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Sample records for high-achieving math students

  1. U.S. Math Performance in Global Perspective: How Well Does Each State Do at Producing High-Achieving Students? PEPG Report No.: 10-19

    Science.gov (United States)

    Hanushek, Eric A.; Peterson, Paul E.; Woessmann, Ludger

    2010-01-01

    To see how well U.S. schools do at producing high-achieving math students, the authors compare the percentage of U.S. public and private school students in the graduating Class of 2009 who were highly accomplished in mathematics in each of the 50 states and in 10 urban districts to percentages of high achievers in 56 other countries. Their…

  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. Academic Self-Efficacy of High Achieving Students in Mexico

    Science.gov (United States)

    Camelo-Lavadores, Ana Karen; Sánchez-Escobedo, Pedro; Pinto-Sosa, Jesus

    2017-01-01

    The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high school students. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, high achieving students showed significantly higher academic self-efficacy that their peers. However, interesting gender…

  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. 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.

  9. 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…

  10. 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.

  11. 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.

  12. 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…

  13. 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'…

  14. 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…

  15. Moving on Up: Urban to Suburban Translocation Experiences of High-Achieving Black American Students

    Science.gov (United States)

    Yu, Xiaoqi; Seeberg, Vilma; Malone, Larissa

    2017-01-01

    Minority suburbanization has been a fast growing demographic shift in the United States during the first decade of the 21st century. This article examines the tapestry of the suburbanization experience of a group of high-achieving Black American students and their families as told by them. Departing from the all too common, deficit orientation…

  16. Changes in Math Prerequisites and Student Performance in Business Statistics: Do Math Prerequisites Really Matter?

    OpenAIRE

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

    2007-01-01

    We use a binary probit model to assess the impact of several changes in math prerequisites on student performance in an undergraduate business statistics course. While the initial prerequisites did not necessarily provide students with the necessary math skills, our study, the first to examine the effect of math prerequisite changes, shows that these changes were deleterious to student performance. Our results helped convince the College of Business to change the math prerequisite again begin...

  17. 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…

  18. 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...

  19. 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

  20. What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

    Science.gov (United States)

    Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

    2014-04-01

    Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

  1. Early math intervention for marginalized students

    DEFF Research Database (Denmark)

    Overgaard, Steffen; Tonnesen, Pia Beck

    2016-01-01

    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...

  2. An Exploration of the Psychosocial Characteristics of High Achieving Students and Identified Gifted Students: Implications for Practice

    Science.gov (United States)

    Ritchotte, Jennifer A.; Suhr, Diana; Alfurayh, Naif F.; Graefe, Amy K.

    2016-01-01

    High achieving students or "bright children" are often denied access to gifted services because they do not meet "gifted" criteria. Although psychosocial factors play an integral role in academic success, and can be useful in providing a clearer picture of student need, they are seldom considered in the decision to identify a…

  3. The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

    Science.gov (United States)

    Bahr, Peter Riley

    2013-01-01

    Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…

  4. Students' attitude to homework: how is homework perceived by high-achieving students and those with learning disabilities

    OpenAIRE

    Trobec, Nika

    2013-01-01

    Homework assignments have many positive educational effects, which are achieved only when they are regularly performed and completed. While doing homework, students are under the influence of various external and internal factors that affect its utility. Many of them experience homework-related problems in one or more areas which are described in theoretical part. Aim of the empirical survey was to do a research on homework practices of students with learning disabilities and high achieving s...

  5. Impact of Math Snacks Games on Students' Conceptual Understanding

    Science.gov (United States)

    Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.

    2016-01-01

    This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…

  6. Why Try? Factors that Differentiate Underachieving Gifted Students from High Achieving Gifted Students.

    Science.gov (United States)

    McCoach, D. Betsy; Siegle, Del

    This report discusses the outcomes of a study that investigated the relationship between student scores on the five sub-scales of the School Attitude Assessment Survey-Revised (SAAS-R) and the academic achievement of known groups of gifted achievers and gifted underachievers. The study examined whether gifted achievers and gifted underachievers…

  7. 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 college students' math competencies and degree achievement.

  8. Metacognitive awareness and math anxiety in gifted students

    OpenAIRE

    Hakan Sarıcam; Üzeyir Ogurlu

    2015-01-01

    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 S...

  9. 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…

  10. 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…

  11. Metacognitive Awareness and Math Anxiety in Gifted Students

    Science.gov (United States)

    Saricam, Hakan; Ogurlu, Üzeyir

    2015-01-01

    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…

  12. Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement among Black College Students

    Science.gov (United States)

    McGee, Ebony O.

    2015-01-01

    I introduce the construct of fragile and robust identities for the purpose of exploring the experiences that influenced the mathematical and racial identities of high-achieving Black college students in mathematics and engineering. These students maintained high levels of academic achievement in these fields while enduring marginalization,…

  13. Gender Differences in Self-Concept, Locus of Control, and Goal Orientation in Mexican High-Achieving Students

    Science.gov (United States)

    Valdés-Cuervo, Angel Alberto; Sánchez Escobedo, Pedro Antonio; Valadez-Sierra, María Dolores

    2015-01-01

    The study compares self-concept, locus of control, and goal orientation characteristics of male and female Mexican high school high-achieving students. Three scales were administered to 220 students; 106 (49%) were males and 114 (51%) females. By means of a discriminant analysis, both groups were compared in relation to the variables such as…

  14. 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...

  15. 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…

  16. Mo' Money, Mo' Problems? High-Achieving Black High School Students' Experiences with Resources, Racial Climate, and Resilience

    Science.gov (United States)

    Allen, Walter; Griffin, Kimberly

    2006-01-01

    A multi-site case study analyzed the college preparatory processes of nine African American high achievers attending a well-resourced, suburban high school and eight academically successful African Americans attending a low-resourced urban school. Students at both schools experienced barriers, that is, racial climate and a lack of resources, that…

  17. Threats and Supports to Female Students' Math Beliefs and Achievement.

    Science.gov (United States)

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

    2018-03-23

    This study examines how student perceptions of teacher practices contribute to female high school students' math beliefs and achievement. Guided by the expectancy-value framework, we hypothesized that students' motivation beliefs and achievement outcomes in mathematics are fostered by teachers' emphasis on the relevance of mathematics and constrained by gender-based differential treatment. To examine these questions, structural equation modeling was applied to a longitudinal panel of 518 female students from the Maryland Adolescent Development in Context Study. While controlling for prior achievement and race, gendered differential treatment was negatively associated with math beliefs and achievement, whereas relevant math instruction was positively associated with these outcomes. These findings suggest inroads that may foster positive math motivational beliefs and achievement among young women. © 2018 Society for Research on Adolescence.

  18. How Effective Are Community College Remedial Math Courses for Students with the Lowest Math Skills?

    Science.gov (United States)

    Xu, Di; Dadgar, Mina

    2018-01-01

    Objective: This article examines the effectiveness of remediation for community college students who are identified as having the lowest skills in math. Method: We use transcript data from a state community college system and take advantage of a regression discontinuity design that compares statistically identical students who are assigned to the…

  19. 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…

  20. 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.

  1. Young, Gifted, and Black: Promoting High Achievement among African-American Students.

    Science.gov (United States)

    Perry, Theresa; Steele, Claude; Hilliard, Asa G., III

    In three linked but separate essays, this book explores how African-American students experience school in a society that has historically devalued their intellectual abilities. It calls for a new understanding of the unique obstacles black students face in American schools and points to a variety of educational practices that can mitigate those…

  2. Experiences of Visually Impaired Students in Community College Math Courses

    Science.gov (United States)

    Swan, S. Tomeka

    Blind and visually impaired students who attend community colleges face challenges in learning mathematics (Forrest, 2010). Scoy, McLaughlin, Walls, and Zuppuhaur (2006) claim these students are at a disadvantage in studying mathematics due to the visual and interactive nature of the subject, and by the way mathematics is taught. In this qualitative study six blind and visually impaired students attended three community colleges in one Mid-Atlantic state. They shared their experiences inside the mathematics classroom. Five of the students were enrolled in developmental level math, and one student was enrolled in college level math. The conceptual framework used to explore how blind and visually impaired students persist and succeed in math courses was Piaget's theory on constructivism. The data from this qualitative study was obtained through personal interviews. Based on the findings of this study, blind and visually impaired students need the following accommodations in order to succeed in community college math courses: Accommodating instructors who help to keep blind and visually impaired students motivated and facilitate their academic progress towards math completion, tutorial support, assistive technology, and a positive and inclusive learning environment.

  3. Are High Achievers Successful in Collaborative Learning? An Explorative Study of College Students' Learning Approaches in Team Project-Based Learning

    Science.gov (United States)

    Lee, Hye-Jung; Kim, Hyekyung; Byun, Hyunjung

    2017-01-01

    This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly…

  4. 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…

  5. Can Low-Cost Online Summer Math Programs Improve Student Preparation for College-Level Math? Evidence from Randomized Experiments at Three Universities

    Science.gov (United States)

    Chingos, Matthew M.; Griffiths, Rebecca J.; Mulhern, Christine

    2017-01-01

    Every year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has…

  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. "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…

  8. 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…

  9. 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…

  10. Math Anxiety and How It Affects High School Students.

    Science.gov (United States)

    Murr, Kathleen A.

    2001-01-01

    Studies the role that math anxiety played in the poor performance of students, what promoted such feelings, and what teachers can do to lessen this anxiety. Students and adults sense the urgency to understand the mathematical material, and that urgency often leads to anxiety when they cannot arrive at a solution. (ASK)

  11. 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…

  12. Motivation for Math in Rural Schools: Student and Teacher Perspectives

    Science.gov (United States)

    Hardre, Patricia L.

    2011-01-01

    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…

  13. The Value of the Math Circle for Gifted Middle School Students

    Science.gov (United States)

    Burns, Barbara; Henry, Julie; McCarthy, Dianne; Tripp, Jennifer

    2017-01-01

    Math Circles are designed to allow students to explore mathematics using a problem-solving/inquiry approach. Many of the students attending our Math Circle are mathematically talented and curious. This study examines the perspectives of the students and their families in determining why students attend Math Circle, what they enjoy about Math…

  14. 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.

  15. 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.

  16. Working Memory Load and Reminder Effect on Event-Based Prospective Memory of High- and Low-Achieving Students in Math

    Science.gov (United States)

    Chen, Youzhen; Lian, Rong; Yang, Lixian; Liu, Jianrong; Meng, Yingfang

    2017-01-01

    The effects of working memory (WM) demand and reminders on an event-based prospective memory (PM) task were compared between students with low and high achievement in math. WM load (1- and 2-back tasks) was manipulated as a within-subject factor and reminder (with or without reminder) as a between-subject factor. Results showed that high-achieving…

  17. Talking Math, Blogging Math

    OpenAIRE

    Mathews, Linda Marie

    2009-01-01

    Talking Math, Blogging Math is a curriculum designed to aid middle school Pre- Algebra students' mathematical problem-solving through the use of academic language instruction, explanatory proofs, and online technology (blogging). Talking Math, Blogging Math was implemented over a period of ten weeks during the 2008 - 2009 school year. The school where the curriculum was implemented is a non-traditional classroom-based charter school. The 7th, 8th and 9th grade students attended class twice a ...

  18. 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…

  19. Math Manipulatives to Increase 4th Grade Student Achievement

    Science.gov (United States)

    Couture, Katie

    2012-01-01

    This research project was completed with twenty-nine fourth grade students from Shawnee Elementary, a school in the Chippewa Valley School District. It began in April 2012 and the data collection was completed by June 2012. The purpose of this project was to see if utilizing math manipulatives in an elementary classroom will increase student…

  20. Factors That Promote Anxiety toward Math on High School Students

    Science.gov (United States)

    Escalera-Chávez, Milka Elena; Moreno-García, Elena; García-Santillán, Arturo; Rojas-Kramer, Carlos Alberto

    2017-01-01

    Regardless of the social or economic status of a student, it is a fact that math is always present. This discipline is considered as a competitive tool for achieving a more productive life. However, the gap in academic achievement is big. Consequently, in the last decades the research on education has set attention on this point. Therefore, this…

  1. 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…

  2. 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.

  3. 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.

  4. Determinants of Grades in Maths for Students in Economics

    OpenAIRE

    Cappellari, Lorenzo; Lucifora, Claudio; Pozzoli, Dario

    2009-01-01

    This paper investigates the determinants of grades achieved in mathematics by rst-year students in Economics. We use individual administrative data from 1993 to 2005 to t an educational production function. Our main ndings suggest that good secondary school achievements and the type of school 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 dete...

  5. Do high school students with different styles have different level of math anxiety?

    OpenAIRE

    Shirvani, Hosin; Guerra, Federico

    2015-01-01

    This study included 240 mostly Hispanic students from one high school. The study used a learning style survey and a math anxiety survey to find students’ learning styles and level of math anxiety. The study examined whether students with three learning styles (auditory, visual, and kinesthetic) had a different level of math anxiety. The study found that children with kinesthetic learning style had higher math anxiety than the other two types. The study also examined whether there were differe...

  6. Involving Students in Developing Math Tests

    Science.gov (United States)

    Rapke, Tina

    2017-01-01

    Many studies have claimed that traditional testing actually promotes students' use of superficial approaches to learning. When preparing to take tests, students typically memorize and cram rather than understanding the material and gaining new perspectives. This article describes how the author recast traditional tests by having students take a…

  7. Low and high achievers in math

    DEFF Research Database (Denmark)

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

    2016-01-01

    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. Teachers' Autonomy Support, Autonomy Suppression and Conditional Negative Regard as Predictors of Optimal Learning Experience among High-Achieving Bedouin Students

    Science.gov (United States)

    Kaplan, Haya

    2018-01-01

    The study is based on self-determination theory and focuses on the motivation of high-achieving Bedouin students who belong to a hierarchical-collectivist society. The study focuses on the question: What are the relations between teachers' autonomy support and control and an optimal learning experience among students? The study is unique in its…

  9. 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…

  10. Student center approach in maths and sc

    African Journals Online (AJOL)

    User

    teachers were effectively utilizing prior knowledge of learners in starting their ... rated as poor in making classroom environment conducive for group learning. .... measure. These all are geared toward enhancing students' learning of ... They need to scaffold each other learning ... In short, the following schools ..... interaction.

  11. iPad Use in Seventh Grade Math: Parent and Student Perceptions

    Science.gov (United States)

    Corbett, Robin

    2015-01-01

    The purpose of this qualitative research study was to compare student and parental perceptions of mobile technology use, specifically iPads, in seventh grade math classrooms and at home. How students and parents perceive the use of iPads within the seventh grade math classroom and how students and parents perceive the influence of iPad use at home…

  12. Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms

    Science.gov (United States)

    Bottge, Brian A.; Heinrichs, Mary; Mehta, Zara Dee; Rueda, Enrique; Hung, Ya-Hui; Danneker, Jeanne

    2004-01-01

    This study compared two approaches for teaching sixth-grade middle school students to solve math problems in math, technology education, and special education classrooms. A total of 17 students with disabilities and 76 students without disabilities were taught using either enhanced anchored instruction (EAI) or text-based instruction coupled with…

  13. 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…

  14. 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…

  15. The Role of Principal Leadership in Achievement beyond Test Scores: An Examination of Leadership, Differentiated Curriculum and High-Achieving Students

    Science.gov (United States)

    Else, Danielle F.

    2013-01-01

    Though research has validated a link between principal leadership and student achievement, questions remain regarding the specific relationship between the principal and high-achieving learners. This association facilitates understanding about forming curricular decisions for high ability learners. The study was conducted to examine the perceived…

  16. 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…

  17. 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.

  18. 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…

  19. Mapping Changes in Students' English and Math Self-Concepts: A Latent Growth Model Study

    Science.gov (United States)

    King, Ronnel B.; McInerney, Dennis M.

