction to teach new math concepts and procedures, and propose the possibility of learning from one's own failed problem-solving attempts or those of others before receiving instruction as alternatives for better math learning. © 2014 Cognitive Science Society, Inc.

  6. An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers

    Science.gov (United States)

    Rodrigo, Ma. Mercedes T.; Andallaza, Thor Collin S.; Castro, Francisco Enrique Vicente G.; Armenta, Marc Lester V.; Dy, Thomas T.; Jadud, Matthew C.

    2013-01-01

    In this article we quantitatively and qualitatively analyze a sample of novice programmer compilation log data, exploring whether (or how) low-achieving, average, and high-achieving students vary in their grasp of these introductory concepts. High-achieving students self-reported having the easiest time learning the introductory programming…

  7. An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers

    Science.gov (United States)

    Rodrigo, Ma. Mercedes T.; Andallaza, Thor Collin S.; Castro, Francisco Enrique Vicente G.; Armenta, Marc Lester V.; Dy, Thomas T.; Jadud, Matthew C.

    2013-01-01

    In this article we quantitatively and qualitatively analyze a sample of novice programmer compilation log data, exploring whether (or how) low-achieving, average, and high-achieving students vary in their grasp of these introductory concepts. High-achieving students self-reported having the easiest time learning the introductory programming…

  8. Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood.

    Science.gov (United States)

    Ferriman, Kimberley; Lubinski, David; Benbow, Camilla P

    2009-09-01

    Work preferences, life values, and personal views of top math/science graduate students (275 men, 255 women) were assessed at ages 25 and 35 years. In Study 1, analyses of work preferences revealed developmental changes and gender differences in priorities: Some gender differences increased over time and increased more among parents than among childless participants, seemingly because the mothers' priorities changed. In Study 2, gender differences in the graduate students' life values and personal views at age 35 were compared with those of profoundly gifted participants (top 1 in 10,000, identified by age 13 and tracked for 20 years: 265 men, 84 women). Again, gender differences were larger among parents. Across both cohorts, men appeared to assume a more agentic, career-focused perspective than women did, placing more importance on creating high-impact products, receiving compensation, taking risks, and gaining recognition as the best in their fields. Women appeared to favor a more communal, holistic perspective, emphasizing community, family, friendships, and less time devoted to career. Gender differences in life priorities, which intensify during parenthood, anticipated differential male-female representation in high-level and time-intensive careers, even among talented men and women with similar profiles of abilities, vocational interests, and educational experiences.

  9. "Pretty Lights" and Maths! Increasing Student Engagement and Enhancing Learning through the Use of Electronic Voting Systems

    Science.gov (United States)

    King, Samuel O.; Robinson, Carol L.

    2009-01-01

    University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student-lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student-lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have…

  10. Physics First: Impact on SAT Math Scores

    Science.gov (United States)

    Bouma, Craig E.

    Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.

  11. The Georgia 8th Grade Mathematics CRCT as a Crystal Ball: The Usability of a Test to Predict Students' Futures on the Math 1 EOCT

    Science.gov (United States)

    Whitby, Sarah Elizabeth

    2012-01-01

    To help teachers improve their efficiency and effectiveness, this dissertation study uses regression analysis to assess two middle Georgia counties' CRCT and Math 1 EOCT data in order to determine the usability of the CRCT to enhance instruction in Math 1. Data were collected from the 2009 and 2010 CRCT administrations and the 2010 and 2011 EOCT…

  12. Promoting children's health through physically active math classes: a pilot study.

    Science.gov (United States)

    Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

    2011-03-01

    School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

  13. A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools

    Directory of Open Access Journals (Sweden)

    Pallavi Amitava Banerjee

    2016-12-01

    Full Text Available Socio-economic hardships put children in an underprivileged position. This systematic review was conducted to identify factors linked to underachievement of disadvantaged pupils in school science and maths. What could be done as evidence-based practice to make the lives of these young people better? The protocol from preferred reporting items for systematic reviews and meta-analyses (PRISMA was followed. Major electronic educational databases were searched. Papers meeting pre-defined selection criteria were identified. Studies included were mainly large-scale evaluations with a clearly defined comparator group and robust research design. All studies used a measure of disadvantage such as lower SES, language barrier, ethnic minority or temporary immigrant status and an outcome measure like attainment in standardised national tests. A majority of papers capable of answering the research question were correlational studies. The review reports findings from 771 studies published from 2005 to 2014 in English language. Thirty-four studies were synthesised. Results suggest major factors linking deprivation to underachievement can be thematically categorised into a lack of positive environment and support. Recommendations from the research reports are discussed.

  14. Exposing the Myth: Advanced Math Does Not Increase Drop out Rates. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    A common argument against raising math course-taking requirements for all students is that it will cause more students to drop out of high school. But most students who drop out for academic reasons do so not because they are being "too challenged," but rather because they are not being challenged enough. It is important to raise the rigor and…

  15. Students’ High Achievement on Learning Style Preferences in Chinese Department, Binus University

    Directory of Open Access Journals (Sweden)

    Yetty Go

    2013-11-01

    Full Text Available Every student certainly demonstrates different achievement in her/his Chinese language learning process because every student has her/his own individual way to resolve their problems in learning. In learning process, student’s individual differences exist. These differences lead to different learning speed and learning style of the student. The purpose of this study was to investigate the high achievement students’ learning styles. This study was based on Reid’s learning styles theory and also uses Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ to investigate student’s learning styles. The main finding of this study is that student’s learning style preference is group style. According to student learning style preferences results, students prefer to learn together with others or in group and learn in a more interactive way.

  16. Developmental Math with a Difference.

    Science.gov (United States)

    Zwerling, L. Steven

    1979-01-01

    Describes the Math Learning Center at Palm Beach Junior College which offers 21 courses of study, including all math courses through trigonometry and 11 general education math courses. Examines the implementation process and various program features. (DR)

  17. Dr Math at your service

    CSIR Research Space (South Africa)

    Butgereit, L

    2012-10-01

    Full Text Available In this presentation the author explains how the Dr Math service works; how tutors are recruited to act as Dr Math; and how school pupils can reach Dr Math for help with their mathematics homework....

  18. Math-Fact Retrieval as the Cognitive Mechanism Underlying Gender Differences in Math Test Performance.

    Science.gov (United States)

    Royer; Tronsky; Chan; Jackson; Marchant

    1999-07-01

    Males from select populations receive better scores on standardized math achievement tests than females. The research reported in this article evaluates the hypothesis that the reason for these differences is that males are faster at retrieving basic math facts. Studies 1-3 demonstrate that math-fact retrieval predicts performance on math achievement tests with students in grades 5-8 and in college. Studies 4-6 show that males and females in grades 2-8 and in college have different patterns of math-fact retrieval performance and that males at the high positive end of the retrieval distribution are faster than comparable females. Study 5 also demonstrates that math-fact retrieval varies in three populations (Anglo-American, Chinese-American, Hong Kong Chinese) and that speed of retrieval improves with practice. Studies 7-9 tested the hypothesis that males are faster than females on retrieval tasks in general. Study 7 showed that there were no gender differences on simple retrieval tasks, and Studies 8 and 9 showed that females were slightly faster than males on verbal-processing tasks. The General Discussion indicates that the math-fact retrieval hypothesis is consistent with previous research. It also relates the math-fact retrieval hypothesis to theories of cognitive performance and introduces the practice and engagement hypothesis. This hypothesis explains the origin of gender differences in math and reading and relates those differences to the existing literature on gender differences in academic performance. The article concludes with a description of needed future research and a discussion of the educational implications of the math-fact retrieval hypothesis. Copyright 1999 Academic Press.

  19. Impact of University Lecturers' Intervention in School Math Teaching

    Indian Academy of Sciences (India)

    2016-05-01

    Some schools in the neighbourhood of Sefako MakgathoHealth Sciences University (SMU) in South Africa persistentlyyielded poor mathematics results in the past years. Thiswas of concern since maths is the main subject for manyopportunities, including admissiontoSMUstudy programmes.Some SMU maths lecturers partnered with local schools toprepare the students in these schools. The aimwas to improvemaths teaching and matric maths results. The teachers wereassisted with maths concepts of most difficulty. This articledescribes the initiatives by some academics of SMU in achievingthis.