    2014-01-01

    The aims of this study were to examine changes in students' English and math self-concepts and to investigate the effects of gender and school ability level on these changes. Self-concept in English and math were measured thrice across three years among a sample of 2618 secondary school students from Hong Kong. Gender and school ability level were…

  20. 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. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  1. 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…

  2. The Impact of Structured Note Taking Strategies on Math Achievement of Middle School Students

    Science.gov (United States)

    Wilkinson, Gregory Ashley

    2012-01-01

    Student math achievement continues to be a national, state, and local concern. Research suggests that note taking can improve academic achievement, but current research has failed to report how low achievers might benefit from using note taking during math classes. The purpose of this study was to determine if teaching students structured note…

  3. Working Memory Load and Reminder Effect on Event-Based Prospective Memory of High- and Low-Achieving Students in Math.

    Science.gov (United States)

    Chen, Youzhen; Lian, Rong; Yang, Lixian; Liu, Jianrong; Meng, Yingfang

    The effects of working memory (WM) demand and reminders on an event-based prospective memory (PM) task were compared between students with low and high achievement in math. WM load (1- and 2-back tasks) was manipulated as a within-subject factor and reminder (with or without reminder) as a between-subject factor. Results showed that high-achieving students outperformed low-achieving students on all PM and n-back tasks. Use of a reminder improved PM performance and thus reduced prospective interference; the performance of ongoing tasks also improved for all students. Both PM and n-back performances in low WM load were better than in high WM load. High WM load had more influence on low-achieving students than on high-achieving students. Results suggest that low-achieving students in math were weak at PM and influenced more by high WM load. Thus, it is important to train these students to set up an obvious reminder for their PM and improve their WM.

  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. An Investigation of High-Achieving African-American Students Attending Community Colleges: A Mixed Methods Research Study

    Science.gov (United States)

    Gipson, John; Mitchell, Donald, Jr.; McLean, Carolyn

    2018-01-01

    While much more research has been conducted about African-American college students in recent decades, there still exists a need for further explorations concerning factors related to student success and retention. For example, articles often explore the experiences of African-American students at four-year institutions and often use deficit…

  7. Learning to Love Math: Teaching Strategies that Change Student Attitudes and Get Results

    Science.gov (United States)

    Willis, Judy

    2010-01-01

    Has it ever seemed to you that some students are hardwired to dislike math? If so, then here's a book that explains how negative attitudes toward math get established in the brain and what you can do to turn those attitudes around. Math teacher and neurologist Judy Willis gives you over 50 strategies you can use right away in any grade level to:…

  8. 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…

  9. From Great to Good: Principals' Sensemaking of Student Performance Decline in Formerly High Achieving High Poverty Schools

    Science.gov (United States)

    Darbonne, Deborah

    2016-01-01

    School level leadership is second only to effective instruction as essential to high student achievement (Leithwood, Louis, Anderson & Wahlstrom, 2004). Although factors such as socioeconomic levels and parental involvement contribute to the academic success of students, school leadership outweighs the impact of those factors. In the era of…

  10. Measuring What High-Achieving Students Know and Can Do on Entry to School: PIPS 2002-2008

    Science.gov (United States)

    Wildy, Helen; Styles, Irene

    2011-01-01

    Anecdotal evidence from teachers in Western Australia suggested that increasing numbers of on-entry students have been performing at high levels over recent years on the Performance Indicators in Primary Schools Baseline Assessment (PIPS-BLA). This paper reports the results of an investigation into the performance of high-scoring students. Data…

  11. 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…

  12. 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…

  13. Math Placement: The Importance of Getting It Right for All Students. Research Brief

    Science.gov (United States)

    Fong, Anthony; Finkelstein, Neal

    2014-01-01

    Given the Common Core State Standards for Mathematics, California's history of math acceleration in the middle grades, and the concern for correct math course placement for all students, this brief examines patterns from the past to shed light on considerations for the future. The brief, written by WestEd's Tony Fong and Neal Finkelstein, presents…

  14. 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…

  15. Multivariate Analysis of Students' Performance in Math Courses and Specific Engineering Courses

    OpenAIRE

    H. Naccache; R. Hleiss

    2016-01-01

    The aim of this research is to study the relationship between the performance of engineering students in different math courses and their performance in specific engineering courses. The considered courses are taken mainly by engineering students during the first two years of their major. Several factors are being studied, such as gender and final grades in the math and specific engineering courses. Participants of this study comprised a sample of more than thousands of engineering students a...

  16. 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.

  17. Striving for Excellence Sometimes Hinders High Achievers: Performance-Approach Goals Deplete Arithmetical Performance in Students with High Working Memory Capacity

    Science.gov (United States)

    Crouzevialle, Marie; Smeding, Annique; Butera, Fabrizio

    2015-01-01

    We tested whether the goal to attain normative superiority over other students, referred to as performance-approach goals, is particularly distractive for high-Working Memory Capacity (WMC) students—that is, those who are used to being high achievers. Indeed, WMC is positively related to high-order cognitive performance and academic success, a record of success that confers benefits on high-WMC as compared to low-WMC students. We tested whether such benefits may turn out to be a burden under performance-approach goal pursuit. Indeed, for high achievers, aiming to rise above others may represent an opportunity to reaffirm their positive status—a stake susceptible to trigger disruptive outcome concerns that interfere with task processing. Results revealed that with performance-approach goals—as compared to goals with no emphasis on social comparison—the higher the students’ WMC, the lower their performance at a complex arithmetic task (Experiment 1). Crucially, this pattern appeared to be driven by uncertainty regarding the chances to outclass others (Experiment 2). Moreover, an accessibility measure suggested the mediational role played by status-related concerns in the observed disruption of performance. We discuss why high-stake situations can paradoxically lead high-achievers to sub-optimally perform when high-order cognitive performance is at play. PMID:26407097

  18. 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…

  19. 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

  20. 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. Copyright © 2012 Elsevier Ltd. All rights reserved.

  1. Math Achievement Trajectories among Black Male Students in the Elementary- and Middle-School Years

    Science.gov (United States)

    Zilanawala, Afshin; Martin, Margary; Noguera, Pedro A.; Mincy, Ronald B.

    2018-01-01

    In this article, we analyze the variation in math achievement trajectories of Black male students to understand the different ways these students successfully or unsuccessfully navigate schools and the school characteristics that are associated with their trajectories. Using longitudinal student-level data from a large urban US city (n = 7,039),…

  2. 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)

  3. 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).

  4. 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

  5. Math Growth Trajectories of Students with Disabilities: Disability Category, Gender, Racial, and Socioeconomic Status Differences from Ages 7 to 17

    Science.gov (United States)

    Wei, Xin; Lenz, Keith B.; Blackorby, Jose

    2013-01-01

    This study examined math growth trajectories by disability category, gender, race, and socioeconomic status using a nationally representative sample of students ages 7 to 17. The students represented 11 federal disability categories. Compared with the national norming sample, students in all 11 disability categories had lower math achievement…

  6. 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…

  7. A Comparison of Teacher Quality in Math for Late Elementary and Middle School Students with and without Disabilities

    Science.gov (United States)

    Gilmour, Allison F.; Henry, Gary T.

    2018-01-01

    Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math…

  8. 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. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  9. Students' confidence in the ability to transfer basic math skills in introductory physics and chemistry courses at a community college

    Science.gov (United States)

    Quinn, Reginald

    2013-01-01

    The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month of November after all of the students had taken their midterm exams and received midterm grades. The instrument used in this survey was developed and validated by the researcher. The instrument asks the students to rate how confident they were in working out specific math problems and how confident they were in working problems using those specific math skills in physics and chemistry. The instrument also provided an example problem for every confidence item. Results revealed that students' demographics were significant predictors in confidence scores. Students in the 18-22 year old range were less confident in solving math problems than others. Students who had retaken a math course were less confident than those who had not. Chemistry students were less confident in solving math problems than those in physics courses. Chemistry II students were less confident than those in Chemistry I and Principals of Chemistry. Students were least confident in solving problems involving logarithms and the most confident in solving algebra problems. In general, students felt that their math courses did not prepare them for the math problems encountered in science courses. There was no significant difference in confidence between students who had completed their math homework online and those who had completed their homework on paper. The researcher recommends that chemistry educators find ways of incorporating more mathematics in their courses especially logarithms and slope. Furthermore, math educators should incorporate more chemistry related applications to math class. Results of hypotheses testing, conclusions, discussions, and

  10. College Math Assessment: SAT Scores vs. College Math Placement Scores

    Science.gov (United States)

    Foley-Peres, Kathleen; Poirier, Dawn

    2008-01-01

    Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

  11. 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…

  12. 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…

  13. Math Interventions for Students with Autism Spectrum Disorder: A Best-Evidence Synthesis

    Science.gov (United States)

    King, Seth A.; Lemons, Christopher J.; Davidson, Kimberly A.

    2016-01-01

    Educators need evidence-based practices to assist students with disabilities in meeting increasingly rigorous standards in mathematics. Students with autism spectrum disorder (ASD) are increasingly expected to demonstrate learning of basic and advanced mathematical concepts. This review identifies math intervention studies involving children and…

  14. Using CRA to Teach Algebra to Students with Math Difficulties in Inclusive Settings

    Science.gov (United States)

    Witzel, Bradley S.

    2005-01-01

    The importance of algebra instruction has increased in the United States in the past few years. Thus, in most states, middle school students are required to take Algebra 1. Middle school students with math difficulties in inclusion algebra settings may require a different instructional approach. The purpose of this research was to compare student…

  15. 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…

  16. 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…

  17. 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…

  18. Comenius Project: Are e-Learning Collaborations of High School Students across Europe in Maths Possible?

    Science.gov (United States)

    Simonovits, Reinhard; McElroy, Jim; O'Loughlin, James; Townsend, Colin

    2013-01-01

    The overall aim of the project is to allow for the collaboration of high school students of different European countries on small, selected maths topics. This involves the use of technology, student mobility and English language competency. Benefits are also expected to accrue to teachers of mathematics by providing the opportunity to work with…

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

    OpenAIRE

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

    2008-01-01

    Because statistical analysis requires both familiarity with and 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, students find it extremely difficult to learn business statistics. In this study, we use an ordered probit model to examine the effect of alternative prerequisite math course sequences on the grade performance of 1,684 busines...

  20. 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…

  1. 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.

  2. Refractive Thinking Profile In Solving Mathematical Problem Reviewed from Students Math Capability

    Science.gov (United States)

    Maslukha, M.; Lukito, A.; Ekawati, R.

    2018-01-01

    Refraction is a mental activity experienced by a person to make a decision through reflective thinking and critical thinking. Differences in mathematical capability have an influence on the difference of student’s refractive thinking processes in solving math problems. This descriptive research aims to generate a picture of refractive thinking of students in solving mathematical problems in terms of students’ math skill. Subjects in this study consisted of three students, namely students with high, medium, and low math skills based on mathematics capability test. Data collection methods used are test-based methods and interviews. After collected data is analyzed through three stages that are, condensing and displaying data, data display, and drawing and verifying conclusion. Results showed refractive thinking profiles of three subjects is different. This difference occurs at the planning and execution stage of the problem. This difference is influenced by mathematical capability and experience of each subject.

  3. 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.…

  4. Developmental Math Students and College-Level Coursework. Data Notes. Volume 1, Number 8, November/December 2006

    Science.gov (United States)

    Clery, Sue

    2006-01-01

    Using data from Achieving the Dream: Community Colleges Count, this issue examines the percentages and numbers of students who attempted and completed both developmental and college-level math. The analysis reveals that a large portion of students either do not attempt or do not complete developmental math coursework. Furthermore, the data show…

  5. 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…

  6. 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…

  7. Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

    Science.gov (United States)

    Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

    2011-01-01

    The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

  8. 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

  9. 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

  10. Math Safari.

    Science.gov (United States)

    Nelson, Vaunda; Stanko, Anne

    1992-01-01

    Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

  11. 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.

  12. 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…

  13. 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…

  14. Meeting the STEM Workforce Demand: Accelerating Math Learning among Students Interested in STEM. BHEF Research Brief

    Science.gov (United States)

    Business-Higher Education Forum (NJ1), 2011

    2011-01-01

    Efforts by federal and state governments to increase the STEM (science, technology, engineering and mathematics) workforce in support of innovation and competitiveness are frustrated by a shortage of adequately prepared and interested students. Less than half of 12th graders meet the math proficiency benchmark that indicates college readiness.…

  15. 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…

  16. The Effectiveness of Neurocognitive Rehabilitation On the Math Performance and Working Memory of Students with Dyscalculia

    Directory of Open Access Journals (Sweden)

    Fatemeh Bazzaz Monsef

    2017-07-01

    Full Text Available Background and Objectives: Cognitive functions are one of the most important effective factors in students with dyscalculia. The present research aims to investigate the effectiveness of neurocognitive rehabilitation program on math performance and working memory of students with dyscalculia. Methods: This study was a quasi-experimental study with pretest-posttest design. Thirty elementary students with dyscalculia were selected using convenience sampling, and then the experimental and control groups (each 15 individuals, were matched in terms of age, gender, intelligence, and school grade. The subjects of the experimental group received twenty 45-minute sessions of neurocognitive rehabilitation. To collect the data, Wechsler Intelligence Scale (WISC-R test, Iran Key Math Diagnostic test, Digit Span test, Counting Span task, and Corsi Blocks task, were used. Results: In this study, the results of covariance analysis showed that the scores of the experimental group in working memory (digit span, counting span posttest and in Key-Math posttest, were higher than the control group. Conclusion: The results of this study is indicative of the effectiveness of cognitive rehabilitation in working memory (phonological loop, central executive and math performance (operation and applications in students with dyscalculia.

  17. Parents' Perspectives on Hmong Students' Academic Challenges in Reading and Math

    Science.gov (United States)

    Lee, Kenneth Kong

    2014-01-01

    The purpose of this survey study was to investigate the relationship between Hmong students' academic achievements and Hmong parental involvement, home environment, and acculturation adjustment as measured by the Math and English Language Arts sections of the California Standard Test in the United States from parents' perspective regarding student…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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...

  3. A Study on the Effect of Computer Assisted Math Fact Fluency Intervention on Math Achievement for Elementary and Middle School Special Education Students in a Chicago South Suburban School District

    Science.gov (United States)

    Nottke, Regina

    2017-01-01

    The gap in academic achievement between regular and special education students is well documented. Math was once the stronger area for students with IEPs; however, the scores in Illinois in 2013 suggest that for the subgroup of IEP students, reading and math performance has reached an all-time ten-year low, even when correcting for the change in…

  4. 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…

  5. 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…

  6. A University Math Help Centre as a Support Framework for Students, the Instructor, the Course, and the Department

    Science.gov (United States)

    Menz, Petra; Jungic, Veselin

    2015-01-01

    Among many challenges a math department at a post-secondary institution will most likely be faced with the optimization problem of how best to offer out-of-lecture learning support to several thousand first- and second-year university students enrolled in large math service courses within given spatial, scheduling, financial, technological, and…

  7. Making Sense of Math: How to Help Every Student become a Mathematical Thinker and Problem Solver (ASCD Arias)

    Science.gov (United States)

    Seeley, Cathy L.

    2016-01-01

    In "Making Sense of Math," Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, shares her insight into how to turn your students into flexible mathematical thinkers and problem solvers. This practical volume concentrates on the following areas: (1) Making sense of math by fostering habits of mind that…

  8. Technology-Enhanced Assessment of Math Fact Automaticity: Patterns of Performance for Low- and Typically Achieving Students

    Science.gov (United States)

    Stickney, Eric M.; Sharp, Lindsay B.; Kenyon, Amanda S.

    2012-01-01

    Because math fact automaticity has been identified as a key barrier for students struggling with mathematics, we examined how initial math achievement levels influenced the path to automaticity (e.g., variation in number of attempts, speed of retrieval, and skill maintenance over time) and the relation between attainment of automaticity and gains…

  9. 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…

  10. 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…

  11. 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,…

  12. 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.

  13. 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.

  14. 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…

  15. The Effect of Cooperative Learning on Middle School Math Students

    Science.gov (United States)

    Remillard, Heather A.

    2015-01-01

    The purpose of this study was to explore cooperative learning and the impact on middle school students overall academic achievement. The study included 47 students from a small private school, ranging from grades sixth through eighth. The researcher examined student perception of cooperative learning, implementation process and the overall impact…

  16. 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

  17. 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.

  18. Student profile with high adversity quotient in math learning

    Science.gov (United States)

    Hastuti, T. D.; Sari S, D. R.; Riyadi

    2018-03-01

    Lately a lot of research conducted to determine the effect of Adversity Quotient students on learning achievement. This is done because many students with excellent IQ and EQ, but often have problems when they are in the workforce. This study will analyze the profile of High School students with high Adversity Quotient (AQ) in learning mathematics. The test is done using a questionnaire to know the AQ level of the students, and the interview is done to get the data about the student profile. Based on the results of tests and interviews obtained data that students with high AQ able to face the learning of mathematics in various materials and with different models of learning.

  19. Solving America's Math Problem

    Science.gov (United States)

    Vigdor, Jacob

    2013-01-01

    Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…

  20. 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.

  1. 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.

  2. The Effect of Math Modeling on Student's Emerging Understanding

    Science.gov (United States)

    Sokolowski, Andrzej

    2015-01-01

    This study investigated the effects of applying mathematical modeling on revising students' preconception of the process of optimizing area enclosed by a string of a fixed length. A group of 28 high school pre-calculus students were immersed in modeling activity that included direct measurements, data collecting, and formulating algebraic…

  3. 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."…

  4. Computer Games for the Math Achievement of Diverse Students

    Science.gov (United States)

    Kim, Sunha; Chang, Mido

    2010-01-01

    Although computer games as a way to improve students' learning have received attention by many educational researchers, no consensus has been reached on the effects of computer games on student achievement. Moreover, there is lack of empirical research on differential effects of computer games on diverse learners. In response, this study…

  5. Using spreadsheets to develop applied skills in a business math course: Student feedback and perceived learning

    Directory of Open Access Journals (Sweden)

    Thomas Mays

    2015-10-01

    Full Text Available This paper describes the redesign of a business math course and its delivery in both face-to-face and online formats. Central to the redesigned course was the addition of applied spreadsheet exercises that served as both learning and summative assessment tools. Several other learning activities and assignments were integrated in the course to address diverse student learning styles and levels of math anxiety. Students were invited to complete a survey that asked them to rank course activities and assignments based on how well they helped the student learn course material. Open-ended items were also included in the survey. In the online course sections, students reported higher perceived learning from the use the spreadsheet-based application assignments, while face-to-face students preferred demonstrations. Qualitative remarks from the online students included numerous comments about the positive learning impact of the business application spreadsheet-based assignments, as well as the link between these assignments and what students considered the “real world.”

  6. 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.

  7. 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…

  8. Examining the Role of College Student's Approach to Math

    Science.gov (United States)

    Maure, Luisa Morales; Marimón, Orlando Garcia

    2014-01-01

    Many educators posed in class why students lack interest in learning mathematics. Regularly this lack of interest in learning is accompanied with difficulties and is perceived by teachers, in general, from the basic stage until the adult stage process. The study seeks to explain the strength of association or correlation between social psychology,…

  9. 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…

  10. Attitudes and Opinions from the Nation's High Achieving Teens: 26th Annual Survey of High Achievers.

    Science.gov (United States)

    Who's Who among American High School Students, Lake Forest, IL.

    A national survey of 3,351 high achieving high school students (junior and senior level) was conducted. All students had A or B averages. Topics covered include lifestyles, political beliefs, violence and entertainment, education, cheating, school violence, sexual violence and date rape, peer pressure, popularity, suicide, drugs and alcohol,…

  11. Threshold Effects of Creative Problem-Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

    OpenAIRE

    Lin, Chia-Yi

    2017-01-01

    This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for t...

  12. Teaching Math Their Way.

    Science.gov (United States)

    Tankersley, Karen

    1993-01-01

    Teachers at a K-8 urban school in Phoenix, Arizona, worked to develop an effective math program that generated student interest and positive self-esteem. They eventually set aside classroom and large enclosed porch area to house math manipulative lab, where children could learn new concepts at concrete level. Results are excitement about math and…

  13. 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…

  14. Problem representation and mathematical problem solving of students of varying math ability.

    Science.gov (United States)

    Krawec, Jennifer L

    2014-01-01

    The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

  15. The Measurement Properties of the Assessing Math Concepts' Assessments of Primary Students' Number Sense Skills.

    Science.gov (United States)

    Martin, Christie; Lambert, Richard; Polly, Drew; Wang, Chuang; Pugalee, David

    The purpose of this study was to examine the measurement properties of the Assessing Math Concepts AMC Anywhere Hiding and Ten Frame Assessments, formative assessments of primary students' number sense skills. Each assessment has two parts, where Part 1 is intended to be foundational skills for part two. Part 1 includes manipulatives whereas Part 2 does not. Student data from 228 kindergarten through second grade teachers with a total of 3,666 students was analyzed using Rasch scaling. Data analyses indicated that when the two assessments were examined separately the intended order of item difficulty was clear. When the parts of both assessments were analyzed together, the items in Part 2 were not consistently more difficult that the items in Part 1. This suggests an alternative sequence of tasks in that students may progress from working with a specific number with manipulatives then without manipulatives rather than working with a variety of numbers with manipulatives before moving onto assessments without manipulatives.

  16. How Do High-Achieving Students Approach Web-Based, Copy and Paste Note Taking?: Selective Pasting and Related Learning Outcomes

    Science.gov (United States)

    Igo, L. Brent; Kiewra, Kenneth A.

    2007-01-01

    Previous research has indicated that most students copy and paste notes from Internet sources in a mindless way; they typically paste large sections of text into their notes and then later can recall little of what they have stored. However, supplying students with a note-taking framework that restricts the amount of text that may be pasted can…

  17. 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…

  18. 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

  19. 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…

  20. 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…

  1. The Effect of Working Condition on Math Teacher Effectiveness: Value-Added Scores and Student Satisfaction in Teaching

    Science.gov (United States)

    Ye, Yincheng; Singh, Kusum

    2017-01-01

    The purpose of this study is to better understand how math teachers' effectiveness as measured by value-added scores and student satisfaction with teaching is influenced by school's working conditions. The data for the study were derived from 2009 to 2010 Teacher Working Condition Survey and Student Perception Survey in Measures of Effective…

  2. Reducing the Effects of Auditory and Visual Distraction on the Math Performances of Students with Attention Deficit Hyperactivity Disorder

    Science.gov (United States)

    Kercood, Suneeta; Grskovic, Janice A.

    2010-01-01

    Two exploratory studies assessed the effects of an intervention on the math problem solving of students with Attention Deficit Hyperactivity Disorder (ADHD). In the first study, students were assessed on a visual task in a high stimulation classroom analog setting with and without the use of a fine motor activity. Results showed that the fine…

  3. The Effects of the Use of Microsoft Math Tool (Graphical Calculator) Instruction on Students' Performance in Linear Functions

    Science.gov (United States)

    Kissi, Philip Siaw; Opoku, Gyabaah; Boateng, Sampson Kwadwo

    2016-01-01

    The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students' achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools…

  4. Students' Confidence in the Ability to Transfer Basic Math Skills in Introductory Physics and Chemistry Courses at a Community College

    Science.gov (United States)

    Quinn, Reginald

    2013-01-01

    The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month…

  5. 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…

  6. 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…

  7. 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.

  8. 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 (pgender differences in mathematics are present only at the elementary school level.

  9. Getting Manipulative about Math.

    Science.gov (United States)

    Scheer, Janet K.; And Others

    1984-01-01

    Math manipulatives that are made from inexpensive, common items help students understand basic mathematics concepts. Learning activities using Cheerios, jellybeans, and clay as teaching materials are suggested. (DF)

  10. A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults

    Science.gov (United States)

    Hocker, Tami

    2017-01-01

    This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…

  11. Quality Mathematics Instructional Practices Contributing to Student Achievements in Five High-Achieving Asian Education Systems: An Analysis Using TIMSS 2011 Data

    Science.gov (United States)

    Cheng, Qiang

    2014-01-01

    Although teaching quality is seen as crucial in affecting students' performance, what types of instructional practices constitute quality teaching remains a question. With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide, this study examined the types of quality mathematics instructional practices that…

  12. 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…

  13. The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities

    Science.gov (United States)

    Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

    2013-01-01

    This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…

  14. 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.

  15. 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

  16. 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:

  17. Practical research on junior high school mathematics about students' learning processes : using 'reflective sheet' (the Math Journal) et al.

    OpenAIRE

    吉岡, 睦美; 重松, 敬一

    2015-01-01

    In this paper, we discuss the case study of mathematics education for Junior High School students' learning processes focusing students' metacognition and knowledge using 'Reflective Sheet' (the Math Journal) et al.. The metacognition is rather than direct action on the environment and the perception that target cognitive function and cognitive recognition of that, and say what happens in the mind. Especially, we use Reflective Sheet which is formed to check students' cognitive and metacognit...

  18. WVU--community partnership that provides science and math enrichment for underrepresented high school students.

    Science.gov (United States)

    Rye, J A; Chester, A L

    1999-04-01

    In response to the need to help West Virginia secondary school students overcome educational and economic barriers and to increase the number of health professionals in the state, the Health Sciences and Technology Academy (hereafter, "the Academy") was established in 1994. The Academy is a partnership between West Virginia University (WVU)--including the Robert C. Byrd Health Sciences Center, Eberly College of Arts and Sciences, and the College of Human Resources and Education--and members of the community, including secondary-school teachers, health care professionals, and other community leaders. The Academy targets students from underrepresented groups (mainly African Americans and financially disadvantaged whites) in grades nine through 12. By November 1997, 290 students (69% girls and 33% African American) from 17 counties were Academy participants. Funding is from the W. K. Kellogg Foundation, Howard Hughes Medical Institute, the National Institutes of Health, the Coca-Cola Foundation, and other sources. Academy programs are an on-campus summer institute and community-based clubs, where students engage in activities for science and math enrichment, leadership development, and health careers awareness. In the Academy's clubs, students carry out extended investigations of problems related to human health and local communities. Most students report that the Academy has increased their interest in health care careers, and almost all who have continued to participate in Academy programs through their senior year have been accepted into college.

  19. The Effectiveness of Verbal Self-Instruction Training on Math Problem-Solving of Intellectually Disabled Students

    Directory of Open Access Journals (Sweden)

    Masoume Pourmohamadreza-Tajrishi

    2015-12-01

    Full Text Available Objectives: The study was aimed to determine the effectiveness of verbal self-instruction training on math problem-solving of intellectually disabled boy students in Tehran Provinces. Methods: The study was a semi-experimental with pre-test and post-test design with control group. Thirty intellectually disabled boy students were selected randomly through cluster sampling method from 9th grade students. They were assigned to experimental and control group equally. Experimental group participated in 8 sessions and were trained by verbal self-instruction program but control group did not. All students answered to a teacher-made math problem-solving test before and after the training sessions. Data were analyzed by analysis of covariance. Results: Findings showed that there was a significant difference between two groups according to math problem-solving performance (P<0.002. Discussion: It can conclude that verbal self-instruction training probably leads to promote math problem-solving performance of intellectually disabled boy students.

  20. 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)…

  1. Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties.

    Science.gov (United States)

    Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas; Cirino, Paul T; Fletcher, Jack M

    2009-01-01

    The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15weeks for 15-25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD-only students, students in both fact retrieval conditions achieved comparably and outperformed MD-only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions.

  2. Heterogeneity in High Math Achievement across Schools: Evidence from the American Mathematics Competitions. NBER Working Paper No. 18277

    Science.gov (United States)

    Ellison, Glenn; Swanson, Ashley

    2012-01-01

    This paper explores differences in the frequency with which students from different schools reach high levels of math achievement. Data from the American Mathematics Competitions is used to produce counts of high-scoring students from more than two thousand public, coeducational, non-magnet, non-charter U.S. high schools. High-achieving students…

  3. Math in Action. Hands-On, Minds-On Math.

    Science.gov (United States)

    Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.

    1998-01-01

    Hands-on math must also involve students' minds in creative thinking. Math manipulatives must be used for uncovering, not just discovering. This paper presents guidelines for planning hands-on, minds-on math for elementary students. Suggestions include dialoging, questioning, integrating manipulatives and other tools, writing, and evaluating. (SM)

  4. Promoting Students' Self-Determined Motivation in Maths: Results of a 1-Year Classroom Intervention

    Science.gov (United States)

    Brandenberger, Claudia C.; Hagenauer, Gerda; Hascher, Tina

    2018-01-01

    Especially for students in lower achievement levels, there is a significant negative trend in academic self-determined motivation across childhood through adolescence and more so in maths than in any other school subject. To counteract this negative development, a multicomponent intervention study based on the main ideas of self-determination…

  5. 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…

  6. 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…

  7. 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.

    2013-01-01

    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…

  8. The Teachers' Perspectives on Effective Strategies for African American Students Embedded in the GO Math Program

    Science.gov (United States)

    Sumter, Jeremiah, Jr.

    2016-01-01

    Research and history has demonstrated the overwhelming disparity and gap of mathematical achievement between African Americans and their White counterparts. According to the National Assessment of Educational Progress (NAEP), the achievement gap on a national level is prevalent. The USA jurisdiction has Black 8th grade math students results at 12%…

  9. The Effect of Math Anxiety on the Academic Success of Developmental Mathematics Students at a Texas Community College

    Science.gov (United States)

    Fannin-Carroll, Kristen D.

    2014-01-01

    The purpose of this study was to examine the relationship between math anxiety and academic success of developmental mathematics students at a Texas community college based on age, gender, and level of developmental mathematics program. A quantitative, casual-comparative design was used to determine relationships. A total of 185 developmental…

  10. The Misplaced Math Student: Lost in Eighth-Grade Algebra. The 2008 Brown Center Report on American Education. Special Release

    Science.gov (United States)

    Loveless, Tom

    2008-01-01

    This new study is being released as an advance excerpt of the 2008 Brown Center Report on American Education. This new report finds that the nation's push to challenge more students by placing them in advanced math classes in eighth grade has had unintended and damaging consequences, as some 120,000 middle-schoolers are now struggling in advanced…

  11. Number Line Estimation: The Use of Number Line Magnitude Estimation to Detect the Presence of Math Disability in Postsecondary Students

    Science.gov (United States)

    McDonald, Steven A.

    2010-01-01

    This study arose from an interest in the possible presence of mathematics disabilities among students enrolled in the developmental math program at a large university in the Mid-Atlantic region. Research in mathematics learning disabilities (MLD) has included a focus on the construct of working memory and number sense. A component of number sense…

  12. Implications for School Leaders of the Impact of Math, Science, and Technology Magnet Programs on Middle School Student Achievement

    Science.gov (United States)

    Hinojosa, Lupita

    2012-01-01

    Although many national studies have been conducted on the effectiveness of magnet programs, there is limited research involving math, science, and technology magnet schools and their influence on student academic performance, especially at the middle school level. The purpose of this study was to determine whether a statistical difference existed…

  13. 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…

  14. 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…

  15. Group Activities for Math Enthusiasts

    Science.gov (United States)

    Holdener, J.; Milnikel, R.

    2016-01-01

    In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.

  16. 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.