  20. Dyscalculia ≠ maths difficulties

    DEFF Research Database (Denmark)

    Schmidt, Maria Christina Secher

    2016-01-01

    Using Bourdieu’s notion of field, the Scandinavian field of maths pedagogy occurs at a time characterised by increasing inclusion efforts in primary school. Various stakeholders in maths pedagogy are arguing about what should be done about pupils who perform poorly in mathematics and what causes...... their difficulties. Four analytical positions are presented here: the diagnostic, the structural, the interventionist and the complementary. The literature examined includes academic articles on math pedagogy and scholarly journals for maths teachers from the period 1995–2014. A total of 103 articles were analysed...

  1. GRE math tests

    CERN Document Server

    Kolby, Jeff

    2014-01-01

    Twenty-three GRE Math Tests! The GRE math section is not easy. There is no quick fix that will allow you to ""beat"" the section. But GRE math is very learnable. If you study hard and master the techniques in this book, your math score will improve--significantly! The GRE cannot be ""beaten."" But it can be mastered--through hard work, analytical thought, and by training yourself to think like a test writer. Many of the problems in this book are designed to prompt you to think like a test writer. For example, you will find ""Duals."" These are pairs of similar problems in which only one prop

  2. The LCC Developmental Math Lab: An Evaluative Review.

    Science.gov (United States)

    Rotman, Jack W.

    The Lansing Community College (LCC) Math Lab offers two arithmetic and two developmental algebra courses and provides a placement and proficiency testing program for the mathematics department and for other selected departments in the college. Students who participate in Math Lab courses: (1) take a placement test and/or have a placement interview…

  3. Importance of Grades and Placement for Math Attainment

    Science.gov (United States)

    Tyson, Will; Roksa, Josipa

    2017-01-01

    Research on high school math course taking documents the advantages of starting high school at or beyond Algebra 1. Fewer studies examine differentiation into remedial, general, and honors Algebra 1 course types by course rigor. This study examines how course grades and course rigor are associated with math attainment among students with similar…

  4. The Reliability of Randomly Generated Math Curriculum-Based Measurements

    Science.gov (United States)

    Strait, Gerald G.; Smith, Bradley H.; Pender, Carolyn; Malone, Patrick S.; Roberts, Jarod; Hall, John D.

    2015-01-01

    "Curriculum-Based Measurement" (CBM) is a direct method of academic assessment used to screen and evaluate students' skills and monitor their responses to academic instruction and intervention. Interventioncentral.org offers a math worksheet generator at no cost that creates randomly generated "math curriculum-based measures"…

  5. Poems for Math Practice: With 80 Skill-Building Activities

    Science.gov (United States)

    Reynolds, Laureen

    2006-01-01

    Aimed at students who love math as well as those who dread it, this book adds another dimension to the abstract nature of numbers. Using words and pictures, teachers can help children make the connection between mathematics and their everyday routines and observations. This book includes: (1) 20 illustrated poems; (2) math practice with sorting,…

  6. Science and Math in the Library Media Center Using GLOBE.

    Science.gov (United States)

    Aquino, Teresa L.; Levine, Elissa R.

    2003-01-01

    Describes the Global Learning and Observations to Benefit the Environment (GLOBE) program which helps school library media specialists and science and math teachers bring earth science, math, information literacy, information technology, and student inquiry into the classroom. Discusses use of the Internet to create a global network to study the…

  7. Sex Differences in Career Guidance of Undergraduate Math Students and the Relation to Help-Seeking Behaviors

    Science.gov (United States)

    Blondeau, Lauren; Awad, Germine H.

    2017-01-01

    Males continue to dominate mathematics-related areas in graduate school and employment, possibly due to the differential guidance that they receive as students. In the present study, 180 undergraduates completed an online survey on the career and graduate school guidance they received from mathematics professors. Student sex, professor sex, and…

  8. The Role of Teacher Morale and Motivation on Students' Science and Math Achievement: Findings from Singapore, Japan, Finland and Turkey

    Science.gov (United States)

    Abazaoglu, Ilkay; Aztekin, Serdar

    2016-01-01

    Teacher motivation is one of the factors that affect the realization of the teaching objectives, motivation and academic achievement of student. This study aimed to answer to the question "How is the relation between the students' academic (sciences and mathematics) achievement and teachers' morale/motivation in Singapore, Japan, Finland and…

  9. Using Classroom Assessment to Improve Student Learning: Math Problems Aligned with NCTM and Common Core State Standards