  17. 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

  18. Premigration School Quality, Time Spent in the United States, and the Math Achievement of Immigrant High School Students.

    Science.gov (United States)

    Bozick, Robert; Malchiodi, Alessandro; Miller, Trey

    2016-10-01

    Using a nationally representative sample of 1,189 immigrant youth in American high schools, we examine whether the quality of education in their country of origin is related to post-migration math achievement in the 9th grade. To measure the quality of their education in the country of origin, we use country-specific average test scores from two international assessments: the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). We find that the average PISA or TIMSS scores for immigrant youth's country of origin are positively associated with their performance on the 9th grade post-migration math assessment. We also find that each year spent in the United States is positively associated with performance on the 9th grade post-migration math assessment, but this effect is strongest for immigrants from countries with low PISA/TIMSS scores.

  19. 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.

  20. 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.

  1. 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.

  2. 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

  3. Climate change in the classroom: Reaching out to middle school students through science and math suitcase lessons

    Science.gov (United States)

    Jacobo, A. C.; Collay, R.; Harris, R. N.; de Silva, L.

    2011-12-01

    We have formed a link between the Increasing Diversity in Earth Sciences (IDES) program with the Science and Math Investigative Learning Experiences (SMILE) program, both at Oregon State University. The IDES mission is to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population and the SMILE mission is to provide science and math enrichment for underrepresented and other educationally underserved students in grades 4-12. Traditionally, underserved schools do not have enough time or resources to spend on science and mathematics. Furthermore, numerous budget cuts in many Oregon school districts have negatively impacted math and science cirriculum. To combat this trend we have designed suitcase lessons in climate change that can be carried to a number of classrooms. These lesson plans are scientifically rich and economically attractive. These lessons are designed to engage students in math and science through climate change presentations, group discussions, and hands-on activities. Over the past year we have familiarized ourselves with the academic ability of sixth and seventh graders through in-class observation in Salem Oregon. One of the suit case lessons we developed focuses on climate change by exploring the plight of polar bears in the face of diminishing sea ice. Our presentation will report the results of this activity.

  4. 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…

  5. 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…

  6. Assessing Formal Knowledge of Math Equivalence among Algebra and Pre-Algebra Students

    Science.gov (United States)

    Fyfe, Emily R.; Matthews, Percival G.; Amsel, Eric; McEldoon, Katherine L.; McNeil, Nicole M.

    2018-01-01

    A central understanding in mathematics is knowledge of "math equivalence," the relation indicating that 2 quantities are equal and interchangeable. Decades of research have documented elementary-school (ages 7 to 11) children's (mis)understanding of math equivalence, and recent work has developed a construct map and comprehensive…

  7. 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.

  8. 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

  9. 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…

  10. 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…

  11. Math Anxiety Is Related to Some, but Not All, Experiences with Math

    OpenAIRE

    Krystle O'Leary; Cheryll L. Fitzpatrick; Darcy Hallett

    2017-01-01

    Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through...

  12. Saxon Math. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2017

    2017-01-01

    "Saxon Math" is a curriculum for students in grades K-12. The amount of new math content students receive each day is limited and students practice concepts every day. New concepts are developed, reviewed, and practiced cumulatively rather than in discrete chapters or units. This review focuses on studies of "Saxon Math"'s…

  13. Threshold Effects of Creative Problem-Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

    Directory of Open Access Journals (Sweden)

    Chia-Yi Lin

    2017-01-01

    Full Text Available This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment—on students’ creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.

  14. Multidimensional assessment of self-regulated learning with middle school math students.

    Science.gov (United States)

    Callan, Gregory L; Cleary, Timothy J

    2018-03-01

    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) 2018 APA, all rights reserved).

  15. Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

    Science.gov (United States)

    Justicia-Galiano, M José; Martín-Puga, M Eva; Linares, Rocío; Pelegrina, Santiago

    2017-12-01

    Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. A total of 167 children aged 8-12 years participated in this study. Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance. © 2017 The British Psychological Society.

  16. Advanced Math: Closing the Equity Gap. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…

  17. When approximate number acuity predicts math performance: The moderating role of math anxiety

    Science.gov (United States)

    Libertus, Melissa E.

    2018-01-01

    Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments. PMID:29718939

  18. When approximate number acuity predicts math performance: The moderating role of math anxiety.

    Science.gov (United States)

    Braham, Emily J; Libertus, Melissa E

    2018-01-01

    Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

  19. When approximate number acuity predicts math performance: The moderating role of math anxiety.

    Directory of Open Access Journals (Sweden)

    Emily J Braham

    Full Text Available Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

  20. 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!

  1. 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…

  2. 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.

  3. 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…

  4. Transmitting Success: Comprehensive Peer Mentoring for At-Risk Students in Developmental Math

    Science.gov (United States)

    Morales, Erik E.; Ambrose-Roman, Sarah; Perez-Maldonado, Rosa

    2016-01-01

    This study presents and assesses a developmental math focused peer mentoring program at a public urban university. Over three semesters 45 mentees participated in the program. Results include substantive increases in developmental pass rates as well as increases in self-efficacy and social integration. Other noteworthy findings include the…

  5. 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…

  6. The Effectiveness of Using STAR Math to Improve PSSA Math Scores

    Science.gov (United States)

    Holub, Sherry L.

    2017-01-01

    This is a quantitative study examining whether STAR Math, a student monitoring system, can improve PSSA Math scores. The experimental school used STAR Math during the 2015-2016 school year in grouping students for remediation and intervention. The control school used traditional curriculum measures to group students for remediation and…

  7. A Motivational Technique for Business Math

    Science.gov (United States)

    Voelker, Pamela

    1977-01-01

    The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

  8. 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. © The Author(s) 2015.

  9. 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

  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

    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. PMID:26086660

  11. [The application of new technologies to solving maths problems for students with learning disabilities: the 'underwater school'].

    Science.gov (United States)

    Miranda-Casas, A; Marco-Taverner, R; Soriano-Ferrer, M; Melià de Alba, A; Simó-Casañ, P

    2008-01-01

    Different procedures have demonstrated efficacy to teach cognitive and metacognitive strategies to problem solving in mathematics. Some studies have used computer-based problem solving instructional programs. To analyze in students with learning disabilities the efficacy of a cognitive strategies training for problem solving, with three instructional delivery formats: a teacher-directed program (T-D), a computer-assisted instructional (CAI) program, and a combined program (T-D + CAI). Forty-four children with mathematics learning disabilities, between 8 and 10 years old participated in this study. The children were randomly assigned to one of the three instructional formats and a control group without cognitive strategies training. In the three instructional conditions which were compared all the students learnt problems solving linguistic and visual cognitive strategies trough the self-instructional procedure. Several types of measurements were used for analysing the possible differential efficacy of the three instructional methods implemented: solving problems tests, marks in mathematics, internal achievement responsibility scale, and school behaviours teacher ratings. Our findings show that the T-D training group and the T-D + CAI group improved significantly on math word problem solving and on marks in Maths from pre- to post-testing. In addition, the results indicated that the students of the T-D + CAI group solved more real-life problems and developed more internal attributions compared to both control and CAI groups. Finally, with regard to school behaviours, improvements in school adjustment and learning problems were observed in the students of the group with a combined instructional format (T-D + CAI).

  12. 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.

  13. Modern maths

    CERN Multimedia

    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

  14. 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.

  15. 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.

  16. 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

  17. Characteristics Associated with Persistence and Retention among First-Generation College Students Majoring in Science, Technology, Engineering, or Math

    Science.gov (United States)

    Burnett, Lorie Lasseter

    Persistence and retention of college students is a great concern in American higher education. The dropout rate is even more apparent among first-generation college students, as well as those majoring in science, technology, engineering, and math (STEM). More students earning STEM degrees are needed to fill the many jobs that require the skills obtained while in college. More importantly, those students who are associated with a low-socioeconomic background may use a degree to overcome poverty. Although many studies have been conducted to determine the characteristics associated with student attrition among first-generation students or STEM majors, very little information exists in terms of persistence and retention among the combined groups. The current qualitative study identified some of the characteristics associated with persistence and retention among first-generation college students who are also STEM majors. Participants were juniors or seniors enrolled at a regional 4-year institution. Face-to-face interviews were conducted to allow participants to share their personal experiences as first-generation STEM majors who continue to persist and be retained by their institution. Tinto's Theory of Individual Departure (1987) was used as a framework for the investigation. This theory emphasizes personal and academic background, personal goals, disconnecting from one's own culture, and institutional integration as predictors of persistence. The findings of the investigation revealed that persisting first-generation STEM majors are often connected to family, but have been able to separate that connection with that of the institution. They also are goal-driven and highly motivated and have had varied pre-college academic experiences. These students are academically integrated and socially integrated in some ways, but less than their non-first-generation counterparts. They are overcoming obstacles that students from other backgrounds may not experience. They receive

  18. 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.

  19. Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?

    Science.gov (United States)

    Barrus, Angela

    2013-01-01

    This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and…

  20. 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…

  1. Process-Driven Math: An Auditory Method of Mathematics Instruction and Assessment for Students Who Are Blind or Have Low Vision

    Science.gov (United States)

    Gulley, Ann P.; Smith, Luke A.; Price, Jordan A.; Prickett, Logan C.; Ragland, Matthew F.

    2017-01-01

    Process-Driven Math is a fully audio method of mathematics instruction and assessment that was created at Auburn University at Montgomery, Alabama, to meet the needs of one particular student, Logan. He was blind, mobility impaired, and he could not speak above a whisper. Logan was not able to use traditional low vision tools like braille and…

  2. WWC Review of the Report "Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets"

    Science.gov (United States)

    What Works Clearinghouse, 2012

    2012-01-01

    The research described in this report is a randomized controlled trial in which seventh- and eighth-grade students were randomly assigned to complete a set of 25 math questions delivered with either standard language or language that had undergone "linguistic modification" by the research team. The purpose of the study was to assess the…

  3. 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…

  4. 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...

  5. "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…

  6. 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…

  7. 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.

  8. 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

  9. 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…

  10. Analysis of Secondary School Students’ Algebraic Thinking and Math-Talk Learning Community to Help Students Learn

    Science.gov (United States)

    Nurhayati, D. M.; Herman, T.; Suhendra, S.

    2017-09-01

    This study aims to determine the difficulties of algebraic thinking ability of students in one of secondary school on quadrilateral subject and to describe Math-Talk Learning Community as the alternative way that can be done to overcome the difficulties of the students’ algebraic thinking ability. Research conducted by using quantitative approach with descriptive method. The population in this research was all students of that school and twenty three students as the sample that was chosen by purposive sampling technique. Data of algebraic thinking were collected through essay test. The results showed the percentage of achievement of students’ algebraic thinking’s indicators on three aspects: a) algebra as generalized arithmetic with the indicators (conceptually based computational strategies and estimation); b) algebra as the language of mathematics (meaning of variables, variable expressions and meaning of solution); c) algebra as a tool for functions and mathematical modelling (representing mathematical ideas using equations, tables, or words and generalizing patterns and rules in real-world contexts) is still low. It is predicted that because the secondary school students was not familiar with the abstract problem and they are still at a semi-concrete stage where the stage of cognitive development is between concrete and abstract. Based on the percentage achievement of each indicators, it can be concluded that the level of achievement of student’s mathematical communication using conventional learning is still low, so students’ algebraic thinking ability need to be improved.

  11. Stereotype threat in classroom settings: the interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance.

    Science.gov (United States)

    Keller, Johannes

    2007-06-01

    Stereotype threat research revealed that negative stereotypes can disrupt the performance of persons targeted by such stereotypes. This paper contributes to stereotype threat research by providing evidence that domain identification and the difficulty level of test items moderate stereotype threat effects on female students' maths performance. The study was designed to test theoretical ideas derived from stereotype threat theory and assumptions outlined in the Yerkes-Dodson law proposing a nonlinear relationship between arousal, task difficulty and performance. Participants were 108 high school students attending secondary schools. Participants worked on a test comprising maths problems of different difficulty levels. Half of the participants learned that the test had been shown to produce gender differences (stereotype threat). The other half learned that the test had been shown not to produce gender differences (no threat). The degree to which participants identify with the domain of maths was included as a quasi-experimental factor. Maths-identified female students showed performance decrements under conditions of stereotype threat. Moreover, the stereotype threat manipulation had different effects on low and high domain identifiers' performance depending on test item difficulty. On difficult items, low identifiers showed higher performance under threat (vs. no threat) whereas the reverse was true in high identifiers. This interaction effect did not emerge on easy items. Domain identification and test item difficulty are two important factors that need to be considered in the attempt to understand the impact of stereotype threat on performance.

  12. 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).

  13. 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.

  14. The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students

    Science.gov (United States)

    Liggett, Robert Scott

    2017-01-01

    Today's society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students' attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan…

  15. 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. Copyright © 2015 Elsevier Inc. All rights reserved.

  16. 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.

  17. 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

  18. Business Math without Tears.

    Science.gov (United States)

    Merchant, Ronald

    1980-01-01

    Describes a new course at Spokane Falls Community College which builds on and reviews basic business math and electronic calculator skills. Material is self-paced and includes work with metrics. Discusses student evaluation of the course and type of equipment used. (CT)

  19. Combining Basic Business Math and Electronic Calculators.

    Science.gov (United States)

    Merchant, Ronald

    As a means of alleviating math anxiety among business students and of improving their business machine skills, Spokane Falls Community College offers a course in which basic business math skills are mastered through the use of desk top calculators. The self-paced course, which accommodates varying student skill levels, requires students to: (1)…

  20. Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

    Science.gov (United States)

    Jimenez, Bree Ann; Stanger, Carol

    2017-01-01

    A survey was conducted with 86 teachers across 10 states regarding their students' ease of use of physical manipulatives incorporated with implementing evidence-based early numeracy instruction. The majority of respondents indicated significant student accessibility barriers. Specifically, 75% of respondents had students with tactile defensiveness…

  1. Family Processes Affect Students' Motivation, and Science and Math Achievement in Cypriot High Schools.

    Science.gov (United States)

    Koutsoulis, Michalis K.; Campbell, James Reed

    2001-01-01

    Studied the influence of home environment on male and female high school students' motivation and achievement. Results for 737 Cypriot high school students and their parents show the importance of student self-concept and negative effects for parental pressure. Results suggest the need for closer lines of communication between home and school.…

  2. "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.…

  3. Developing Basic Math Skills for Marketing. Student Manual and Laboratory Guide.

    Science.gov (United States)

    Klewer, Edwin D.

    Field tested with students in grades 10-12, this manual is designed to teach students in marketing courses basic mathematical concepts. The instructional booklet contains seven student assignments covering the following topics: why basic mathematics is so important, whole numbers, fractions, decimals, percentages, weights and measures, and dollars…

  4. 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…

  5. Turning Negatives into Positives: The Role of an Instructional Math Course on Preservice Teachers' Math Beliefs

    Science.gov (United States)

    Looney, Lisa; Perry, David; Steck, Andy

    2017-01-01

    Teachers' beliefs about mathematics can play a role in their teaching effectiveness (Bandura, 1993). Negative attitudes toward math (e.g., math anxiety) or low self-efficacy beliefs for teaching math can act as barriers to the teaching process, impacting the achievement and math beliefs of students (Beilock, Gunderson, Ramirez, & Levine, 2010;…

  6. CreatIng Web-based Math learnIng tool for TURKISH mIddle school students: Webquest

    Directory of Open Access Journals (Sweden)

    Aytac KURTULUS

    2009-04-01

    Full Text Available Internet is the most important product for the computer technology and it began to be used in many fields. Especially in the recent years, the usage of Internet has increased in the fields of communication, entertainment, advertisement, media, and technology. In Turkey, the usage of Internet is not used very common and active in primary and secondary education. The fast developments of the new technologies and the Web-Based Education Systems must be increased the importance of giving courses. In this study, the information to be aimed at is to introduce the WebQuest system, which was developed at San Diego State University by Bernie Dodge. A webQuest can be used web-based math learning tool for Turkish middle school students. Therefore, an example of geometry education WebQuest is given to introduce WebQuest system because WebQuest will be active in geometry teaching similar to the other subjects. An overview of WebQuest technology application and several resources for teachers and students interested in creating WebQuests can be found on The WebQutest Page (Dodge, 2001. Table 1 lists web sites that have many of these resources.