    Science.gov (United States)

    Collins, Anne

    2011-01-01

    Linking assessment to everyday classroom instruction requires a shift in both thinking and practice. For many, the term "assessment" simply means "grade". "Using Classroom Assessment to Improve Student Learning" shows how teachers can move away from using tests, letter or numerical grades, or passing or failing as evidence of student learning to…

  10. Enhancing Math Instruction for Korean Special Education Classroom Students Using Design Research to Implement Enhanced Anchored Instruction

    Science.gov (United States)

    Kwon, Jungmin

    2009-01-01

    The purpose of this study was to introduce Enhanced Anchored Instruction (EAI) into Korean special education classrooms, research its effectiveness in student achievement and motivation, to find out what kind of adjustment is needed for successful implementation, and analyze the students' and teachers' experiences of using EAI. Enhanced anchored…

  11. Improving Student Outcomes with mCLASS: Math, a Technology-Enhanced CBM and Diagnostic Interview Assessment

    Science.gov (United States)

    Wang, Ye; Gushta, Matthew

    2013-01-01

    The No Child Left Behind Act resulted in increased school-level implementation of assessment-based school interventions that aim to improve student performance. Diagnostic assessments are included among these interventions, designed to help teachers use evidence about student performance to modify and differentiate instruction and improve student…

  12. Student Self-Assessment of Math and Science Ability in High School. Data Point. NCES 2016-164

    Science.gov (United States)

    Hanebut, Rachel; Christopher, Elise

    2016-01-01

    The High School Longitudinal Survey (HSLS:09) is a nationally-representative, longitudinal study of over 23,000 9th graders from 944 schools in 2009. This study follows students throughout secondary and postsecondary years collecting data on student trajectories, major fields of study, career paths, and STEM interest. The study's Base Year was…

  13. The Development of a Computer Assisted Math Review for Physical Science Survey Students at Brevard Community College.

    Science.gov (United States)

    Sherman, Joel F.

    A computer assisted mathematics review unit was designed for students enrolled in a community college physical science survey course, who had severe mathematical deficiences in their backgrounds. The CAI program (written in BASIC) covered multiplication and division of numbers written in scientific notation. Thirty-five students who scored zero…

  14. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

    Science.gov (United States)

    Casad, Bettina J; Hale, Patricia; Wachs, Faye L

    2015-01-01

    Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

  15. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

    Science.gov (United States)

    Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

    2015-01-01

    Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

  16. Parent-Child Math Anxiety and Math-Gender Stereotypes Predict Adolescents’ Math Education Outcomes

    Directory of Open Access Journals (Sweden)

    Bettina J Casad

    2015-11-01

    Full Text Available Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children’s math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa for performance beliefs and outcomes (self-efficacy and GPA. Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and for boys, and for boys with GPA. These findings address gaps in the literature on the role of parents’ math anxiety in the effects of children’s math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents’ math anxiety and dispelling gender stereotypes in math classrooms.

  17. Using Computer-Assisted Instruction to Build Math Fact Fluency: An Implementation Guide

    Science.gov (United States)

    Hawkins, Renee O.; Collins, Tai; Hernan, Colleen; Flowers, Emily

    2017-01-01

    Research findings support the use of computer-assisted instruction (CAI) as a curriculum supplement for improving math skills, including math fact fluency. There are a number of websites and mobile applications (i.e., apps) designed to build students' math fact fluency, but the options can become overwhelming. This article provides implementation…

  18. A Case Study of Computer Gaming for Math: Engaged Learning from Gameplay?

    Science.gov (United States)

    Ke, Fengfeng

    2008-01-01

    Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders' cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math…

  19. The Groove of Growth: How Early Gains in Math Ability Influence Adolescent Achievement

    Science.gov (United States)

    Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.

    2014-01-01

    A number of studies, both small scale and of nationally-representative student samples, have reported substantial associations between school entry math ability and later elementary school achievement. However, questions remain regarding the persistence of the association between early growth in math ability and later math achievement due to the…

  20. Using Computer-Assisted Instruction to Build Math Fact Fluency: An Implementation Guide

    Science.gov (United States)

    Hawkins, Renee O.; Collins, Tai; Hernan, Colleen; Flowers, Emily

    2017-01-01

    Research findings support the use of computer-assisted instruction (CAI) as a curriculum supplement for improving math skills, including math fact fluency. There are a number of websites and mobile applications (i.e., apps) designed to build students' math fact fluency, but the options can become overwhelming. This article provides implementation…

  1. Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

    Science.gov (United States)

    Redish, Edward F.; Kuo, Eric

    2015-01-01

    Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we…

  2. Examining Relationships among Assessment Scores and Math Coursework in an Urban School District

    Science.gov (United States)

    Parke, Carol S.