  7. Supporting English Language Learners in Math Class, Grades K-2

    Science.gov (United States)

    Bresser, Rusty; Melanese, Kathy; Sphar, Christine

    2009-01-01

    More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…

  8. The Learning and Educational Capital of Male and Female Students in STEM Magnet Schools and in Extracurricular STEM Programs: A Study in High-Achiever-Track Secondary Schools in Germany

    Science.gov (United States)

    Stoeger, Heidrun; Greindl, Teresa; Kuhlmann, Johanna; Balestrini, Daniel Patrick

    2017-01-01

    Magnet schools focused on science, technology, engineering, and mathematics (STEM) as well as extracurricular programs in STEM support talented students and help increase their participation rates in those domains. We examined whether and the extent to which the learning and educational capital of male and female students (N = 801) enrolled in…

  9. 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…

  10. A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance

    Science.gov (United States)

    Haydon, Todd; Hawkins, Renee; Denune, Hillary; Kimener, Lauren; McCoy, Dacia; Basham, James

    2012-01-01

    The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on…

  11. 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…

  12. "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 ...

  13. Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes.

    Science.gov (United States)

    Bottge, Brian A.; Heinrichs, Mary; Mehta, Zara Dee; Hung, Ya-Hui

    2002-01-01

    A study examined the effectiveness of enhanced anchor instruction and traditional problem instruction in improving the problem-solving performance of 42 seventh-graders with and without disabilities in inclusive classrooms. Students without disabilities profited from contextualized instruction, but benefits for the students with disabilities were…

  14. Student Diversity Requires Different Approaches to College Teaching, Even in Math and Science.

    Science.gov (United States)

    Nelson, Craig E.

    1996-01-01

    Asserts that traditional teaching methods are unintentionally biased towards the elite and against many non-traditional students. Outlines several easily accessible changes in teaching methods that have fostered dramatic changes in student performance with no change in standards. These approaches have proven effective even in the fields of…

  15. A High School Turnaround School Initiative: Effects on Students' Math and Reading Proficiency

    Science.gov (United States)

    Segler Zender, Rene'

    2013-01-01

    Since the middle of the last century, student education in the U.S. public school systems has been deemed inadequate. Critics developed measures in the form of standardized testing to measure student progress in an attempt to help facilitate reforms. In the last thirty years, the federal government has played an increasing role in school reform…

  16. "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. Copyright © 2015. Published by Elsevier Ltd.

  17. 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.

  18. Wanted: Low-Income High Achievers

    Science.gov (United States)

    Fischer, Karin

    2007-01-01

    This article deals with issues of community-college transfers of students from Alamance Community College to the University of North Carolina at Chapel Hill. This article discusses the involvement of the Jack Kent Cooke Foundation in the issue of community-college transfer. The Jack Kent Cooke Foundation, based in Lansdowne, Va., near Washington,…

  19. 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…

  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. Explaining Math Achievement: Personality, Motivation, and Trust

    Science.gov (United States)

    Kilic-Bebek, Ebru

    2009-01-01

    This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…

  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. 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. Copyright © 2012 Wiley Periodicals, Inc.

  5. 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)…

  6. Tangible Math

    Science.gov (United States)

    Scarlatos, Lori L.

    2006-01-01

    Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives--such as pattern blocks and number lines--have increasingly been making their way into classrooms and children's museums. Yet without the constant guidance…

  7. 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,…

  8. 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.

  9. Making Sense of a Trial Maths Intervention Program for Students with Disability in Australia: Interim Report

    Science.gov (United States)

    Ewing, Bronwyn

    2016-01-01

    Success in primary and secondary school mathematics is becoming increasingly important to today's teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and…

  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. 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.

  12. Students' Achievement in Math and Science: How Grit and Attitudes Influence?

    Science.gov (United States)

    Al-Mutawah, Masooma Ali; Fateel, Moosa Jaafar

    2018-01-01

    Many recent studies in the field of mathematics and science education have been studying the effect of non-cognitive factors in students' achievement such as emotions, attitudes, values, beliefs, motivation, anxiety and grit. For example, attitude has been an important area in science education, and there have been many attempts to measure…

  13. 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...

  14. 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…

  15. Variables Associated With Reading and Math Achievement among a Heterogeneous Group of Students.

    Science.gov (United States)

    Oakland, Thomas; Stern, William

    1989-01-01

    Delineated characteristics of over- and under-achievers within a sample of 372 randomly selected public school students aged 6 through 17 years from 3 racial-ethnic groups and 2 levels of socioeconomic status. Found discrepant achievement not to be unique to particular race, intelligence, gender, age, family size, or degree of family intactness.…

  16. 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,…

  17. Preparing English as a Second Language Students for College Level Math

    Science.gov (United States)

    Valenzuela, Hector

    2014-01-01

    In a diverse classroom, there are students who are in need of both mathematics and English as a second language instruction. One of the challenges faced at Lake Washington Institute of Technology (LWIT) was the development of a pathway for English language learners into core academic courses at the college. In addition, English language learners…

  18. How Teachers Integrate a Math Computer Game: Professional Development Use, Teaching Practices, and Student Achievement

    Science.gov (United States)

    Callaghan, M. N.; Long, J. J.; van Es, E. A.; Reich, S. M.; Rutherford, T.

    2018-01-01

    As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use…

  19. 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…

  20. Using Research-Based Instruction to Improve Math Outcomes with Underprepared Students

    Science.gov (United States)

    Pearce, Lee R.; Pearce, Kristi L.; Siewert, Daluss J.

    2017-01-01

    The authors used a mixed-methods research design to evaluate a multi-tiered system of supports model to address the disturbing failure rates of underprepared college students placed in developmental mathematics at a small state university. While qualitative data gathered from using Participatory Action Research methods directed the two-year…

  1. Understanding Middle School Students' Motivation in Math Class: The Expectancy-Value Model Perspective

    Science.gov (United States)

    Yurt, Eyup

    2015-01-01

    One of the most important variables affecting middle school students' mathematics performance is motivation. Motivation is closely related with expectancy belief regarding the task and value attached to the task. Identification of which one or ones of the factors constituting motivation is more closely related to mathematics performance may help…

  2. 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…

  3. The math excellence workshop

    International Nuclear Information System (INIS)

    Lasser, Susan J.S.; Snelsire, Robert W.

    1992-01-01

    This paper describes the first two years of the Clemson University College of Engineering's Math Excellence Workshop, a program administered by Westinghouse Electric Corporation, Savannah River Site, and funded by the Department of Energy. The objective of the program is to prepare minority students for technical/scientific study, with the goal of increasing minority retention in the College of Engineering, Twenty-three African American students, all of whom had been accepted into the College of Engineering Fall 1990 freshman class, took part in the first year of the program. The contract paid for room, board, tuition, fees, books, and supplies for the students to live on campus and take a precalculus math course. In addition, the students attended a special honors workshop designed to prepare them to study technical material effectively. Twenty of the 23 students earned As or Bs in the precalculus class. All participants indicated that they felt confident of their ability to succeed academically at Clemson. At the end of the session, twenty of the students were still planning to major in engineering. The program was repeated the following summer with 24 students from the 1991 freshman class. Twelve of the students earned A's or B's in the precalculus class. (author)

  4. The math excellence workshop

    Energy Technology Data Exchange (ETDEWEB)

    Lasser, Susan J.S.; Snelsire, Robert W [College of Engineering, Clemson University, Clemson, SC (United States)

    1992-07-01

    This paper describes the first two years of the Clemson University College of Engineering's Math Excellence Workshop, a program administered by Westinghouse Electric Corporation, Savannah River Site, and funded by the Department of Energy. The objective of the program is to prepare minority students for technical/scientific study, with the goal of increasing minority retention in the College of Engineering, Twenty-three African American students, all of whom had been accepted into the College of Engineering Fall 1990 freshman class, took part in the first year of the program. The contract paid for room, board, tuition, fees, books, and supplies for the students to live on campus and take a precalculus math course. In addition, the students attended a special honors workshop designed to prepare them to study technical material effectively. Twenty of the 23 students earned As or Bs in the precalculus class. All participants indicated that they felt confident of their ability to succeed academically at Clemson. At the end of the session, twenty of the students were still planning to major in engineering. The program was repeated the following summer with 24 students from the 1991 freshman class. Twelve of the students earned A's or B's in the precalculus class. (author)

  5. An ecological perspective of science and math academic achievement among African American students

    Science.gov (United States)

    Stewart, Endya Bentley

    Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic African American students. A distinctive study is the inclusion of school computer use in the model. The study results show that several of the variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12 th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12 th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students.

  6. 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

  7. Americans Need Advanced Math to Stay Globally Competitive. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    No student who hopes to compete in today's rapidly evolving global economy and job market can afford to graduate from high school with weak mathematical skills, which include the ability to use logic, reason, and solve problems. The benefits associated with improving the math performance of American students also extend to the larger U.S. economy.…

  8. Striving for a good standard of maths for potential student nurses.

    Science.gov (United States)

    Roberts, Sheila; Campbell, Anne

    2017-01-12

    This article explores some of the issues surrounding numerical competence for potential pre-registration children's nursing students, with examples of success and failure, at the University of Hertfordshire. With poor numerical ability causing concern in the UK, and the effect of low competence on patient safety when calculating drug dosages in healthcare, this article considers some of the literature surrounding numerical ability, confidence and anxiety, along with considering whether a 'C' grade at GCSE is a suitable marker for assessing numerical competence before starting a pre-registration nursing programme.

  9. Working memory, math performance, and math anxiety.

    Science.gov (United States)

    Ashcraft, Mark H; Krause, Jeremy A

    2007-04-01

    The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.

  10. 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.

  11. 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.

  12. 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…

  13. 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.

  14. 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…

  15. 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,…

  16. 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…

  17. 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.

  18. Mini-Portfolio on Math and Science.

    Science.gov (United States)

    Teaching PreK-8, 1996

    1996-01-01

    Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…

  19. 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…

  20. 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…

  1. 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,…

  2. Learning to Be a Math Teacher: What Knowledge Is Essential?

    Science.gov (United States)

    Reid, Mary; Reid, Steven

    2017-01-01

    This study critically examined the math content knowledge (MCK) of teacher candidates (TCs) enrolled in a two-year Master of Teaching (MT) degree. Teachers require a solid math knowledge base in order to support students' achievement. Provincial and international math assessments have been of major concern in Ontario, Canada, due to declining…

  3. How to Make the Most of Math Manipulatives.

    Science.gov (United States)

    Burns, Marilyn

    1996-01-01

    A discussion of how to use math manipulatives to teach elementary students focuses on essential program elements: what math manipulatives are and why they are used, common questions about math manipulatives, how one teacher introduced the geoboard into the classroom, and pattern block activities. (SM)

  4. Future Directions for The Math You Need, When You Need It: Adaptation and Implementation of Online Student-Centered Tutorials that Remediate Introductory Geoscience-Related Mathematical Skills

    Science.gov (United States)

    Wenner, J. M.; Burn, H.; Baer, E. M.

    2009-12-01

    Requiring introductory geoscience students to apply mathematical concepts and solve quantitative problems can be an arduous task because these courses tend to attract students with diverse levels of mathematical preparedness. Perhaps more significantly, geoscience instructors grapple with quantitative content because of the difficulties students have transferring their prior mathematical learning to common geological problems. As a result, instructors can choose to eliminate the mathematics, spend valuable class time teaching basic mathematical skills or let students flounder in the hope that they will learn on their own. None of these choices are ideal. Instead, research suggests that introductory geoscience courses are opportune places to increase students’ quantitative abilities but that students need effective support at their own skill level. To provide such support, we developed The Math You Need, When You Need It (TMYN): a set of online geoscience context-rich tutorials that students complete just before they encounter a mathematical or numerical skill in their introductory course. The tutorials are modular; each mathematical topic has a set of pages that students work through toward a final assessment. The 11 modules currently available, including unit conversions, graphing, calculating density, and rearranging equations, touch on quantitative topics that cross a number of geologic contexts. TMYN modules are designed to be stand-alone and flexible - faculty members can choose modules appropriate for their courses and implement them at any time throughout the term. The flexible and adaptable nature of TMYN enables faculty to provide a supportive learning environment that remediates math for those who need it without taking significant classroom time. Since spring 2008, seven instructors at Highline Community College and University of Wisconsin Oshkosh successfully implemented TMYN in six geoscience courses with diverse student audiences. Evaluation of

  5. Developmental Math Programs in California Community College: An Analysis of Math Boot Camp at Cosumnes River College

    Science.gov (United States)

    Powell, Torence J.

    2017-01-01

    The California Community College system, as an open access institution, is tasked with helping students who possess math skills far below college-level complete math course requirements for obtaining an associate degree or transfer to a university. Colleges have created various developmental math programs to achieve this mission; this paper…

  6. Math Anxiety Is Related to Some, but Not All, Experiences with Math.

    Science.gov (United States)

    O'Leary, Krystle; Fitzpatrick, Cheryll L; Hallett, Darcy

    2017-01-01

    Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

  7. Math Anxiety Is Related to Some, but Not All, Experiences with Math

    Directory of Open Access Journals (Sweden)

    Krystle O'Leary

    2017-12-01

    Full Text Available Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

  8. Taking Math Outside of the Classroom: Math in the City

    Science.gov (United States)

    Radu, Petronela

    2013-01-01

    Math in the City is an interdisciplinary mathematics course offered at University of Nebraska-Lincoln in which students engage in a real-world experience to understand current major societal issues of local and national interest. The course is run in collaboration with local businesses, research centers, and government organizations, that provide…

  9. Perspectives of High-Achieving Women on Teaching

    Science.gov (United States)

    Snodgrass, Helen

    2010-01-01

    High-achieving women are significantly less likely to enter the teaching profession than they were just 40 years ago. Why? While the social and economic reasons for this decline have been well documented in the literature, what is lacking is a discussion with high-achieving women, as they make their first career decisions, about their perceptions…

  10. Meeting a Math Achievement Crisis

    Science.gov (United States)

    Jennings, Lenora; Likis, Lori

    2005-01-01

    An urban community spotlighted declining mathematics achievement and took some measures, in which the students' performance increased substantially. The Benjamin Banneker Charter Public School in Cambridge, Massachusetts, engaged the entire community and launched the campaign called "Math Everywhere", which changed Benjamin Banneker's…

  11. Teaching Math to the Talented

    Science.gov (United States)

    Hanushek, Eric A.; Peterson, Paul E.; Woessmann, Ludger

    2011-01-01

    Maintaining America's productivity as a nation depends importantly on developing a highly qualified cadre of scientists, engineers, entrepreneurs, and other professionals. To realize that objective requires a system of schooling that produces students with advanced math and science skills. To see how well schools in the United States do at…

  12. What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

    OpenAIRE

    Kenneth Akiha; Kenneth Akiha; Emilie Brigham; Emilie Brigham; Brian A. Couch; Justin Lewin; Justin Lewin; Marilyne Stains; MacKenzie R. Stetzer; MacKenzie R. Stetzer; Erin L. Vinson; Erin L. Vinson; Michelle K. Smith; Michelle K. Smith

    2018-01-01

    Despite the need for a strong Science, Technology, Engineering, and Math (STEM) workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon m...

  13. 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

  14. Essential Conditions for Technology-Supported, Student-Centered Learning: An Analysis of Student Experiences with Math Out Loud Using the ISTE Standards for Students

    Science.gov (United States)

    Dondlinger, Mary Jo; McLeod, Julie; Vasinda, Sheri

    2016-01-01

    This article explores links between student experiences with technology-rich mathematics instruction and the ISTE Standards for Students. Research methods applied constructivist grounded theory to analyze data from student interviews against the ISTE Standards for Students to identify which elements of the design of this learning environment…

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

    OpenAIRE

    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 opportunities offered by computer graphics, visual programming and game design as an alternative for traditional methods of teaching mathemathics. In particular, games may be deployed both as intruments to d...

  16. Basic Math Skills and Performance in an Introductory Economics Class

    Science.gov (United States)

    Ballard, Charles L.; Johnson, Marianne F.

    2004-01-01

    The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student's score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus,…

  17. 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.

  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. 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,…

  20. Math Academy: Are You Game? Explorations in Probability. Supplemental Math Materials for Grades 3-6

    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 themed program "Are You Game? Math Academy--Explorations in Probability," which teachers can use to…

  1. 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…

  2. 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

  3. 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

  4. Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Math Pathways Technical Report

    Science.gov (United States)

    Hoang, Hai; Huang, Melrose; Sulcer, Brian; Yesilyurt, Suleyman

    2017-01-01

    College math is a gateway course that has become a constraining gatekeeper for tens of thousands of students annually. Every year, over 500,000 students fail developmental mathematics, preventing them from achieving their college and career goals. The Carnegie Math Pathways initiative offers students an alternative. It comprises two Pathways…

  5. Supporting English Language Learners in Math Class, Grades 3-5

    Science.gov (United States)

    Bresser, Rusty; Melanese, Kathy; Sphar, Christine

    2009-01-01

    More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…

  6. 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…

  7. 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.

  8. Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

    Science.gov (United States)

    Stacy, Sara T; Cartwright, Macey; Arwood, Zjanya; Canfield, James P; Kloos, Heidi

    2017-01-01

    Students rarely practice math outside of school requirements, which we refer to as the "math-practice gap". This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children's informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student's age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice.

  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. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

    OpenAIRE

    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 de...

  11. 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

  12. 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.

  13. 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.

  14. Brief Report: Gum Chewing Affects Standardized Math Scores in Adolescents

    Science.gov (United States)

    Johnston, Craig A.; Tyler, Chermaine; Stansberry, Sandra A.; Moreno, Jennette P.; Foreyt, John P.

    2012-01-01

    Gum chewing has been shown to improve cognitive performance in adults; however, gum chewing has not been evaluated in children. This study examined the effects of gum chewing on standardized test scores and class grades of eighth grade math students. Math classes were randomized to a gum chewing (GC) condition that provided students with gum…

  15. 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…

  16. Why Aren't More Minorities Taking Advanced Math?

    Science.gov (United States)

    Walker, Erica N.

    2007-01-01

    Black and Latino students are still underepresented in upper-level math classes in the United States, a fact which has serious implications for their academic achievement and futures. Walker provides six suggestions for how educators can encourage more black and Latino students to successfully take higher level math courses: (1) Expand our…

  17. 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…

  18. 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.

  19. "It's a Way of Life for Us": High Mobility and High Achievement in Department of Defense Schools.

    Science.gov (United States)

    Smrekar, Claire E.; Owens, Debra E.

    2003-01-01

    Examines the academic performance of students in U.S. Department of Defense Education Activity (DoDEA) schools, which have high student mobility. Some observers contend that these students' high achievement is a function of their middle class family and community characteristics. Asserts that DoDEA schools simultaneously "do the right…

  20. 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.

  1. Investigating the Effects of a Structured Writing Program in a Math Classroom: A Quantitative Study

    Science.gov (United States)

    Girsa, Heather

    2016-01-01

    In a northeastern state eighth grade math students are struggling with meeting adequate yearly progress in math. The state's math proficiency in the school year 2013-2014 for eighth grade students showed that only 56% scored at grade level or above. The local problem addressed in this study is that 44% of a northeastern state's eighth graders are…

  2. 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.…

  3. Enhancing Faculty Pedagogy and Student Outcomes in Developmental Math and English through an Online Community of Practice

    Science.gov (United States)

    Khoule, Alioune; Pacht, Michelle; Schwartz, Jesse W.; van Slyck, Phyllis

    2015-01-01

    One of the most important topics for faculty in public higher education, especially at community colleges, is how to help developmental students succeed. Students requiring basic mathematics and English courses are the most at-risk college students in public education today. The authors received a grant from the Kresge Foundation that funded the…

  4. The Impact of Higher Expectations in Math on the Perception of Achievement of High School Students with Disabilities

    Science.gov (United States)

    Przybylinski, Vincent S., Jr.

    2016-01-01

    There exists a dearth of research on strategies that will help students with disabilities gain greater access to standards-based mathematics and close the mathematics achievement gap between general education students and students with disabilities (Browder et al., 2012; Jitendra, 2013; van Garderen, Scheuermann, Jackson, & Hampton, 2009).…

  5. 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. (c) 2009 APA, all rights reserved).

  6. 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.

  7. What to Do About Canada's Declining Math Scores?

    OpenAIRE

    Anna Stokke

    2015-01-01

    The declining performance of Canadian students on international math assessments should worry Canadians and their provincial governments. Strong mathematics knowledge is required for success in the workforce, and early achievement in math is one of the best predictors of later academic success and future career options. Between 2003 and 2012, all but two Canadian provinces showed statistically significant declines in math scores on international exams administered by the Organization for Econ...

  8. Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

    Science.gov (United States)

    Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

    2012-01-01

    The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

  9. The Demise of the Asian Math Gene.

    Science.gov (United States)

    Bracey, Gerald W.

    1999-01-01

    The 1996 National Assessment of Educational Progress math scores for eighth-graders show that when socioeconomic status is considered, English-proficient Asian students have no achievement advantage over other ethnic groups. However, Chinese sixth-graders, using abstract reasoning skills, outperformed American students on 12 open-ended math…

  10. 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…

  11. Peak performance & reducing stage fright : implementation research HeartMath training programme with students of the Prince Claus Conservatoire

    NARCIS (Netherlands)

    Mak, Peter

    2010-01-01

    Stage fright among musicians and music students is a severe problem, and a problem moreover that is not easily talked about. This researchreport is a reflection of the project Peak Performance & Reducing Stage Fright, in which six students of the Prince Claus Conservatoire got the opportunity to

  12. Commercially Available Digital Game Technology in the Classroom: Improving Automaticity in Mental-Maths in Primary-Aged Students

    Science.gov (United States)

    O'Rourke, John; Main, Susan; Hill, Susan M.

    2017-01-01

    In this paper we report on a study of the implementation of handheld game consoles (HGCs) in 10 Year four/five classrooms to develop student automaticity of mathematical calculations. The automaticity of mathematical calculations was compared for those students using the HGC and those being taught using traditional teaching methods. Over a school…

  13. 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…

  14. The Effects of Participation in an Accelerated Academic Math Course on the Academic Performance of Middle School Students

    Science.gov (United States)

    Pond, Jeff G.

    2017-01-01

    Acceleration refers to placing students in advanced courses to meet their individual learning ability. The problem of focus in this study was that the increased placement of students in advanced courses was often associated with negative impacts, including a lack of readiness, as well as emotional and social immaturity. As such, the purpose of…

  15. Social Capital, Information, and Socioeconomic Disparities in Math Coursework

    Science.gov (United States)

    Crosnoe, Robert; Schneider, Barbara

    2011-01-01

    Analysis of the National Education Longitudinal Study revealed that socioeconomically advantaged students persist in high school math at higher rates than their disadvantaged peers, even when they have the same initial placements and skill levels. These disparities are larger among students with prior records of low academic status because students from more privileged backgrounds persist in math coursework even when their prior performance predicts they will not. Among students with low middle school math performance, those from socioeconomically disadvantaged families appear to benefit from having consultants for coursework decisions, so that they make up ground with their socioeconomically advantaged peers. PMID:21743762

  16. 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…

  17. 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…

  18. Maths for the building trades

    CERN Document Server

    Kidd, Jim

    2014-01-01

    Maths for the Building Trades provides students of all ages with an easy-to-understand guide to the fundamental mathematics that is required in their area of study and beyond. It can be used as a learning programme on its own or in conjunction with the textbooks associated with their chosen trade. The book assumes only a minimum level of mathematical knowledge and thoroughly covers the basic rules. It then goes on to fully explain some of the more complex areas in which the student will be required to demonstrate competence.

  19. Maths in Prison

    OpenAIRE

    Catherine Patricia Byrne

    2015-01-01

    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 ...

  20. Maths in Prison

    OpenAIRE

    Byrne, Catherine; Carr, Michael

    2015-01-01

    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 p...

  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. 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.

  3. 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

  4. 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....

  5. Math anxiety in Thai early adolescents: a cognitive-behavioral perspective.

    Science.gov (United States)

    Wangsiriwech, Tawatchai; Pisitsungkagarn, Kullaya; Jarukasemthawee, Somboon

    2017-08-29

    With its high prevalence and debilitating impact on students, math anxiety is well studied within the educational context. However, the problem has yet to be examined from the psychological perspective, which is necessary in order to produce a more comprehensive perspective and to pave the way for therapeutic intervention. The current study, therefore, was conducted to identify cognitive and behavioral factors relevant to the occurrence and maintenance of math anxiety. Data were collected from 300 grade 9 students (150 females and 150 males) from public and private schools in Bangkok, Thailand. Participants responded to the measures of math anxiety, negative math beliefs, negative math appraisals and math avoidance. Structural equation modeling was conducted. Model fit indices obtained consistently suggested the good fitness of the model to the data [e.g. χ2/df = 0.42, root mean square error of approximation (RMSEA) = 0.00]. Negative math beliefs, negative math appraisals and math avoidance had a significant direct effect on math anxiety. Additionally, the indirect effect of negative math appraisal was observed between negative math beliefs and math anxiety. In summary, the proposed model accounted for 84.5% of the variance in the anxiety. The findings are discussed with particular focus on implications for therapeutic intervention for math anxiety.

  6. 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

  7. 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.

  8. 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.

  9. Do the Math: Course Redesign's Impact on Learning and Scheduling

    Science.gov (United States)

    Squires, John; Faulkner, Jerry; Hite, Carl

    2009-01-01

    The math department at Cleveland State Community College embarked upon course redesign in 2008. As a result of this project, student engagement, learning, and success rates have increased dramatically. By including both developmental and college level math courses in the redesign, the department has been able to implement innovative scheduling and…

  10. Classroom Environment, Achievement Goals and Maths Performance: Gender Differences

    Science.gov (United States)

    Gherasim, Loredana Ruxandra; Butnaru, Simona; Mairean, Cornelia

    2013-01-01

    This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students ("N"?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was…

  11. Feedback Design Patterns for Math Online Learning Systems

    Science.gov (United States)

    Inventado, Paul Salvador; Scupelli, Peter; Heffernan, Cristina; Heffernan, Neil

    2017-01-01

    Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback…

  12. 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…

  13. 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"…

  14. Math and Science Gateways to California's Fastest Growing Careers

    Science.gov (United States)

    EdSource, 2008

    2008-01-01

    Some students--and parents--think math and science are not too important for their future. As everyday life becomes more dependent on technology, most people will need a better background in math and science to succeed in today's global economy. To get high-paying jobs in some of California's fastest-growing occupations, a strong background in…

  15. Relationship between Affective Dimension and Math Learning

    Directory of Open Access Journals (Sweden)

    Ronny Gamboa Araya

    2014-05-01

    Full Text Available Math has become an obstacle to achieve educational goals for a large number of students; thus it has transcended the academic world and has become a cognitive and emotional impairment.  What students feel, perceive, believe, and how they act directly influences this.  In addition, what teachers feel and perceive, their expectations, beliefs and attitudes towards the discipline also play an important role in how they teach and in the affective dimension of their students.  Based on theoretical aspects from various authors, this paper is aimed at addressing some elements regarding the affective dimension, and at showing elements pertaining to teachers and students, and their relationship with math learning and teaching.  It was concluded that the role of the affective dimension in math learning must be addressed by math educators in order to understand the process from the perspective of the actors associated with it, both students and teachers, as well as to achieve a change in the discipline by improving the beliefs and attitudes of students and teachers.

  16. Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools

    Science.gov (United States)

    Brown, Katherine Elizabeth

    2016-01-01

    Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard,…

  17. A Comparative Analysis of Single-Sex Schools in Terms of Achievement in Reading and Math and Student Attendance

    Science.gov (United States)

    Brathwaite, Debra Ann

    2010-01-01

    Single-sex education is a reform initiative that is taking root in the United States and in many countries around the world as a possible solution to closing the racial, achievement, and gender gaps that have emerged where minority students lag behind their White counterparts and boys are falling behind girls academically. Although there have been…

  18. A Multilevel Analysis of the Association of Class Schedule with Student Outcomes in Community College Developmental Math

    Science.gov (United States)

    Fike, David S.; Fike, Renea

    2013-01-01

    This study focused on assessing the relationship of class scheduling with student outcomes in Intermediate Algebra, the prerequisite course for College Algebra. Numerous studies of information processing theory and the spacing effect on learning have been conducted; they have produced mixed findings. Relatively few studies have been conducted to…

  19. MIPS to the "4", Mathematics Improves Promotes Students. A Program of Mathematics for the Elementary Math Laboratory. Limited Edition.

    Science.gov (United States)

    Wichita Unified School District 259, KS.

    This book is a guide for the reinforcement of the elementary mathematics laboratory program. It uses a hands-on and activity approach with maximum involvement of the students. Reinforcement strategies for the first three phases (concrete, semiconcrete, and semiabstract) of each mathematics concept are suggested. Also included are specific job…

  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…

  1. 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

  2. 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.

  3. 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.

  4. 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)…

  5. GRE math workbook

    CERN Document Server

    Madore, Blair

    2015-01-01

    Reflective of the current GRE, this third edition includes a description of the General Math Exam explaining structure, questions types, and scoring, strategies for problem solving, two full-length math sample sections structured to reflect the actual exam, answers thoroughly explained, and more.

  6. 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

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. Integrating Music into Math in a Virtual Reality Game: Learning Fractions

    Science.gov (United States)

    Lim, Taehyeong; Lee, Sungwoong; Ke, Fengfeng

    2016-01-01

    The purpose of this study was to investigate future teachers' experiences and perceptions of using a virtual reality game for elementary math education. The virtual reality game was designed and developed to integrate a musical activity (beat-making) into the math learning of fractions. Five math education major students participated in this…

  13. 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,…

  14. 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.

  15. 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....

  16. More math into Latex

    CERN Document Server

    Grätzer, George

    2007-01-01

    For close to two decades, Math into Latex has been the standard introduction and complete reference for writing articles and books containing mathematical formulas. In this fourth edition, the reader is provided with important updates on articles and books. An important new topic is discussed: transparencies (computer projections). Key features of More Math into Latex, 4th edition: Installation instructions for PC and Mac users; An example-based, visual approach and a gentle introduction with the Short Course; A detailed exposition of multiline math formulas with a Visual Guide; A unified appr

  17. Principals in Partnership with Math Coaches

    Science.gov (United States)

    Grant, Catherine Miles; Davenport, Linda Ruiz

    2009-01-01

    One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

  18. What Adds Up?: Math Enrollment and Graduation

    Science.gov (United States)

    Utah System of Higher Education, 2015

    2015-01-01

    College students struggling to pass a college level math course required for Quantitative Literacy (QL) credit1 has been a common issue facing many institutions in higher education. In the fall of 2014, the Utah State Board of Regents solidified a statewide initiative that set goals for each of the Utah System of Higher Education institutions (UU,…

  19. Fold in Origami and Unfold Math

    Science.gov (United States)

    Georgeson, Joseph

    2011-01-01

    Students enjoy origami and like making everything from paper cranes to footballs out of small, colorful squares of paper. They can invent their own shapes and are intrigued by the polyhedrons that they can construct. Paper folding is fun, but where is the math? Unless teachers develop lessons that address mathematical objectives, origami could be…

  20. Math on the Job. Metal Product Assembler.

    Science.gov (United States)

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This booklet is intended to help mainstreamed mentally retarded, emotionally disturbed, or learning disabled high school students acquire a basic understanding of the responsibilities and working conditions of metal product assemblers and to practice basic math skills necessary in the occupation. The first section provides a brief introduction to…

  1. Tic Tac Toe Math. Train the Trainer.

    Science.gov (United States)

    Center for Alternative Learning, Bryn Mawr, PA.

    This report describes a project that developed a "Train the Trainer" program that would enable individuals to learn and teach the alternative instructional technique, Tic Tac Toe Math, developed by Richard Cooper for adult basic education students. The pilot workshop conducted as part of the project identified problems that traditional…

  2. Effect of a supportive-educative program in the math class for stress, anxiety, and depression in female students in the third level of junior high school: An action research.

    Science.gov (United States)

    Emamjomeh, Seyedeh Mahtab; Bahrami, Masoud

    2015-01-01

    Students in junior high school, particularly in the third level, are prone to a variety of stressors. This in turn might lead to stress, anxiety, depression, and other health-related problems. There are a very limited number of action research studies to identify the effect of stress management techniques among students. Therefore, a study was conducted to assess the effect of a program used in the math class to decrease the student's level of stress, anxiety, and depression. This was an action research study, which was conducted in region three of the Education and Training Office of Isfahan, in the year 2012. Fifty-one students in a junior high school were selected and underwent a comprehensive stress management program. This program was prepared in collaboration with the students, their parents, teachers, and managers of the school, and was implemented approximately during a four-month period. The student's stress, anxiety, and depression were measured before and after the program using the DASS-21 questionnaire. The t-test identified that the mean scores of stress, anxiety, and depression after the intervention were significantly lower than the corresponding scores before the program. One-way analysis of variance (ANOVA) also showed that the students from the veterans (Janbaz) families had higher levels of stress compared to their classmates, who belonged to the non-veteran families (PEducation and implementation of stress management techniques including cognitive and behavioral interventions along with active and collaborative methods of learning in the math class might be useful both inside and outside the class, for better management of stress and other health-related problems of students.

  3. It is not known the impact or implications of a study skills class and its effect on high school students in relation to performance on math and science Georgia High School Graduation Test

    Science.gov (United States)

    Smith, Mary E.

    The Georgia State Board of Education has put in place requirements that high school students must meet in order to advance to a higher grade level and to achieve credits for graduation. Georgia requires all ninth, tenth, eleventh, and twelfth graders to take an end-of-course test after completing class time for academic core subjects. The student's final grade in the end-of-course test course will be calculated using the course grade as 85% and the end-of-course test score as 15%. The student must have a final course grade of 70 or above to pass the course and to earn credit toward graduation. Students in Georgia are required to take the Georgia High School Graduation Test. The tests consist of five parts, writing, math, science, social studies and language arts. Students must make a minimum score of 500 which indicates the student was proficient in mastering the objectives for that particular section of the test. Not all students finish high school in four years due to obstacles that occur. Tutorial sessions are provided for those that wish to participate. High schools may offer study skills classes for students that need extra help in focusing their attention on academic courses. Study skill courses provide the student with techniques that he or she may find useful in organizing thoughts and procedures that direct the student towards success.

  4. The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students' Attitudes toward Mathematics at a Two-Year College

    Science.gov (United States)

    Bishop, Amy Renee

    2010-01-01

    The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the…

  5. Girls Talk Math - Engaging Girls Through Math Media

    Science.gov (United States)

    Bernardi, Francesca; Morgan, Katrina

    2017-11-01

    ``Girls Talk Math: Engaging Girls through Math Media'' is a free two-week long summer day camp for high-school girls in the Triangle area of NC. This past June the camp had its second run thanks to renewed funding from the Mathematical Association of America Tensor Women and Mathematics Grant. The camp involved 35 local high-school students who identify as female. Campers complete challenging problem sets and research the life of a female scientist who worked on similar problems. They report their work in a blog post and record a podcast about the scientist they researched. The curriculum has been developed by Mathematics graduate students at UNC from an inquiry based learning perspective; problem sets topics include some theoretical mathematics, but also more applied physics-based material. Campers worked on fluid dynamics, special relativity, and quantum mechanics problem sets which included experiments. The camp has received positive feedback from the local community and the second run saw a large increase in the number of participants. The program is evaluated using pre and post surveys, which measure campers' confidence and interest in pursuing higher level courses in STEM. The results from the past two summers have been encouraging. Mathematical Association of America Tensor Women and Mathematics Grant.

  6. Analyzing the Gender Gap in Math Achievement: Evidence from a Large-Scale US Sample

    Science.gov (United States)

    Cheema, Jehanzeb R.; Galluzzo, Gary

    2013-01-01

    The US portion of the Program for International Student Assessment (PISA) 2003 student questionnaire comprising of 4,733 observations was used in a multiple regression framework to predict math achievement from demographic variables, such as gender, race, and socioeconomic status, and two student-specific measures of perception, math anxiety and…

  7. Working memory training is associated with long term attainments in math and reading comprehension

    Directory of Open Access Journals (Sweden)

    Stina eSöderqvist

    2015-11-01

    Full Text Available 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 two 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 comprehension 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 comprehension 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-values 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.

  8. Qualitative research study of high-achieving females' life experiences impacting success

    Science.gov (United States)

    Butcher, Ann Patrice

    2003-07-01

    This qualitative study investigated the life experiences of five academically gifted female students in math and science in reflection of their elementary learning prior to enrollment at a prestigious science and mathematics high school. The elite high school limits admission to the state of Illinois' top students. The purpose of this study is to unfold the story of five academically gifted females in attendance at the elite high school reflecting on their life experiences in elementary school that contributed to their current academic success. Twelve female students, who at the time of this study were currently in their senior year (12th grade) of high school, were solicited from the top academic groups who are regarded by their teachers as highly successful in class. Students were selected as part of the study based on academic status, survey completion and interest in study, Caucasian and Asian ethnicity, locale of elementary school with preference given to the variety of school demographics---urban, suburban, and rural---further defined the group to the core group of five. All female participants were personally interviewed and communicated via Internet with the researcher. Parents and teachers completing surveys as well met the methodological requirements of triangulation. An emergent theme of paternal influence came from the research. Implications supported in the research drawn from this study to increase achievement of academically gifted females include: (a) proper early identification of learner strengths plays a role; (b) learning with appropriate intellectual peers is more important than learning with their age group; (c) teachers are the greatest force for excellent instruction; (d) effective teaching strategies include cooperative learning, multi-sensory learning, problem-based learning, and hands-on science; (e) rigor in math is important; (f) gender and stereotypes need not be barriers; (g) outside interests and activities are important for self

  9. Avoiding math on a rapid timescale: Emotional responsivity and anxious attention in math anxiety.

    Science.gov (United States)

    Pizzie, Rachel G; Kraemer, David J M

    2017-11-01

    Math anxiety (MA) is characterized by negative feelings towards mathematics, resulting in avoidance of math classes and of careers that rely on mathematical skills. Focused on a long timescale, this research may miss important cognitive and affective processes that operate moment-to-moment, changing rapid reactions even when a student simply sees a math problem. Here, using fMRI with an attentional deployment paradigm, we show that MA influences rapid spontaneous emotional and attentional responses to mathematical stimuli upon brief presentation. Critically, participants viewed but did not attempt to solve the problems. Indicating increased threat reactivity to even brief presentations of math problems, increased MA was associated with increased amygdala response during math viewing trials. Functionally and anatomically defined amygdala ROIs yielded similar results, indicating robustness of the finding. Similar to the pattern of vigilance and avoidance observed in specific phobia, behavioral results of the attentional paradigm demonstrated that MA is associated with attentional disengagement for mathematical symbols. This attentional avoidance is specific to math stimuli; when viewing negatively-valenced images, MA is correlated with attentional engagement, similar to other forms of anxiety. These results indicate that even brief exposure to mathematics triggers a neural response related to threat avoidance in highly MA individuals. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. Tutoring math platform accessible for visually impaired people.

    Science.gov (United States)

    Maćkowski, Michał Sebastian; Brzoza, Piotr Franciszek; Spinczyk, Dominik Roland

    2018-04-01

    There are many problems with teaching and assessing impaired students in higher education, especially in technical science, where the knowledge is represented mostly by structural information like: math formulae, charts, graphs, etc. Developing e-learning platform for distance education solves this problem only partially due to the lack of accessibility for the blind. The proposed method is based on the decomposition of the typical mathematical exercise into a sequence of elementary sub-exercises. This allows for interactive resolving of math exercises and assessment of the correctness of exercise solutions at every stage. The presented methods were prepared and evaluated by visually impaired people and students. The article presents the accessible interactive tutoring platform for math teaching and assessment, and experience in exploring it. The results of conducted research confirm good understanding of math formulae described according to elaborated rules. Regardless of the level of complexity of the math formulae the level of math formulae understanding is higher for alternative structural description. The proposed solution enables alternative descriptions of math formulae. Based on the research results, the tool for computer-aided interactive learning of mathematics adapted to the needs of the blind has been designed, implemented and deployed as a platform for on-site and online and distance learning. The designed solution can be very helpful in overcoming many barriers that occur while teaching impaired students. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

    Science.gov (United States)

    Richard, Bertha Cookie

    2013-01-01

    The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

  12. Relationships between self-downing beliefs and math performance in Greek adolescent students : A predictive study based on Rational-Emotive Behavior Education (REBE) as theoretical perspective

    NARCIS (Netherlands)

    Katsiki, Alexandra; Minnaert, Alexander; Katsikis, Demitris

    2017-01-01

    There is ample evidence from both educational practice and research that math performance is often associated with increased levels of test anxiety, stress and discomfort and that students’ cognitions account for this performance. Rational-Emotive Behavior Education (REBE), derived from Ellis’s

  13. Math Achievement and Self-Efficacy of Linguistically and Ethnically Diverse High School Students: Their Relationships with English Reading and Native Language Proficiency

    Science.gov (United States)

    Son, Elena

    2015-01-01

    The under-preparation in math at the high school and college levels, as well as the low participation of ethnically and linguistically diverse individuals in STEM fields are concerning because their preparation for work in these areas is essential for the U.S. to remain competitive in the innovative knowledge economy. While there is now a…

  14. Math Anxiety and Math Ability in Early Primary School Years

    Science.gov (United States)

    Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

    2010-01-01

    Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

  15. Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools

    Science.gov (United States)

    Sheldon, Steven B.; Epstein, Joyce L.; Galindo, Claudia L.

    2009-01-01

    Although we know that family involvement is associated with stronger math performance, little is known about what educators are doing to effectively involve families and community members, and whether this measurably improves math achievement at their schools. This study used data from 39 schools to assess the effects of family and community involvement activities on school levels of math achievement. The study found that better implementation of math-related practices of family and community involvement predicted stronger support from parents for schools’ partnership programs, which, in turn, helped estimate the percentage of students scoring proficient on math achievement tests. PMID:20200592

  16. Essential maths for geoscientists an introduction

    CERN Document Server

    Palmer, Paul I

    2014-01-01

    Maths for Geoscientists is an accessible, student-friendly introduction to the essential mathematics required by those students taking degree courses within the Geosciences. Clearly structured throughout, this book carefully guides the student step by step through the mathematics they will encounter and will provide numerous applied examples throughout to enhance students understanding and to place each technique into context. Opening with a chapter explaining the need for studying mathematics within geosciences the book then moves on to cover algebra, equations, solutions, logarithms and ex

  17. Shop Math for the Metal Trades. Combination Welder Apprentice, Machinist Helper, Precision Metal Finisher, Sheet Metal Worker Apprentice. A Report on Metal Trades Industry Certified, Single-Concept, Mathematical Learning Projects to Eliminate Student Math Fears.

    Science.gov (United States)

    Newton, Lawrence R.

    This project (1) identifies basic and functional mathematics skills (shop mathematics skills), (2) provides pretests on these functional mathematics skills, and (3) provides student learning projects (project sheets) that prepare metal trades students to read, understand, and apply mathematics and measuring skills that meet entry-level job…

  18. An Annotated Math Lab Inventory.

    Science.gov (United States)

    Schussheim, Joan Yares

    1980-01-01

    A listing of mathematics laboratory material is organized as follows: learning kits, tape programs, manipulative learning materials, publications, math games, math lab library, and an alphabetized listing of publishers and/or companies offering materials. (MP)

  19. Culture and math.

    Science.gov (United States)

    Tcheang, Lili

    2014-01-01

    Cultural differences have been shown across a number of different cognitive domains from vision, language, and music. Mathematical cognition is another domain that is an integral part of modern society and because there are a fixed number of ways in which many math operations can be performed, it is also an apposite tool for cultural comparisons. This discussion examines the literature on mathematical processing in accordance with culture, summarizing the brain regions involved across various mathematical tasks. In doing so, we provide a clear picture of the anatomical similarities and differences between cultures when performing different math tasks. This information is useful to explore the possibility of enhancement of mathematical skills, where different strategies may be applicable in accordance with culture. It also contributes to the evolutionary development of different math skills and the growing theory that anatomical and behavioral studies must account for the cultural identity of their sample.

  20. Business math for dummies

    CERN Document Server

    Sterling, Mary Jane

    2008-01-01

    Now, it is easier than ever before to understand complex mathematical concepts and formulas and how they relate to real-world business situations. All you have to do it apply the handy information you will find in Business Math For Dummies. Featuring practical practice problems to help you expand your skills, this book covers topics like using percents to calculate increases and decreases, applying basic algebra to solve proportions, and working with basic statistics to analyze raw data. Find solutions for finance and payroll applications, including reading financial statements, calculating wages and commissions, and strategic salary planning. Navigate fractions, decimals, and percents in business and real estate transactions, and take fancy math skills to work. You'll be able to read graphs and tables and apply statistics and data analysis. You'll discover ways you can use math in finance and payroll investments, banking and payroll, goods and services, and business facilities and operations. You'll learn ho...

  1. When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

    Directory of Open Access Journals (Sweden)

    Ian M Lyons

    Full Text Available Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs, math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula. Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

  2. When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

    Science.gov (United States)

    Lyons, Ian M.; Beilock, Sian L.

    2012-01-01

    Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs’ feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation – such as pain – about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one’s math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

  3. When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

    Science.gov (United States)

    Lyons, Ian M; Beilock, Sian L

    2012-01-01

    Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

  4. Effects of methylphenidate on acute math performance in children with attention-deficit hyperactivity disorder.

    Science.gov (United States)

    Grizenko, Natalie; Cai, Emmy; Jolicoeur, Claude; Ter-Stepanian, Mariam; Joober, Ridha

    2013-11-01

    Examine the short-term (acute) effects of methylphenidate (MPH) on math performance in children with attention-deficit hyperactivity disorder (ADHD) and what factors predict improvement in math performance. One hundred ninety-eight children with ADHD participated in a double-blind, placebo-controlled, randomized crossover MPH trial. Math response to MPH was determined through administration of math problems adjusted to their academic level during the Restricted Academic Situation Scale (RASS). Student t tests were conducted to assess change in math performance with psychostimulants. Correlation between change on the RASS and change on the math performance was also examined. Linear regression was performed to determine predictor variables. Children with ADHD improved significantly in their math with MPH (P math performance on MPH was highly correlated. A child's age at baseline and Wechsler Individual Achievement Test (WIAT)-Numerical Operations standard scores at baseline accounted for 15% of variances for acute math improvement. MPH improves acute math performance in children with ADHD. Younger children with lower math scores (as assessed by the WIAT) improved most on math scores when given psychostimulants. NCT00483106.

  5. 78 FR 41924 - Privacy Act of 1974; System of Records-Impact Evaluation of Math Professional Development

    Science.gov (United States)

    2013-07-12

    ... DEPARTMENT OF EDUCATION Privacy Act of 1974; System of Records--Impact Evaluation of Math... ``Impact Evaluation of Math Professional Development'' (18-13-35). The National Center for Education...-focused math professional development (PD) program on teacher knowledge, teacher practices, and student...

  6. Math in plain english literacy strategies for the mathematics classroom

    CERN Document Server

    Benjamin, Amy

    2013-01-01

    Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like ""value"" and ""portion"" seem to mislead them? Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak, read, write, and listen to each other so they can understand, retain, and apply mathematics concepts. This book explains how to use 10 classroom-ready literacy strategies in concert with your mathematics instruction. You'll learn how to develop stude

  7. Basic math and pre-algebra for dummies

    CERN Document Server

    Zegarelli, Mark

    2014-01-01

    Tips for simplifying tricky basic math and pre-algebra operations Whether you're a student preparing to take algebra or a parent who wants or needs to brush up on basic math, this fun, friendly guide has the tools you need to get in gear. From positive, negative, and whole numbers to fractions, decimals, and percents, you'll build necessary math skills to tackle more advanced topics, such as imaginary numbers, variables, and algebraic equations. Explanations and practical examples that mirror today's teaching methodsRelevant cultural vernacular and referencesStandard For Dummies materials that

  8. Relationships between self-downing beliefs and math performance in Greek adolescent students: A predictive study based on Rational-Emotive Behavior Education (REBE) as theoretical perspective

    OpenAIRE

    Katsiki, Alexandra; Minnaert, Alexander; Katsikis, Demitris

    2017-01-01

    There is ample evidence from both educational practice and research that math performance is often associated with increased levels of test anxiety, stress and discomfort and that students’ cognitions account for this performance. Rational-Emotive Behavior Education (REBE), derived from Ellis’s Rational-EmotiveBehavior Theory (REBT), supports that it is mainly students’ cognitions in the form of core (ir) rational beliefs that determine their performance and overallschool achievement. However...

  9. Explaining Gaps in Readiness for College-Level Math: The Role of High School Courses

    Science.gov (United States)

    Long, Mark C.; Iatarola, Patrice; Conger, Dylan

    2009-01-01

    Despite increased requirements for high school graduation, almost one-third of the nation's college freshmen are unprepared for college-level math. The need for remediation is particularly high among students who are low income, Hispanic, and black. Female students are also less likely than males to be ready for college-level math. This article…

  10. The Labor Market Returns to Math Courses in Community College. A CAPSEE Working Paper

    Science.gov (United States)

    Belfield, Clive; Liu, Vivian Yuen Ting

    2015-01-01

    This paper examines the returns to math courses relative to courses in other subjects for students in community college. Using matched college transcript and earnings data on over 80,000 students entering community college during the 2000s, we find that college-level math coursework has an indirect positive effect on award completion that is…

  11. Math-Gender Stereotypes and Career Intentions: An Application of Expectancy-Value Theory

    Science.gov (United States)

    Song, Jingjing; Zuo, Bin; Wen, Fangfang; Yan, Lei

    2017-01-01

    Exposure to negative math-gender stereotypes undermines the intentions of female college students to engage in careers in the math field, yet the mechanisms by which such stereotypes relate to girls' career intentions remain unclear. We simultaneously tested multiple mediators in a sample of 186 female students from one high school in central…

  12. Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy

    Science.gov (United States)

    Lloyd, Jason D.

    2017-01-01

    Approximately 60% of classroom students have insufficient math skills. Within a Multi-Tiered Systems of Support (MTSS) framework, teachers can implement core differentiation strategies targeted at improving math skills of an entire class of students. Differentiation programs are developed in order to target academic skills of groups of students…

  13. Using a Regression Discontinuity Design to Estimate the Impact of Placement Decisions in Developmental Math

    Science.gov (United States)

    Melguizo, Tatiana; Bos, Johannes M.; Ngo, Federick; Mills, Nicholas; Prather, George

    2016-01-01

    This study evaluates the effectiveness of math placement policies for entering community college students on these students' academic success in math. We estimate the impact of placement decisions by using a discrete-time survival model within a regression discontinuity framework. The primary conclusion that emerges is that initial placement in a…

  14. Self-Reflection and Math Performance in an Online Learning Environment

    Science.gov (United States)

    Choi, Jinnie; Walters, Alyssa; Hoge, Pat

    2017-01-01

    According to recent reports, K-12 full-time virtual school students have shown lower performance in math than their counterparts in brick-and-mortar schools. However, research is lacking in what kind of programmatic interventions virtual schools might be particularly well-suited to provide to improve math performance. Engaging students in…

  15. Peer Learning as a Tool to Strengthen Math Skills in Introductory Chemistry Laboratories

    Science.gov (United States)

    Srougi, Melissa C.; Miller, Heather B.

    2018-01-01

    Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when…

  16. Math Avoidance: A Barrier to American Indian Science Education and Science Careers.

    Science.gov (United States)

    Green, Rayna

    1978-01-01

    For American Indian students, math anxiety and math avoidance are the most serious obstacles to general education and to the choice of scientific careers. Indian students interviewed generally exhibited fear and loathing of mathematics and a major lack of basic skills which were caused by a missing or negative impression of the mathematics…

  17. Motivation and Math Skills as Determinants of First-Year Performance in Economics

    Science.gov (United States)

    Arnold, Ivo J. M.; Straten, Jerry T.

    2012-01-01

    The importance of math skills for study success in economics has been widely researched. This article adds to the literature by combining information on students' math skills and their motivation. The authors are thus able to present a rich picture of why students succeed in their study of economics and to confirm previous findings that deficient…

  18. Hardly Rocket Science: Collaboration with Math and Science Teachers Doesn't Need to Be Complicated

    Science.gov (United States)

    Minkel, Walter

    2004-01-01

    While librarians routinely collaborate with reading and humanities teachers, they rarely partner with teachers of math and science--to the loss of students. With the current emphasis on standardized testing and declining student performance in math and science, media specialists need to remedy this situation. Why don't librarians click with…

  19. Pathways Post-Participation Outcomes: Preliminary Findings. Carnegie Math Pathways Research Brief

    Science.gov (United States)

    Norman, Jon

    2017-01-01

    The Carnegie Foundation for the Advancement of Teaching's Math Pathways seek to improve outcomes for community college students who take remedial math courses. The Pathways include two comprehensive instructional systems--Statway® and Quantaway® and are described in this report. They are designed to support students to achieve the necessary math…

  20. Variation in Content Coverage by Classroom Composition: An Analysis of Advanced Math Course Content

    Science.gov (United States)

    Covay, Elizabeth

    2011-01-01

    Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the…

  1. Where's the Math?

    Science.gov (United States)

    Texas Child Care, 2003

    2003-01-01

    Offers examples of materials and activities that promote and guide math-learning opportunities in all areas of the classroom. Materials and activities relate to: (1) art center; (2) science and discovery center; (3) blocks; (4) library and writing centers; (5) music and movement; (6) manipulatives; (7) dramatic play; (8) outdoor play; and (9)…

  2. Understand electrical and electronics maths

    CERN Document Server

    Bishop, Owen

    1993-01-01

    Understand Electrical and Electronics Maths covers elementary maths and the aspects of electronics. The book discusses basic maths including quotients, algebraic fractions, logarithms, types of equations and balancing of equations. The text also describes the main features and functions of graphs and the solutions to simpler types of electronics problems. The book then tackles the applications of polar coordinates in electronics, limits, differentiation and integration, and the applications of maths of rates of change in electronics. The activities of an electronic circuit; techniques of math

  3. Math Clock: Perangkat Penunjuk Waktu Kreatif untuk Olahraga Otak

    Directory of Open Access Journals (Sweden)

    Galuh Boy Hertantyo

    2014-11-01

    Full Text Available Brain is one of the most vital parts for humans, with the number of brain function that is needed for the body, the brain becomes a very important part of the human body. If there is damage to the brain will certainly cause the performance of the human body will not run properly. Because of that, it’s very important to maintain brain health. There is a way to maintain brain health, for example is by doing brain exercise. Examples of brain exercise is to do simple math calculations or doing brain games like sudoku. Because of that, created a tool that can help the brain to maintain brain exercise. The tool is called math clock. Making math clock tool consists of hardware and software. The hardware consists of RTC as real time data input, ATmega328 as microcontroller and dot matrix 32x16 as a tool to display the output that has been processed by the microcontroller. The software is built using C with Arduino IDE. Math clock will process the data from RTC then processed it, in microcontroller so when output displayed on dot matrix, output will be simple mathematical operation with real time clock data on it. Test results show that, math clock is capable of displaying a simple mathematical calculation operations such as addition, subtraction, multiplication and division. The mathematical operation that display on math clock, appears to be random, so it’s not triggered by same mathematical operation. In math clock the display will change every 20 second, so in 1 minute there are 3 different kinds of mathematical operations. The results of questionnaires of 10 different students, showed 9 out of 10 students said math clock is a tool that easy to use as a clock. Math clock will be alternative for doing brain exercise every day.

  4. Conflicts and communication between high-achieving Chinese American adolescents and their parents.

    Science.gov (United States)

    Qin, Desiree Baolian; Chang, Tzu-Fen; Han, Eun-Jin; Chee, Grace

    2012-01-01

    Drawing on in-depth interview data collected on 18 high-achieving Chinese American students, the authors examine domains of acculturation-based conflicts, parent and child internal conflicts, and conflict resolution in their families. Their analyses show that well-established negative communication patterns in educational expectations, divergent attitudes toward other races and country of origin, and cultural and language barriers contributed to parent-child conflicts. Their findings also illustrate important internal conflicts both adolescents and parents had along the cultural tightrope of autonomy and relatedness. Finally, the vertical in-group conflict resolution style that was evidenced in youths' accounts raises questions about cultural differences in constructive versus destructive conflict resolution styles. © 2012 Wiley Periodicals, Inc., A Wiley Company.

  5. Incremental Beliefs of Ability, Achievement Emotions and Learning of Singapore Students

    Science.gov (United States)

    Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei

    2014-01-01

    This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…

  6. 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, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews 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).

  7. "I Hate Maths: Why Do We Need to Do Maths?" Using iPad Video Diaries to Investigate Attitudes and Emotions towards Mathematics in Year 3 and Year 6 Students

    Science.gov (United States)

    Larkin, Kevin; Jorgensen, Robyn

    2016-01-01

    Accessing children's feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not…

  8. News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

    Science.gov (United States)

    2010-05-01

    Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

  9. Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

    Science.gov (United States)

    Lee, Ahlam

    2011-12-01

    Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students

  10. Math Academy: Can You See It in Nature? Explorations in Patterns & Functions. Book 2: 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 students. This booklet contains the "Math Academy--Can You See It in Nature? Explorations in Patterns & Functions," which a teacher can use to…

  11. Attentional Bias in Math Anxiety

    Directory of Open Access Journals (Sweden)

    Orly eRubinsten

    2015-10-01

    Full Text Available Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety as well (i.e., a persistent negative reaction to math. Twenty seven participants (14 with high levels of math anxiety and 13 with low levels of math anxiety were presented with a novel computerized numerical version of the well established dot probe task. One of 6 types of prime stimuli, either math related or typically neutral, were presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks. Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in math anxiety. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words. These findings suggest that attentional bias is linked to unduly intense math anxiety symptoms.

  12. Using Bayesian Networks to Understand Relationships among Math Anxiety, Genders, Personality Types, and Study Habits at a University in Jordan

    Science.gov (United States)

    Smail, Linda

    2017-01-01

    Mathematics is the foundation of all sciences, but most students have problems learning math. Although students' success in life related to their success in learning, many would not take a math course unless it is their university's core requirements. Multiple reasons exist for students' poor performance in mathematics, but one prevalent variable…

  13. Technical Math For Dummies

    CERN Document Server

    Schoenborn, Barry

    2010-01-01

    Technical Math For Dummies is your one-stop, hands-on guide to acing the math courses you’ll encounter as you work toward getting your degree, certifacation, or�license in the skilled trades. You’ll get easy-to-follow, plain-English guidance on mathematical formulas and methods that professionals use every day in the automotive, health, construction, licensed trades, maintenance, and other trades. You’ll learn how to apply concepts of algebra, geometry, and trigonometry and their formulas related to occupational areas of study. Plus, you’ll find out how to perform basic arithmetic

  14. Contact dynamics math model

    Science.gov (United States)

    Glaese, John R.; Tobbe, Patrick A.

    1986-01-01

    The Space Station Mechanism Test Bed consists of a hydraulically driven, computer controlled six degree of freedom (DOF) motion system with which docking, berthing, and other mechanisms can be evaluated. Measured contact forces and moments are provided to the simulation host computer to enable representation of orbital contact dynamics. This report describes the development of a generalized math model which represents the relative motion between two rigid orbiting vehicles. The model allows motion in six DOF for each body, with no vehicle size limitation. The rotational and translational equations of motion are derived. The method used to transform the forces and moments from the sensor location to the vehicles' centers of mass is also explained. Two math models of docking mechanisms, a simple translational spring and the Remote Manipulator System end effector, are presented along with simulation results. The translational spring model is used in an attempt to verify the simulation with compensated hardware in the loop results.

  15. Financial Statement Math

    OpenAIRE

    2007-01-01

    game tool Game Tool Interactive Media Element The purpose of this interactive exercise is to help you understand the math in the income statement and balance sheet., Give the proper mathematical computations in order to correctly prepare the income statement and the balance sheet.The exercise is divided into 3 parts: The income Statement, The Balance Sheet - Assets, The Balance Sheet - Liabilities, GB3050 Financial Reporting and Analysis

  16. MathSci

    OpenAIRE

    De Robbio, Antonella

    1997-01-01

    This paper shows the prestigious mathematics database MathSci, produced by American Mathematical Society (AMS). It is an indexing resource that deals with the whole literature about mathematics. The subject involved in referred to mathematical sciences and others relating such as Statistics, Information science, Operative research and Mathematics Physics. Moreover it indexes sciences related to applied mathematics such as Astronomy, Astrophysics, Biology, Compartmental Sciences, Thermodyn...

  17. An Inquiry into Flipped Learning in Fourth Grade Math Instruction

    Science.gov (United States)

    D'addato, Teresa; Miller, Libbi R.

    2016-01-01

    The objective of this action research project was to better understand the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of students enrolled in the researcher's class. Data was collected in the form of classroom observations,…

  18. Social Capital, Information, and Socioeconomic Disparities in Math Course Work

    Science.gov (United States)

    Crosnoe, Robert; Schneider, Barbara

    2010-01-01

    Analysis of the National Education Longitudinal Study revealed that socioeconomically advantaged students persist in high school math at higher rates than their disadvantaged peers even when they have the same initial placements and skill levels. These disparities are larger among students with prior records of low academic status because students…

  19. Track Placement and the Motivational Predictors of Math Course Enrollment

    Science.gov (United States)

    Reyes, Marcela; Domina, Thurston

    2017-01-01

    Background: Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question: This study addresses three research questions: First, how do students' math course…

  20. Math and ELA Meet at the Common Core

    Science.gov (United States)

    Gardner, Nancy S.; Smith, Nicole

    2016-01-01

    Math and English language arts seem such disparate content areas but the Common Core State Standards actually draw out their similarities in the teaching and learning process. Both require students to learn grit and perseverance; both ask students to use reasons or evidence to support arguments; both require precision; both require structures to…