    2012-01-01

    This study investigates relationships between assessment scores and other indicators of math performance. The impetus for the research came from a district's need to better understand high school math achievement. Longitudinal data for a cohort of students were obtained, including math scores from their state assessment, TerraNova, and New…

  3. Differentiated Instruction for K-8 Math and Science: Activities and Lesson Plans

    Science.gov (United States)

    Hamm, Mary; Adams, Dennis

    2008-01-01

    This book offers practical recommendations to reach every student in a K-8 classroom. Research-based and written in a teacher-friendly style, it will help teachers with classroom organization and lesson planning in math and science. Included are math and science games, activities, ideas, and lesson plans based on the math and science standards.…

  4. The Relative Value of Growth in Math Fact Skills across Late Elementary and Middle School

    Science.gov (United States)

    Nelson, Peter M.; Parker, David C.; Zaslofsky, Anne F.

    2016-01-01

    The purpose of the current study was to evaluate the importance of growth in math fact skills within the context of overall math proficiency. Data for 1,493 elementary and middle school students were included for analysis. Regression models were fit to examine the relative value of math fact fluency growth, prior state test performance, and a fall…

  5. Math starters 5- to 10-minute activities aligned with the common core math standards, grades 6-12

    CERN Document Server

    Muschla, Judith A; Muschla, Erin

    2013-01-01

    A revised edition of the bestselling activities guide for math teachers Now updated with new math activities for computers and mobile devices-and now organized by the Common Core State Standards-this book includes more than 650 ready-to-use math starter activities that get kids quickly focused and working as soon as they enter the classroom. Ideally suited for any math curriculum, these high-interest problems spark involvement in the day's lesson, help students build skills, and allow teachers to handle daily management tasks without wasting valuable instructional time. A newly updated edit

  6. Math Academy: Play Ball! Explorations in Data Analysis & Statistics. Book 3: Supplemental Math Materials for Grades 3-8

    Science.gov (United States)

    Rimbey, Kimberly

    2008-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Play Ball! Explorations in Data Analysis & Statistics," which teachers can use to…

  7. Math Academy: Let's Go to the Mall! Explorations in Combinatorics. Book 5: Supplemental Math Materials for Grades 3-8

    Science.gov (United States)

    Rimbey, Kimberly

    2008-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Let's Go to the Mall! Explorations in Combinatorics," which teachers can use to enhance…

  8. Math Academy: Dining Out! Explorations in Fractions, Decimals, & Percents. Book 4: Supplemental Math Materials for Grades 3-8

    Science.gov (United States)

    Rimbey, Kimberly

    2007-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Dining Out! Explorations in Fractions, Decimals, and Percents," which teachers can use…

  9. The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology

    Science.gov (United States)

    Andrews, Sarah E.; Runyon, Christopher; Aikens, Melissa L.

    2017-01-01

    In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory,…

  10. Students who developed logical reasoning skills reported improved confidence in drug dose calculation: Feedback from remedial maths classes.

    Science.gov (United States)

    Shelton, Chris

    2016-06-01

    The safe administration of drugs is a focus of attention in healthcare. It is regarded as acceptable that a formula card or mnemonic can be used to find the correct dose and fill a prescription even though this removes any requirement for performing the underlying computation. Feedback and discussion in class reveal that confidence in arithmetic skills can be low even when students are able to pass the end of semester drug calculation exam. To see if confidence in the understanding and performance of arithmetic for drug calculations can be increased by emphasising student's innate powers of logical reasoning after reflection. Remedial classes offered for students who have declared a dislike or lack of confidence in arithmetic have been developed from student feedback adopting a reasoning by logical step methodology. Students who gave up two hours of their free learning time were observed to engage seriously with the learning methods, focussing on the innate ability to perform logical reasoning necessary for drug calculation problems. Working in small groups allowed some discussion of the route to the answer and this was followed by class discussion and reflection. The results were recorded as weekly self-assessment scores for confidence in calculation. A self-selecting group who successfully completed the end of semester drug calculation exam reported low to moderate confidence in arithmetic. After four weeks focussing on logical skills a significant increase in self-belief was measured. This continued to rise in students who remained in the classes. Many students hold a negative belief regarding their own mathematical abilities. This restricts the learning of arithmetic skills making alternate routes using mnemonics and memorised steps an attractive alternative. Practising stepwise logical reasoning skills consolidated by personal reflection has been effective in developing student's confidence and awareness of their innate powers of deduction supporting an

  11. Working Memory Training is Associated with Long Term Attainments in Math and Reading.

    Science.gov (United States)

    Söderqvist, Stina; Bergman Nutley, Sissela

    2015-01-01

    Training working memory (WM) using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic performance. We followed the academic performance of two age-matched groups during 2 years. As part of the curriculum in grade 4 (age 9-10), all students in one classroom (n = 20) completed Cogmed Working Memory Training (CWMT) whereas children in the other classroom (n = 22) received education as usual. Performance on nationally standardized tests in math and reading was used as outcome measures at baseline and two years later. At baseline both classes were normal/high performing according to national standards. At grade 6, reading had improved to a significantly greater extent for the training group compared to the control group (medium effect size, Cohen's d = 0.66, p = 0.045). For math performance the same pattern was observed with a medium effect size (Cohen's d = 0.58) reaching statistical trend levels (p = 0.091). Moreover, the academic attainments were found to correlate with the degree of improvements during training (p 1 year) effects of WM training on academic performance. We found performance on both reading and math to be positively impacted after completion of CWMT. Since there were no baseline differences between the groups, the results may reflect an influence on learning capacity, with improved WM leading to a boost in students' capacity to learn. This study is also the first to investigate the effects of CWMT on academic performance in typical or high achieving students. The results suggest that WM training can help optimize the academic potential of high performers.

  12. Barron's SAT math workbook

    CERN Document Server

    Leff MS, Lawrence S

    2016-01-01

    This completely revised edition reflects all of the new questions and question types that will appear on the new SAT, scheduled to be administered in Spring 2016. Includes hundreds of revised math questions and answer explanations, math strategies, test-taking tips, and much more.

  13. The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

    Science.gov (United States)

    Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

    2013-01-01

    It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

  14. String Math 2017

    CERN Document Server

    The series of String-Math conferences has developed into a central event on the interface between mathematics and physics related to string theory, quantum field theory and neighboring subjects. The conference will take place from July 24-28 in the main building of Hamburg university. The String-Math conference is organised by the University of Hamburg jointly with DESY Hamburg.

  15. The influence of experiencing success in math on math anxiety, perceived math competence, and math performance

    NARCIS (Netherlands)

    B.R.J. Jansen; J. Louwerse; M. Straatemeier; S.H.G. van der Ven; S. Klinkenberg; H.L.J. van der Maas

    2013-01-01

    It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adapti

  16. The influence of experiencing success in math on math anxiety, perceived math competence, and math performance

    NARCIS (Netherlands)

    Jansen, B.R.J.; Louwerse, J.; Straatemeier, M.; van der Ven, S.H.G.; Klinkenberg, S.; van der Maas, H.L.J.

    2013-01-01

    It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a

  17. Is there a Causal Effect of High School Math on Labor Market Outcomes?

    DEFF Research Database (Denmark)

    Joensen, E. Juanna Schröter; Nielsen, Helena Skyt

    2009-01-01

    In this paper, we exploit a high school pilot scheme to identify the causal effect of advanced high school math on labor market outcomes. The pilot scheme reduced the costs of choosing advanced math because it allowed for a more flexible combination of math with other courses. We find clear...... evidence of a causal relationship between math and earnings for students who are induced to choose math after being exposed to the pilot scheme. The effect partly stems from the fact that these students end up with a higher education....

  18. Flight Software Math Library

    Science.gov (United States)

    McComas, David

    2013-01-01

    The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.

  19. Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

    Science.gov (United States)

    Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara

    2016-01-01

    Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided…

  20. Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

    Science.gov (United States)

    Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara

    2016-01-01

    Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided…