Sample records for lessons integrating math
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Directory of Open Access Journals (Sweden)
Suzanne Lunsford
2015-02-01
Full Text Available Pre-service teachers (K-12 developed and taught lesson plans that met the state and national science and technology standards by integrating Excel and PowerPoint into their lesson. A sample of 74 pre-service teachers in our science education program were required to integrate technology (Excel as they developed science and math lesson plans with graphing as a requirement. These students took pre-test and post-test (n=74 to determine their understanding of Excel in relation to the need of current technology for todays' science classroom. The test results showed that students obtained content gains in Excel graphing in all the inquiry-based lab experiments. They also gained experience in developing math skills, inquiry-based science lesson plans, and communication and presentation skills.
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DEFF Research Database (Denmark)
Wienecke, Jacob; Beck, Mikkel Malling; Lind, Rune Rasmussen
al., 2015). We conducted a six-week cluster-randomized intervention study of motor-enriched mathematics for Danish schoolchildren (n= 148, age= 7.5 ± 0.02). We investigated whether low intensity motor activity congruently integrated during solving of math problems could enhance math performance....... Three groups were included: 1) Control group with normal math teaching, CON (used pencil, paper but refrained from additional motor activity). 2) Fine-motor-enriched-group, FM (motor-manipulating LEGO bricks integrated in the lessons). 3) Gross-motor-enriched-group, GM (full-body movements integrated...... in the lessons). In FM and GM, all math classes (six lessons pr. week) had motor activity integrated in the math lessons and the teachers of all groups followed a detailed description for the conduction of the lessons. This aimed at ensuring homogeneity between groups concerning the taught themes. The children...
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Dawson, Kara; Ritzhaupt, Albert; Liu, Feng; Rodriguez, Prisca; Frey, Christopher
2013-01-01
The purpose of this study was to examine the ways teachers enact technological, pedagogical and content practices in math and science lessons and to document the change with teachers involved in a year-long technology integration initiative. Six hundred seventy-two lessons were analyzed in this research using Technological, Pedagogical Content…
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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.
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Milovanovic, Marina; Takaci, Durdica; Milajic, Aleksandar
2011-01-01
This article presents the importance of using multimedia in the math classes by an example of multimedia lesson about definite integral and the results of the research carried out among the students of the first years of faculty, divided into two groups of 25. One group had the traditional lecture about the definite integral, while the other one…
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DEFF Research Database (Denmark)
Have, Mona; Nielsen, Jacob Have; Gejl, Anne Kær
2016-01-01
was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools' math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using...... a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math...... lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register...
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An Integration of Math with Auto Technician Courses
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…
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HeartMath and Ubuntu integral healing approaches for social ...
African Journals Online (AJOL)
HeartMath and Ubuntu integral healing approaches for social coherence and physical activity. Stephen D. Edwards. Abstract. This research was motivated by many social health problems confronting planet earth. Its aim is to introduce HeartMath and Ubuntu as complimentary, integral healing approaches for promoting ...
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Supporting English Language Learners in Math Class, Grades 6-8
Melanese, Kathy; Chung, Luz; Forbes, Cheryl
2011-01-01
This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…
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Music: Highly Engaged Students Connect Music to Math
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…
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Integrating Music into Math in a Virtual Reality Game: Learning Fractions
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…
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Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.
2015-01-01
Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individual...
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Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M
2015-01-01
Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.
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Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.
2015-01-01
Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID
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Directory of Open Access Journals (Sweden)
Elizabeth A Necka
2015-10-01
Full Text Available Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap to assess individuals’ self-math overlap. This nonverbal single-item measure showed that identifying oneself with math (having higher self-math overlap was strongly associated with lower math anxiety (r=-.610. We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be
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Math starters 5- to 10-minute activities aligned with the common core math standards, grades 6-12
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
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Have, Mona; Nielsen, Jacob Have; Gejl, Anne Kær; Thomsen Ernst, Martin; Fredens, Kjeld; Støckel, Jan Toftegaard; Wedderkopp, Niels; Domazet, Sidsel Louise; Gudex, Claire; Grøntved, Anders; Kristensen, Peter Lund
2016-04-11
Integration of physical activity (PA) into the classroom may be an effective way of promoting the learning and academic achievement of children at elementary school. This paper describes the research design and methodology of an intervention study examining the effect of classroom-based PA on mathematical achievement, creativity, executive function, body mass index and aerobic fitness. The study was designed as a school-based cluster-randomized controlled trial targeting schoolchildren in 1st grade, and was carried out between August 2012 and June 2013. Eligible schools in two municipalities in the Region of Southern Denmark were invited to participate in the study. After stratification by municipality, twelve schools were randomized to either an intervention group or a control group, comprising a total of 505 children with mean age 7.2 ± 0.3 years. The intervention was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools' math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register their children's PA behavior in leisure time. The results of this randomized controlled trial are expected to provide schools and policy-makers with significant new insights into the potential of classroom
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Directory of Open Access Journals (Sweden)
Mona Have
2016-04-01
Full Text Available Abstract Background Integration of physical activity (PA into the classroom may be an effective way of promoting the learning and academic achievement of children at elementary school. This paper describes the research design and methodology of an intervention study examining the effect of classroom-based PA on mathematical achievement, creativity, executive function, body mass index and aerobic fitness. Methods The study was designed as a school-based cluster-randomized controlled trial targeting schoolchildren in 1st grade, and was carried out between August 2012 and June 2013. Eligible schools in two municipalities in the Region of Southern Denmark were invited to participate in the study. After stratification by municipality, twelve schools were randomized to either an intervention group or a control group, comprising a total of 505 children with mean age 7.2 ± 0.3 years. The intervention was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools’ math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF questionnaire filled out by the parents, creativity (using the Torrance Tests of Creative Thinking, TTCT, aerobic fitness (by the Andersen intermittent shuttle-run test and body mass index. PA during math lessons and total PA (including time spent outside school were assessed using accelerometry. Math teachers used Short Message Service (SMS-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register their children’s PA behavior in leisure time. Discussion The results of this randomized controlled trial are expected to provide schools and policy-makers with
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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)…
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Math in Action. Hands-On, Minds-On Math.
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)
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Integrating UNESCO ICT-Based Instructional Materials in Chemistry Lessons
Directory of Open Access Journals (Sweden)
CHARLIE P. NACARIO
2014-08-01
Full Text Available This study determined the effectiveness of the lessons in Chemistry integrating UNESCO ICT-based instructional material on the achievement of Chemistry students at Central Bicol State University of Agriculture. It aimed to identify lessons that may be developed integrating UNESCO ICT-based instructional materials, determine the effect of the developed lessons using the material on: conceptual understanding; science process skills; and attitude towards chemistry and gather insights from the experiences of the students and teacher. The study used the single group pretest and posttest experimental design. Descriptive, quantitative and qualitative techniques were also utilized. Quantitative data were taken from the pretest-posttest results on the Test on Conceptual Understanding, Science Process Skills and Chemistry Attitudinaire. Qualitative data were drawn from the experts’ assessment of the developed lessons and research instruments, and the insights of students and teacher. The developed lessons integrating UNESCO ICT-based instructional materials were Atomic Model and Structure, Periodic Table of Elements, Chemical Bonding, and Balancing Chemical Equation. These lessons increased the conceptual understanding of the students by topic and skill from very low mastery to average mastery level. The students have slightly improved along the different science process skills. After teaching the lessons, the students’ attitude also improved. The students became more motivated and interested in Chemistry and the lessons were student centered and entailed teacher’s competence and flexibility in computer use.
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Rural School Math and Science Teachers' Technology Integration Familiarization
Kalonde, Gilbert
2017-01-01
This study explored the significance of technology integration familiarization and the subsequent PD provided to rural middle school teachers with several opportunities to gain technological skills for technology use in rural middle school math and science classrooms. In order to explore the use of technology in rural schools, this study surveyed…
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Cunnington, Marisol; Kantrowitz, Andrea; Harnett, Susanne; Hill-Ries, Aline
2014-01-01
The "Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy Learning" experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy. Developed and implemented by arts-in-education organization…
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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)
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Using an Intelligent Tutor and Math Fluency Training to Improve Math Performance
Arroyo, Ivon; Royer, James M.; Woolf, Beverly P.
2011-01-01
This article integrates research in intelligent tutors with psychology studies of memory and math fluency (the speed to retrieve or calculate answers to basic math operations). It describes the impact of computer software designed to improve either strategic behavior or math fluency. Both competencies are key to improved performance and both…
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Math Snacks: Using Animations and Games to Fill the Gaps in Mathematics
Valdiz, Alfred; Trujillo, Karen; Wiburg, Karin
2013-01-01
Math Snacks animations and support materials were developed for use on the web and mobile technologies to teach ratio, proportion, scale factor, and number line concepts using a multi-modal approach. Included in Math Snacks are: Animations which promote the visualization of a concept image; written lessons which provide cognitive complexity for…
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Is Discrete Mathematics the New Math of the Eighties?
Hart, Eric W.
1985-01-01
Considered are what discrete mathematics includes, some parallels and differences between new math and discrete mathematics (listed in a table), and lessons to be learned. A list of references is included. (MNS)
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Das habt ihr schon im Mathe gelernt! Stimmt das wirklich?
DEFF Research Database (Denmark)
Avelar Sotomaior Karam, Ricardo; Uhden, Olaf; Höttecke, Dietmar
2016-01-01
Mathematics is widely considered to be a prerequisite for learning physics. However, it is quite naive to believe that learning basic math is sufficient to use mathematics as a reasoning tool to think about the physical world. The main reason is that using mathematics in physics is substantially...... different than in math. In this paper we show how the way physicists make use of some basic mathematical concepts (e.g. multiplication, division and functions) is specific to physics by identifying their historical genesis and contrasting with the way these concepts are usually taught in math lessons. We...
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Fold in Origami and Unfold Math
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…
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Understand electrical and electronics maths
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
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Enhancing Mathematical Communication for Virtual Math Teams
Directory of Open Access Journals (Sweden)
Gerry Stahl
2010-06-01
Full Text Available The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies the online math discourse that takes place during sessions of virtual math teams working on open-ended problem-solving tasks. In particular, it investigates methods of group cognition that are employed by teams in this setting. The VMT environment currently integrates social networking, synchronous text chat, a shared whiteboard for drawing, web browsers and an asynchronous wiki for exchanging findings within the larger community. A simple version of MathML is supported in the whiteboard, chat and wiki for displaying mathematical expressions. The VMT Project is currently integrating the dynamic mathematics application, GeoGebra, into its collaboration environment. This will create a multi-user version of GeoGebra, which can be used in concert with the chat, web browsers, curricular topics and wiki repository.
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Fritzson, Peter; Gunnarsson, Johan; Jirstrand, Mats
2002-01-01
MathModelica is an integrated interactive development environment for advanced system modeling and simulation. The environment integrates Modelica-based modeling and simulation with graphic design, advanced scripting facilities, integration of program code, test cases, graphics, documentation, mathematical type setting, and symbolic formula manipulation provided via Mathematica. The user interface consists of a graphical Model Editor and Notebooks. The Model Editor is a graphical user interfa...
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Project TIMS (Teaching Integrated Math/Science)
Edwards, Leo, Jr.
1993-01-01
The goal of this project is to increase the scientific knowledge and appreciation bases and skills of pre-service and in-service middle school teachers, so as to impact positively on teaching, learning, and student retention. This report lists the objectives and summarizes the progress thus far. Included is the working draft of the TIMS (Teaching Integrated Math/Science) curriculum outline. Seven of the eight instructional subject-oriented modules are also included. The modules include informative materials and corresponding questions and educational activities in a textbook format. The subjects included here are the universe and stars; the sun and its place in the universe; our solar system; astronomical instruments and scientific measurements; the moon and eclipses; the earth's atmosphere: its nature and composition; and the earth: directions, time, and seasons. The module not included regards winds and circulation.
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Norris, E; Dunsmuir, S; Duke-Williams, O; Stamatakis, E; Shelton, N
2016-06-27
Physical activity (PA) has been shown to be an important factor for health and educational outcomes in children. However, a large proportion of children's school day is spent in sedentary lesson-time. There is emerging evidence about the effectiveness of physically active lessons: integrating physical movements and educational content in the classroom. 'Virtual Traveller' is a novel 6-week intervention of 10-min sessions performed 3 days per week, using classroom interactive whiteboards to integrate movement into primary-school Maths and English teaching. The primary aim of this project is to evaluate the effect of the Virtual Traveller intervention on children's PA, on-task behaviour and student engagement. This study will be a cluster-randomised controlled trial with a waiting-list control group. Ten year 4 (aged 8-9 years) classes across 10 primary schools will be randomised by class to either the 6-week Virtual Traveller intervention or the waiting-list control group. Data will be collected 5 times: at baseline, at weeks 2 and 4 of the intervention, and 1 week and 3 months postintervention. At baseline, anthropometric measures, 4-day objective PA monitoring (including 2 weekend days; Actigraph accelerometer), PA and on-task behaviour observations and student engagement questionnaires will be performed. All but anthropometric measures will be repeated at all other data collection points. Changes in overall PA levels and levels during different time-periods (eg, lesson-time) will be examined. Changes in on-task behaviour and student engagement between intervention groups will also be examined. Multilevel regression modelling will be used to analyse the data. Process evaluation will be carried out during the intervention period. The results of this study will be disseminated through peer-review publications and conference presentations. Ethical approval was obtained through the University College London Research Ethics Committee (reference number: 3500
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Enhancing Mathematical Communication for Virtual Math Teams
Stahl, Gerry; Çakir, Murat Perit; Weimar, Stephen; Weusijana, Baba Kofi; Ou, Jimmy Xiantong
2010-01-01
The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…
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Norris, E; Dunsmuir, S; Duke-Williams, O; Stamatakis, E; Shelton, N
2016-01-01
Introduction Physical activity (PA) has been shown to be an important factor for health and educational outcomes in children. However, a large proportion of children's school day is spent in sedentary lesson-time. There is emerging evidence about the effectiveness of physically active lessons: integrating physical movements and educational content in the classroom. ‘Virtual Traveller’ is a novel 6-week intervention of 10-min sessions performed 3 days per week, using classroom interactive whiteboards to integrate movement into primary-school Maths and English teaching. The primary aim of this project is to evaluate the effect of the Virtual Traveller intervention on children's PA, on-task behaviour and student engagement. Methods and analysis This study will be a cluster-randomised controlled trial with a waiting-list control group. Ten year 4 (aged 8–9 years) classes across 10 primary schools will be randomised by class to either the 6-week Virtual Traveller intervention or the waiting-list control group. Data will be collected 5 times: at baseline, at weeks 2 and 4 of the intervention, and 1 week and 3 months postintervention. At baseline, anthropometric measures, 4-day objective PA monitoring (including 2 weekend days; Actigraph accelerometer), PA and on-task behaviour observations and student engagement questionnaires will be performed. All but anthropometric measures will be repeated at all other data collection points. Changes in overall PA levels and levels during different time-periods (eg, lesson-time) will be examined. Changes in on-task behaviour and student engagement between intervention groups will also be examined. Multilevel regression modelling will be used to analyse the data. Process evaluation will be carried out during the intervention period. Ethics and dissemination The results of this study will be disseminated through peer-review publications and conference presentations. Ethical approval was obtained through the University
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Buried Waste Integrated Demonstration lessons learned: 1993 technology demonstrations
International Nuclear Information System (INIS)
Kostelnik, K.M.; Owens, K.J.
1994-01-01
An integrated technology demonstration was conducted by the Buried Waste Integrated Demonstration (BWID) at the Idaho National Engineering Laboratory Cold Test Pit in the summer of 1993. This program and demonstration was sponsored by the US Department of Energy Office of Technology Development. The demonstration included six technologies representing a synergistic system for the characterization and retrieval of a buried hazardous waste site. The integrated technology demonstration proved very successful and a summary of the technical accomplishments is presented. Upon completion of the integrated technology demonstration, cognizant program personnel participated in a lessons learned exercise. This exercise was conducted at the Simplot Decision Support Center at Idaho State University and lessons learned activity captured additional information relative to the integration of technologies for demonstration purposes. This information will be used by BWID to enhance program planning and strengthen future technology demonstrations
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Promoting children's health through physically active math classes: a pilot study.
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.
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Integrating self-regulated learning and discovery learning into English lesson plan
Directory of Open Access Journals (Sweden)
Sayukti Ni Kadek Heny
2018-01-01
Full Text Available The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.
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Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.
1999-01-01
Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)
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Saad, Marissa Elizabeth
The United States must provide quality science, technology, engineering, and math (STEM) education in order to maintain a leading role in the global economy. Numerous initiatives have been established across the United States that promote and encourage STEM education within the middle school curriculum. Integrating active learning pedagogy into instructors' lesson plans will prepare the students to think critically - a necessary skill for the twenty first century. This study integrated a three-week long Near Space Balloon project into six eighth grade Earth Science classes from Valley Middle School in Grand Forks, North Dakota. It was hypothesized that after the students designed, constructed, launched, and analyzed their payload experiments, they would have an increased affinity for high school science and math classes. A pre- and post-survey was distributed to the students (n=124), before and after the project to analyze how effective this engineering and space mission was regarding high school STEM interests. The surveys were statistically analyzed, comparing means by the Student's t-Test, specifically the Welch-Satterthwaite test. Female students displayed a 57.1% increase in math and a 63.6% increase in science; male students displayed a 46.6% increase in science and 0% increase in math. Most Likert-scale survey questions experienced no statistically significant change, supporting the null hypothesis. The only survey question that supported the hypothesis was, "I Think Engineers Work Alone," which experienced a 0.24% decrease in student understanding. The results suggest that integrating a three-week long Near Space Balloon project into middle school curricula will not directly influence the students' excitement to pursue STEM subjects and careers. An extensive, yearlong ballooning mission is recommended so that it can be integrated with multiple core subjects. Using such an innovative pedagogy method as with this balloon launch will help students master the
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INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS
Directory of Open Access Journals (Sweden)
Zuzana Naštická
2016-08-01
Full Text Available The present qualitative research is focused on bilingual mathematics education. The research presents findings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the course lessons are cases of bilingual education with external second language. The researcher designed and realized the course lessons in terms of CLIL approach, i.e. Content and Language Integrated Learning. The main aim of the case study was to examine if bilingual mathematics instruction does or does not prevent learners from solving math word problems. Secondly, the analysis of transcription of the lesson audio-record served for identification of intercultural features which might hinder the learning process. The analysis of the transcribed audio-record indicates that the bilingual context did not prevent students from solving math word problems, although each of the students worked at their individual rate. On the other hand, some students were confused by the comma as a thousands-separator in multi-digit numbers, and this actually hindered their learning and problem solving process. This fact has been identified as an intercultural difference which had to be explicitly explained to the students. In order to lessen the possible negative influences of bilingual context on mathematics education, teachers need to predict students’ responses to various intercultural differences which students are unfamiliar with.
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Nelson, Barbara Scott; Sassi, Annette
2007-01-01
The combination of new instructional methods and new accountability pressures puts many in a quandary in evaluating math instruction. There is much for principals to learn about how and under what conditions new instructional methods work in math classrooms, how to support teachers as they develop new instructional skills, and how to integrate a…
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Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.
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.
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Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes
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
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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.
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Working memory, math performance, and math anxiety.
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.
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Impact of Math Snacks Games on Students' Conceptual Understanding
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…
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Improving basic math skills through integrated dynamic representation strategies.
González-Castro, Paloma; Cueli, Marisol; Cabeza, Lourdes; Álvarez-García, David; Rodríguez, Celestino
2014-01-01
In this paper, we analyze the effectiveness of the Integrated Dynamic Representation strategy (IDR) to develop basic math skills. The study involved 72 students, aged between 6 and 8 years. We compared the development of informal basic skills (numbers, comparison, informal calculation, and informal concepts) and formal (conventionalisms, number facts, formal calculus, and formal concepts) in an experimental group (n = 35) where we applied the IDR strategy and in a Control group (n = 37) in order to identify the impact of the procedure. The experimental group improved significantly in all variables except for number facts and formal calculus. It can therefore be concluded that IDR favors the development of the skills more closely related to applied mathematics than those related to automatic mathematics and mental arithmetic.
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Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes
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...
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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 ...
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Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.
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.
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Lindstrom, P.; Gulz, A.; Haake, M.; Sjoden, B.
2011-01-01
The article reports and discusses a long-term qualitative study of forty 8-10-year-old students who regularly played a math game during math lessons for 9 weeks. The goal was to explore the relations between (i) some of the "pedagogical principles" that underlie the game and (ii) the "playing practice" in terms of what actually takes place when…
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Mathematizing: An Emergent Math Curriculum Approach for Young Children
Rosales, Allen C.
2015-01-01
Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…
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Enhanced learning of proportional math through music training and spatial-temporal training.
Graziano, A B; Peterson, M; Shaw, G L
1999-03-01
It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.
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Female teachers' math anxiety affects girls' math achievement.
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.
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Keller, John; Rebar, Bryan
2012-11-01
The STEM Teacher and Researcher (STAR) Program provides 9-week paid summer research experiences at national research laboratories for future science and math teachers. The program, run by the Cal Poly Center for Excellence in Science and Mathematics Education (CESaME) on behalf of the entire California State University (CSU) System, has arranged 290 research internships for 230 STEM undergraduates and credential candidates from 43 campuses over the past 6 years. The program has partnered with seven Department of Energy labs, four NASA centers, three NOAA facilities, and the National Optical Astronomy Observatory (NOAO). Primary components of the summer experience include a) conducting research with a mentor or mentor team, b) participating in weekly 2-3 hour workshops focused on translating lessons learned from summer research into classroom practice, and c) presenting a research poster or oral presentation and providing a lesson plan linked to the summer research experience. The central premise behind the STAR Program is that future science and math teachers can more effectively prepare the next generation of science, math, and engineering students if they themselves have authentic experiences as researchers.
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Integration of a mobile-integrated therapy with electronic health records: lessons learned.
Peeples, Malinda M; Iyer, Anand K; Cohen, Joshua L
2013-05-01
Responses to the chronic disease epidemic have predominantly been standardized in their approach to date. Barriers to better health outcomes remain, and effective management requires patient-specific data and disease state knowledge be presented in methods that foster clinical decision-making and patient self-management. Mobile technology provides a new platform for data collection and patient-provider communication. The mobile device represents a personalized platform that is available to the patient on a 24/7 basis. Mobile-integrated therapy (MIT) is the convergence of mobile technology, clinical and behavioral science, and scientifically validated clinical outcomes. In this article, we highlight the lessons learned from functional integration of a Food and Drug Administration-cleared type 2 diabetes MIT into the electronic health record (EHR) of a multiphysician practice within a large, urban, academic medical center. In-depth interviews were conducted with integration stakeholder groups: mobile and EHR software and information technology teams, clinical end users, project managers, and business analysts. Interviews were summarized and categorized into lessons learned using the Architecture for Integrated Mobility® framework. Findings from the diverse stakeholder group of a MIT-EHR integration project indicate that user workflow, software system persistence, environment configuration, device connectivity and security, organizational processes, and data exchange heuristics are key issues that must be addressed. Mobile-integrated therapy that integrates patient self-management data with medical record data provides the opportunity to understand the potential benefits of bidirectional data sharing and reporting that are most valuable in advancing better health and better care in a cost-effective way that is scalable for all chronic diseases. © 2013 Diabetes Technology Society.
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Cooperative learning during math lessons in multi-ethnic elementary schools : counting on each other
Oortwijn, Michiel B.
2007-01-01
How do social peer interactions (i.e. verbal helping behavior) during a cooperative learning (CL) curriculum in math affect the mathematical, linguistic, and social skills of 10-12 year old pupils from multiethnic classrooms? We developed a CL math curriculum in this thesis to investigate this
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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.
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McNamara, John
2016-01-01
John McNamara shares his wisdom and humbly credits Camillo Grazzini, Jenny Höglund, and David Kahn for his growth in Montessori. Recognizing more than what he has learned from his mentors, he shares the lessons he has learned from his students themselves. Math, science, history, and language are so integrated in the curriculum that students…
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When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math
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
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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.
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When math hurts: math anxiety predicts pain network activation in anticipation of doing math.
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.
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Magic SEED? A New Approach to Teaching Math Produces Some Eye-Popping Results.
Shore, Debra
1991-01-01
Project SEED is a successful program that teaches elementary school students advanced math. Specialists conduct 45-minute lessons, asking questions designed to help students discover mathematical logic. Students respond with a system of SEED hand signals which allow everyone to participate and be monitored at once. (SM)
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A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development
DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April
2012-01-01
A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional…
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Human Systems Integration in Practice: Constellation Lessons Learned
Zumbado, Jennifer Rochlis
2012-01-01
NASA's Constellation program provided a unique testbed for Human Systems Integration (HSI) as a fundamental element of the Systems Engineering process. Constellation was the first major program to have HSI mandated by NASA's Human Rating document. Proper HSI is critical to the success of any project that relies on humans to function as operators, maintainers, or controllers of a system. HSI improves mission, system and human performance, significantly reduces lifecycle costs, lowers risk and minimizes re-design. Successful HSI begins with sufficient project schedule dedicated to the generation of human systems requirements, but is by no means solely a requirements management process. A top-down systems engineering process that recognizes throughout the organization, human factors as a technical discipline equal to traditional engineering disciplines with authority for the overall system. This partners with a bottoms-up mechanism for human-centered design and technical issue resolution. The Constellation Human Systems Integration Group (HSIG) was a part of the Systems Engineering and Integration (SE&I) organization within the program office, and existed alongside similar groups such as Flight Performance, Environments & Constraints, and Integrated Loads, Structures and Mechanisms. While the HSIG successfully managed, via influence leadership, a down-and-in Community of Practice to facilitate technical integration and issue resolution, it lacked parallel top-down authority to drive integrated design. This presentation will discuss how HSI was applied to Constellation, the lessons learned and best practices it revealed, and recommendations to future NASA program and project managers. This presentation will discuss how Human Systems Integration (HSI) was applied to NASA's Constellation program, the lessons learned and best practices it revealed, and recommendations to future NASA program and project managers on how to accomplish this critical function.
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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
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Integrating Quantitative Reasoning into STEM Courses Using an Energy and Environment Context
Myers, J. D.; Lyford, M. E.; Mayes, R. L.
2010-12-01
Many secondary and post-secondary science classes do not integrate math into their curriculum, while math classes commonly teach concepts without meaningful context. Consequently, students lack basic quantitative skills and the ability to apply them in real-world contexts. For the past three years, a Wyoming Department of Education funded Math Science Partnership at the University of Wyoming (UW) has brought together middle and high school science and math teachers to model how math and science can be taught together in a meaningful way. The UW QR-STEM project emphasizes the importance of Quantitative Reasoning (QR) to student success in Science, Technology, Engineering and Mathematics (STEM). To provide a social context, QR-STEM has focused on energy and the environment. In particular, the project has examined how QR and STEM concepts play critical roles in many of the current global challenges of energy and environment. During four 3-day workshops each summer and over several virtual and short face-to-face meetings during the academic year, UW and community college science and math faculty work with math and science teachers from middle and high schools across the state to improve QR instruction in math and science classes. During the summer workshops, faculty from chemistry, physics, earth sciences, biology and math lead sessions to: 1) improve the basic science content knowledge of teachers; 2) improve teacher understanding of math and statistical concepts, 3) model how QR can be taught by engaging teachers in sessions that integrate math and science in an energy and environment context; and 4) focus curricula using Understanding by Design to identify enduring understandings on which to center instructional strategies and assessment. In addition to presenting content, faculty work with teachers as they develop classroom lessons and larger units to be implemented during the school year. Teachers form interdisciplinary groups which often consist of math and
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Designing an Earthquake-Proof Art Museum: An Arts- and Engineering-Integrated Science Lesson
Carignan, Anastasia; Hussain, Mahjabeen
2016-01-01
In this practical arts-integrated science and engineering lesson, an inquiry-based approach was adopted to teach a class of fourth graders in a Midwest elementary school about the scientific concepts of plate tectonics and earthquakes. Lessons were prepared following the 5 E instructional model. Next Generation Science Standards (4-ESS3-2) and the…
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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).
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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.
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Directory of Open Access Journals (Sweden)
Alsou Raufovna Kamaleeva
2015-09-01
Full Text Available In the process of transition of Russian organizations of secondary professional education to educational standards of the third generation educational process is reduced to formation of students’ competences. This article presents methodology of creating integrated lessons of natural-science cycle (for example, in physics and informatics. These lessons are constructed on the basis of interdisciplinary integration and focused on task solution. The main purpose is to teach students how to solve particular tasks in physics with the use of informatics, in particular on the basis of algorithmization and programming (Pascal language. Didactic conditions, which are the basis of the algorithm of designing corresponding tasks, are described in this article. Structural components of the integrated lessons created on the traditional principle are marked out. During the research we observed that realization of all stages of the corresponding lessons in practice allows the teacher to create educational process over the borders of disciplinary basis. This approach helps to form generalization of knowledge. Being one of the most optimal forms of education, an integrated lesson allows students to solve various educational and professional problems in non-standard situations and stimulates their cognitive activity and their involvement in the process of education and their responsibility for the result which promotes an intensification of educational process.
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Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.
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.
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LEGO robot vehicle lesson plans for secondary education : a recruitment tool.
2012-08-01
Robotics is a great way to get kids excited about science, technology, engineering, and math (STEM) topics. It is also highly effective in stimulation development of teamwork and self-confidence. This project provides transportation-related lesson pl...
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Hamlin, Larry
This document contains a curriculum guide and lesson plans for a general mechanical repair course with three sections: minor automotive maintenance, small engine repair, and welding. The curriculum guide begins with a matrix that relates the lesson plans to essential elements of math, science, language arts, and social studies and to Texas…
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Lee, Jihyun
2009-01-01
The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…
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College Math Assessment: SAT Scores vs. College Math Placement Scores
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…
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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,…
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Taking Math Anxiety out of Math Instruction
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…
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A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults
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…
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Congdon, Eliza L; Novack, Miriam A; Brooks, Neon; Hemani-Lopez, Naureen; O'Keefe, Lucy; Goldin-Meadow, Susan
2017-08-01
When teachers gesture during instruction, children retain and generalize what they are taught (Goldin-Meadow, 2014). But why does gesture have such a powerful effect on learning? Previous research shows that children learn most from a math lesson when teachers present one problem-solving strategy in speech while simultaneously presenting a different, but complementary, strategy in gesture (Singer & Goldin-Meadow, 2005). One possibility is that gesture is powerful in this context because it presents information simultaneously with speech. Alternatively, gesture may be effective simply because it involves the body, in which case the timing of information presented in speech and gesture may be less important for learning. Here we find evidence for the importance of simultaneity: 3 rd grade children retain and generalize what they learn from a math lesson better when given instruction containing simultaneous speech and gesture than when given instruction containing sequential speech and gesture. Interpreting these results in the context of theories of multimodal learning, we find that gesture capitalizes on its synchrony with speech to promote learning that lasts and can be generalized.
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Groot, A.M.E.; Bosch, P.R.; Buijs, S.; Jacobs, C.M.J.; Moors, E.J.
2015-01-01
Based on the experience acquired in the Bergpolder Zuid district in the city of Rotterdam, The Netherlands, this paper presents lessons learned so far on science-policy interactions supporting the adaptation to climate change in an urban district. Two types of integration issues were considered: (1)
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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
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Math Anxiety and Math Ability in Early Primary School Years
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
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Math and Economics: Implementing Authentic Instruction in Grades K-5
Althauser, Krista; Harter, Cynthia
2016-01-01
The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The "Economics: Math in Real Life" program was provided in…
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What Works for Parents: How Parents Support Their Children with Math Homework in Rural Ghana
Directory of Open Access Journals (Sweden)
Vivian Tackie-Ofosu
2016-02-01
Full Text Available Family and Consumer Sciences (FCS programs target families in deprived rural and urban communities with the objective of equipping them with skills to improve family well-being, education, and relationships. In recent years, the focus of FCS in Ghana has been on parental styles and education that foster parents’ involvement in their children's school work. Using a child-parent interactive model, a series of math activities were delivered to children between the ages of 6 and 10 years. Group activities were also facilitated by the FCS staff. Parents used local materials, such as small empty cans, bottles, leaves, stones, sticks, old newspapers, and sand, to explain math concepts. Staff, parents, and children used fun activities and role plays to demonstrate developmental processes that enhance effective child development. The lessons identified were tied to the understanding of appropriate parenting styles that foster acquisition of skills for basic math concepts. At the end of the 12-week program, parents reported increased interest and confidence in math and were more proactive in supervising their children to complete their homework. The importance of the model lies in its simplicity in conveying fundamental knowledge that relates to the interwoven aspect of developmental domains to ensure children experience maximal success with math-related activities. The model also promotes acquisition of basic math skills in a naturalistic setting.
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E-Learning and the iNtegrating Technology for InQuiry (NTeQ) Model Lesson Design
Flake, Lee Hatch
2017-01-01
The author reflects on the history of technology in education and e-learning and introduces the iNtegrating Technology for inQuiry (NTeQ) model of lesson design authored by Morrison and Lowther (2005). The NTeQ model lesson design is a new pedagogy for academic instruction in response to the growth of the Internet and technological advancements in…
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Puchner, Laurel; Taylor, Ann; O'Donnell, Barbara; Fick, Kathleen
2008-01-01
This collective case study analyzes the use of manipulatives in math lessons developed and taught by 4 groups of elementary teachers (K-8) involved in lesson study as part of a professional development program. The study found that in three of four lessons studied manipulative use was turned into an end in and of itself, rather than a tool, and…
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Motivation and Math Anxiety for Ability Grouped College Math Students
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…
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Pujiastuti, E.; Mashuri
2017-04-01
Not all of teachers of Mathematics in Junior High School (JHS) can design and create teaching aids. Moreover, if teaching aids should be designed so that it can be used in learning through scientific approaches. The problem: How to conduct an integrated and sustainable training that the math teacher of JHS, especially in Semarang can design and create teaching aids that can be presented to the scientific approach? The purpose of this study to find a way of integrated and continuous training so that the math teacher of JHS can design and create teaching aids that can be presented to the scientific approach. This article was based on research with a qualitative approach. Through trials activities of resulting of training model, Focus Group Discussions (FGD), interviews, and triangulation of the results of the research were: (1) Produced a training model of integrated and sustainable that the mathematics teacher of JHS can design and create teaching aids that can be presented to the scientific approach. (2) In training, there was the provision of material and workshop (3) There was a mentoring in the classroom. (4) Sustainability of the consultation. Our advice: (1) the trainer should be clever, (2) the training can be held at the holidays, while the assistance during the holiday season was over.
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Multi-User GeoGebra for Virtual Math Teams
Directory of Open Access Journals (Sweden)
Gerry Stahl
2010-05-01
Full Text Available The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT service provides an integrated web-based environment for small teams to discuss mathematics. The VMT collaboration environment now includes the dynamic mathematics application, GeoGebra. It offers a multi-user version of GeoGebra, which can be used in concert with VMT’s chat, web browsers, curricula and wiki repository.
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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.
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The Power of Probability: Poster/Teaching Guide for Grades 6-8. Expect the Unexpected with Math[R
Actuarial Foundation, 2013
2013-01-01
"The Power of Probability" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) and Common Core State Standards, which gives students opportunities to practice their skills and knowledge of the mathematics of probability. Developed by The Actuarial Foundation, the program's lessons and worksheets motivate…
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When approximate number acuity predicts math performance: The moderating role of math anxiety
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
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When approximate number acuity predicts math performance: The moderating role of math anxiety.
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.
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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.
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Math and science illiteracy: Social and economic impacts
Energy Technology Data Exchange (ETDEWEB)
Williams, J.L.
1994-05-01
Today`s highly competitive global economy is being driven by increasingly rapid technological development. This paper explores the problems of math and science illiteracy in the United States and the potential impact on our economic survival in this environment during the next century. Established educational methods that reward task performance, emphasize passive lecture, and fail to demonstrate relevance to real life are partly to blame. Social norms, stereotypes, and race and gender bias also have an impact. To address this crisis, we need to question the philosophy of an educational system that values task over concept. Many schools have already initiated programs at all grade levels to make math and science learning more relevant, stimulating, and fun. Teaching methods that integrate math and science learning with teamwork, social context, and other academic subjects promote the development of higher-order thinking skills and help students see math and science as necessary skills.
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Measurement of math beliefs and their associations with math behaviors in college students.
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.
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Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation
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
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The MATH--Open Source Application for Easier Learning of Numerical Mathematics
Glaser-Opitz, Henrich; Budajová, Kristina
2016-01-01
The article introduces a software application (MATH) supporting an education of Applied Mathematics, with focus on Numerical Mathematics. The MATH is an easy to use tool supporting various numerical methods calculations with graphical user interface and integrated plotting tool for graphical representation written in Qt with extensive use of Qwt…
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Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities
Susan Sonnenschein; Claudia Galindo; Shari R. Metzger; Joy A. Thompson; Hui Chih Huang; Heather Lewis
2012-01-01
This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, ...
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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)…
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Math Anxiety Is Related to Some, but Not All, Experiences with Math
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...
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Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.
2013-01-01
Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…
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Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.
Daches Cohen, Lital; Rubinsten, Orly
2017-01-01
Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.
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Math Anxiety Is Related to Some, but Not All, Experiences with Math.
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.
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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.
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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
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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.
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Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School
Daches Cohen, Lital; Rubinsten, Orly
2017-01-01
Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother’s math anxiety and maternal behaviors (environmental factors); (b) children’s arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed. PMID:29180973
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Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School
Directory of Open Access Journals (Sweden)
Lital Daches Cohen
2017-11-01
Full Text Available Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a mother’s math anxiety and maternal behaviors (environmental factors; (b children’s arithmetic skills (cognitive factors; and (c intrinsic math motivation (personal factor. A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.
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MATH: A Scientific Tool for Numerical Methods Calculation and Visualization
Directory of Open Access Journals (Sweden)
Henrich Glaser-Opitz
2016-02-01
Full Text Available MATH is an easy to use application for various numerical methods calculations with graphical user interface and integrated plotting tool written in Qt with extensive use of Qwt library for plotting options and use of Gsl and MuParser libraries as a numerical and parser helping libraries. It can be found at http://sourceforge.net/projects/nummath. MATH is a convenient tool for use in education process because of its capability of showing every important step in solution process to better understand how it is done. MATH also enables fast comparison of similar method speed and precision.
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Rainstorm Activities for Early Childhood Music Lessons Inspired by Teachable Moments
Poole, Harrison Grant
2016-01-01
Activities that focus on already familiar concepts are good starting points when designing early childhood music lessons. The author uses teachable moments, a spider in the classroom and a rainstorm, to design interdisciplinary preschool group activities that teach music, math, and science concepts. Dynamics and tempo are the music concepts that…
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Carter, Merilyn; Cooper, Tom; Anderson, Robyn
2016-01-01
This paper describes the pedagogical framework used by YuMi Deadly Maths, a school change process used to improve mathematics teaching and thus enhance employment and life chances for socially disadvantaged students. The framework, called the RAMR cycle, is capable of being used by mathematics teachers for planning and delivering lessons and units…
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Neuroanatomical Correlates of Performance in a State-Wide Test of Math Achievement
Wilkey, Eric D.; Cutting, Laurie E.; Price, Gavin R.
2018-01-01
The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related…
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Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.
2017-01-01
:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, rela...
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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
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Gender compatibility, math-gender stereotypes, and self-concepts in math and physics
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.
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Effective pedagogies for teaching math to nursing students: a literature review.
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.
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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 ...
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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...
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Advanced Math Equals Career Readiness. Math Works
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)…
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A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins
Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.
2016-01-01
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…
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The Effectiveness of Using STAR Math to Improve PSSA Math Scores
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…
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Advanced Math Course Taking: Effects on Math Achievement and College Enrollment
Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.
2015-01-01
Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…
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Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.
2016-01-01
This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122
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Directory of Open Access Journals (Sweden)
Brenda RJ Jansen
2016-04-01
Full Text Available This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations. Data from a Dutch nation-wide research on math among adults (N = 521 were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life.
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Math and Gender: Is Math a Route to a High-Powered Career?
DEFF Research Database (Denmark)
Joensen, Juanna Schrøter; Nielsen, Helena Skyt
There is a large gender gap in advanced math coursework in high school that many believe exists because girls are discouraged from taking math courses. In this paper, we exploit an institutional change that reduced the costs of acquiring advanced high school math to determine if access is, in fact......, the mechanism - in particular for girls at the top of the math ability distribution. By estimating marginal treatment effects of acquiring advanced math qualifications, we document substantial beneficial wage effects from encouraging even more females to opt for these qualifications. Our analysis suggests...... that the beneficial effect comes from accelerating graduation and attracting females to high-paid or traditionally male-dominated career tracks and to CEO positions. Our results may be reconciled with experimental and empirical evidence suggesting there is a pool of unexploited math talent among high ability girls...
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Supporting teachers' technology integration in lesson plans
Janssen, Noortje
2017-01-01
Lesson planning offers rich opportunities for teachers to consider and implement technology in the classroom. This dissertation investigated the design and effectiveness of supplementary information to assist pre-service teachers during the lesson planning process. Based on the Technological,
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Actuarial Foundation, 2013
2013-01-01
"Welcome to Conversions Rock" is a new math program designed to build and reinforce the important skills of converting fractions, decimals, and percents for students in grades 6-8. Developed by The Actuarial Foundation, this program seeks to provide skill-building, real-world math to help students become successful in the classroom and beyond. [A…
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Peterman, Karen; Daugherty, Jenny L.; Custer, Rodney L.; Ross, Julia M.
2017-09-01
Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular.
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Principals in Partnership with Math Coaches
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…
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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)
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Math anxiety: Brain cortical network changes in anticipation of doing mathematics.
Klados, Manousos A; Pandria, Niki; Micheloyannis, Sifis; Margulies, Daniel; Bamidis, Panagiotis D
2017-12-01
Following our previous work regarding the involvement of math anxiety (MA) in math-oriented tasks, this study tries to explore the differences in the cerebral networks' topology between self-reported low math-anxious (LMA) and high math-anxious (HMA) individuals, during the anticipation phase prior to a mathematical related experiment. For this reason, multichannel EEG recordings were adopted, while the solution of the inverse problem was applied in a generic head model, in order to obtain the cortical signals. The cortical networks have been computed for each band separately, using the magnitude square coherence metric. The main graph theoretical parameters, showed differences in segregation and integration in almost all EEG bands of the HMAs in comparison to LMAs, indicative of a great influence of the anticipatory anxiety prior to mathematical performance. Copyright © 2017 Elsevier B.V. All rights reserved.
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Milovanovic, Marina; Obradovic, Jasmina; Milajic, Aleksandar
2013-01-01
This article presents the benefits and importance of using multimedia in the math classes by the selected examples of multimedia lessons from geometry (isometric transformations and regular polyhedra). The research included two groups of 50 first year students of the Faculty of the Architecture and the Faculty of Civil Construction Management.…
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Culturally relevant science: An approach to math science education for Hispanics
Energy Technology Data Exchange (ETDEWEB)
Montellano, B.O. de
1996-11-14
This report describes later stages of a program to develop culturally relevant science and math programs for Hispanic students. Part of this effort was follow-up with 17 teachers who participated in early stages of the program. Response was not very good. Included with the report is a first draft effort for curriculum materials which could be used as is in such a teaching effort. Several of the participating teachers were invited to a writing workshop, where lesson plans were drafted, and critiqued and following rework are listed in this publication. Further work needs to be completed and is ongoing.
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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
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Steffens, Melanie C.; Jelenec, Petra; Noack, Peter
2010-01-01
Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age…
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Integrating Literacy, Math, and Science to Make Learning Come Alive
Bintz, William P.; Moore, Sara D.; Hayhurst, Elaine; Jones, Rubin; Tuttle, Sherry
2006-01-01
In this article, the authors who are an interdisciplinary team of middle school educators collaboratively developed and implemented an interdisciplinary unit designed to help middle school students: (1) think like mathematicians and scientists; (2) develop specific areas of expertise in math and science; and (3) use literature as a tool to learn…
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Eissa, Mourad Ali; Mostafa, Amaal Ahmed
2013-01-01
This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was…
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Hart, Sara A; Ganley, Colleen M; Purpura, David J
2016-01-01
There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.
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Directory of Open Access Journals (Sweden)
Sara A Hart
Full Text Available There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.
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FASTSAT-HSV01 Thermal Math Model Correlation
McKelvey, Callie
2011-01-01
This paper summarizes the thermal math model correlation effort for the Fast Affordable Science and Technology SATellite (FASTSAT-HSV01), which was designed, built and tested by NASA's Marshall Space Flight Center (MSFC) and multiple partners. The satellite launched in November 2010 on a Minotaur IV rocket from the Kodiak Launch Complex in Kodiak, Alaska. It carried three Earth science experiments and two technology demonstrations into a low Earth circular orbit with an inclination of 72deg and an altitude of 650 kilometers. The mission has been successful to date with science experiment activities still taking place daily. The thermal control system on this spacecraft was a passive design relying on thermo-optical properties and six heaters placed on specific components. Flight temperature data is being recorded every minute from the 48 Resistance Temperature Devices (RTDs) onboard the satellite structure and many of its avionics boxes. An effort has been made to correlate the thermal math model to the flight temperature data using Cullimore and Ring's Thermal Desktop and by obtaining Earth and Sun vector data from the Attitude Control System (ACS) team to create an "as-flown" orbit. Several model parameters were studied during this task to understand the spacecraft's sensitivity to these changes. Many "lessons learned" have been noted from this activity that will be directly applicable to future small satellite programs.
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Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.
2018-01-01
School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…
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Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.
2017-01-01
:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test,
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Advanced Math: Closing the Equity Gap. Math Works
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…
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The process of the electric integration in Europe and the lessons for Latin America
International Nuclear Information System (INIS)
Orjuela Velez, Jaime A
2007-01-01
With the objective of extracting some lessons that serve from reference to the Latin American process of electric integration in course, this article of academic character presents a brief description and analysis of the case of the integration of the electric industry in Europe in the mark of the process of energy integration in that region, starting from the study of three fundamental aspects of this process: the institutional evolution, the macro economic context and the regional politics in energy matter, from the years 50 up to the 90
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The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement
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…
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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.
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Math Performance as a Function of Math Anxiety and Arousal Performance Theory
Farnsworth, Donald M., Jr.
2009-01-01
While research continues to link increased math anxiety with reduced working memory, the exact nature of the relationship remains elusive. In addition, research regarding the extent of the impact math anxiety has on working memory is contradictory. This research clarifies the directional nature of math anxiety as it pertains to working memory, and…
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Directory of Open Access Journals (Sweden)
Andriani Putu Fika
2018-01-01
Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.
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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
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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…
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McIntosh, Gina Valdengo
2012-01-01
In this study a survey instrument was developed to test elementary teachers' attitudes towards incorporating manipulatives in their math lessons frequently. Though the benefits of using math manipulatives has been reported, there seems to be a disconnect between the benefits of manipulative use and the number of teachers integrating them in their…
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Directory of Open Access Journals (Sweden)
Dominique Somme
2014-06-01
Full Text Available Introduction: Many countries face ageing-related demographic and epidemiological challenges, notably neurodegenerative disorders, due to the multiple care services they require, thereby pleading for a more integrated system of care. The integrated Quebecois method issued from the Programme of Research to Integrate Services for the Maintenance of Autonomy inspired a French pilot experiment and the National Alzheimer Plan 2008–2012. Programme of Research to Integrate Services for the Maintenance of Autonomy method implementation was rated with an evaluation grid adapted to assess its successive degrees of completion.Discussion: The approaching end of the president's term led to the method's institutionalization (2011–2012, before the implementation study ended. When the government changed, the study was interrupted. The results extracted from that ‘lost’ study (presented herein have, nonetheless, ‘found’ some key lessons.Key lessons/conclusion: It was possible to implement a Quebecois integrated-care method in France. We describe the lessons and pitfalls encountered in adapting this evaluation tool. This process is necessarily multidisciplinary and requires a test phase. A simple tool for quantitative assessment of integration was obtained. The first assessment of the tool was unsatisfactory but requires further studies. In the meantime, we recommend using mixed methodologies to assess the services integration level.
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Directory of Open Access Journals (Sweden)
Dominique Somme
2014-06-01
Full Text Available Introduction: Many countries face ageing-related demographic and epidemiological challenges, notably neurodegenerative disorders, due to the multiple care services they require, thereby pleading for a more integrated system of care. The integrated Quebecois method issued from the Programme of Research to Integrate Services for the Maintenance of Autonomy inspired a French pilot experiment and the National Alzheimer Plan 2008–2012. Programme of Research to Integrate Services for the Maintenance of Autonomy method implementation was rated with an evaluation grid adapted to assess its successive degrees of completion. Discussion: The approaching end of the president's term led to the method's institutionalization (2011–2012, before the implementation study ended. When the government changed, the study was interrupted. The results extracted from that ‘lost’ study (presented herein have, nonetheless, ‘found’ some key lessons. Key lessons/conclusion: It was possible to implement a Quebecois integrated-care method in France. We describe the lessons and pitfalls encountered in adapting this evaluation tool. This process is necessarily multidisciplinary and requires a test phase. A simple tool for quantitative assessment of integration was obtained. The first assessment of the tool was unsatisfactory but requires further studies. In the meantime, we recommend using mixed methodologies to assess the services integration level.
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Lessons learned: Experiences with Integrated Safeguards in Norway
International Nuclear Information System (INIS)
Sekse, T.; Hornkjol, S.
2010-01-01
Integrated safeguards (IS) was implemented in Norway in 2002 as one of the first countries in the world. The implementation of IS has provided both advantages and disadvantages for Norway. Lessons learned will be discussed. The concept of unannounced inspections under the integrated safeguards regime compared to traditional safeguards is one of the major issues. Small users with depleted uranium as shielding containers and the effort used to safeguard them is an aspect of this issue. Recently there has been an interest from the IAEA to investigate the historical boundaries between a research reactor site and a neighboring defense research site. The paper will address this issue as a part of the implementation of IS. Lately, we have seen that several commercial parties have started research on nuclear fuel cycle related projects. This raises some questions concerning what to declare under Article 2 of the Additional Protocol (AP). Today anyone with a computer connected to the internet could carry out research amenable to declaration under the AP. This paper will discuss this issue. (author)
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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…
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Early Math Interest and the Development of Math Skills
Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.
2012-01-01
Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…
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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.
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Ganley, Colleen M.; Purpura, David J.
2016-01-01
There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills. PMID:28005925
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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.
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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.
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Solving America's Math Problem
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,…
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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…
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Nurses' maths: researching a practical approach.
Wilson, Ann
To compare a new practical maths test with a written maths test. The tests were undertaken by qualified nurses training for intravenous drug administration, a skill dependent on maths accuracy. The literature showed that the higher education institutes (HEIs) that provide nurse training use traditional maths tests, a practical way of testing maths had not been described. Fifty five nurses undertook two maths tests based on intravenous drug calculations. One was a traditional written test. The second was a new type of test using a simulated clinical environment. All participants were also interviewed one week later to ascertain their thoughts and feelings about the tests. There was a significant improvement in maths test scores for those nurses who took the practical maths test first. It is suggested that this is because it improved their conceptualisation skills and thus helped them to achieve accuracy in their calculations. Written maths tests are not the best way to help and support nurses in acquiring and improving their maths skills and should be replaced by a more practical approach.
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Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, Rocío; Pelegrina, Santiago
2017-01-01
Background: 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. Aims: This study aimed to investigate the role of two possible…
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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.
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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.
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Three brief assessments of math achievement.
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.
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Math Anxiety and Math Ability in Early Primary School Years
Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus
2009-01-01
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…
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High Gain Antenna System Deployment Mechanism Integration, Characterization, and Lessons Learned
Parong, Fil; Russell, Blair; Garcen, Walter; Rose, Chris; Johnson, Chris; Huber, Craig
2014-01-01
The integration and deployment testing of the High Gain Antenna System for the Global Precipitation Measurement mission is summarized. The HGAS deployment mechanism is described. The gravity negation system configuration and its influence on vertical, ground-based, deployment tests are presented with test data and model predictions. A focus is made on the late discovery and resolution of a potentially mission degrading deployment interference condition. The interaction of the flight deployment mechanism, gravity negation mechanism, and use of dynamic modeling is described and lessons learned presented.
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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....
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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.
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Math Course for Liberal Arts Majors: A Pilot with Embedded Remediation
Directory of Open Access Journals (Sweden)
Eileen Perez
2018-01-01
Full Text Available This study was designed to determine if embedded remediation is significant in accelerating the pathway to completion of a college-level math course for students needing remediation. The project studied the impact on student success in a quantitative literacy course at a Massachusetts four-year state university with remedial material embedded. The course satisfies the university�s general education math requirement for students with liberal arts majors who are not required to complete college algebra or calculus-based courses. The paper begins with a presentation of the issues with remedial mathematics and its impact on students� graduation and persistence. Next, the paper covers the design and implementation of the pilot program. In addition, the placement criteria and the pilot nature of the program are discussed, including attempts at the random assignment of students to regular or embedded-remediation course groups. A discussion of the findings follows including that students succeeded in the course with embedded remediation at 87% compared to 72% for those in the traditional version of the course though the differences are not statistically significant at the sample size. The paper concludes with lessons learned and next steps at this university for further study.
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Mathematics anxiety: separating the math from the anxiety.
Lyons, Ian M; Beilock, Sian L
2012-09-01
Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.
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Muschla, Judith A; Muschla, Erin
2011-01-01
Easy to apply lessons for reteaching difficult algebra concepts Many students have trouble grasping algebra. In this book, bestselling authors Judith, Gary, and Erin Muschla offer help for math teachers who must instruct their students (even those who are struggling) about the complexities of algebra. In simple terms, the authors outline 150 classroom-tested lessons, focused on those concepts often most difficult to understand, in terms that are designed to help all students unravel the mysteries of algebra. Also included are reproducible worksheets that will assist teachers in reviewing and r
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Risk and Uncertainties, Analysis and Evaluation: Lessons for Adaptation and Integration
International Nuclear Information System (INIS)
Yohe, G.; Dowlatabadi, H.
1999-01-01
This paper draws ten lessons from analyses of adaptation to climate change under conditions of risk and uncertainty: (1) Socio-economic systems will likely respond most to extreme realizations of climate change. (2) Systems have been responding to variations in climate for centuries. (3) Future change will effect future citizens and their institutions. (4) Human systems can be the sources of surprise. (5) Perceptions of risk depend upon welfare valuations that depend upon expectations. (6) Adaptive decisions will be made in response to climate change and climate change policy. (7) Analysis of adaptive decisions should recognize the second-best context of those decisions. (8) Climate change offers opportunity as well as risk. (9) All plausible futures should be explored. (10) Multiple methodological approaches should be accommodated. These lessons support two pieces of advice for the Third Assessment Report: (1) Work toward consensus, but not at the expense of thorough examination and reporting of the 'tails' of the distributions of the future. (2) Integrated assessment is only one unifying methodology; others that can better accommodate those tails should be encouraged and embraced. 12 refs
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Smith, Tim
2016-01-01
Originally called Cognitive Acceleration through Science Education, Thinking Science is a program of 30 lessons, usually delivered in Years 7 and 8, that has been shown to improve learner outcomes in science, maths and English. Over recent years, it has grown in popularity in Australia and was the subject of an ARC-funded research project at the…
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Peterman, Karen; Daugherty, Jenny L.; Custer, Rodney L.; Ross, Julia M.
2017-01-01
Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons…
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The SeaView EarthCube project: Lessons Learned from Integrating Across Repositories
Diggs, S. C.; Stocks, K. I.; Arko, R. A.; Kinkade, D.; Shepherd, A.; Olson, C. J.; Pham, A.
2017-12-01
SeaView is an NSF-funded EarthCube Integrative Activity Project working with 5 existing data repositories* to provide oceanographers with highly integrated thematic data collections in user-requested formats. The project has three complementary goals: Supporting Scientists: SeaView targets scientists' need for easy access to data of interest that are ready to import into their preferred tool. Strengthening Repositories: By integrating data from multiple repositories for science use, SeaView is helping the ocean data repositories align their data and processes and make ocean data more accessible and easily integrated. Informing EarthCube (earthcube.org): SeaView's experience as an integration demonstration can inform the larger NSF EarthCube architecture and design effort. The challenges faced in this small-scale effort are informative to geosciences cyberinfrastructure more generally. Here we focus on the lessons learned that may inform other data facilities and integrative architecture projects. (The SeaView data collections will be presented at the Ocean Sciences 2018 meeting.) One example is the importance of shared semantics, with persistent identifiers, for key integration elements across the data sets (e.g. cruise, parameter, and project/program.) These must allow for revision through time and should have an agreed authority or process for resolving conflicts: aligning identifiers and correcting errors were time consuming and often required both deep domain knowledge and "back end" knowledge of the data facilities. Another example is the need for robust provenance, and tools that support automated or semi-automated data transform pipelines that capture provenance. Multiple copies and versions of data are now flowing into repositories, and onward to long-term archives such as NOAA NCEI and umbrella portals such as DataONE. Exact copies can be identified with hashes (for those that have the skills), but it can be painfully difficult to understand the processing
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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...
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Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J
2013-05-01
Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance. Copyright © 2013 Elsevier Ltd. All rights reserved.
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Tsui, Joanne M.; Mazzocco, Michèle M. M.
2009-01-01
This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed. PMID:20084180
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Jansen, B.R.J.; Schmitz, E.A.; van der Maas, H.L.J.
2016-01-01
This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence
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Designing a Virtual-Reality-Based, Gamelike Math Learning Environment
Xu, Xinhao; Ke, Fengfeng
2016-01-01
This exploratory study examined the design issues related to a virtual-reality-based, gamelike learning environment (VRGLE) developed via OpenSimulator, an open-source virtual reality server. The researchers collected qualitative data to examine the VRGLE's usability, playability, and content integration for math learning. They found it important…
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Addressing Math Anxiety in the Classroom
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…
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Math CAMMP: A Constructivist Summer Camp for Teachers and Students
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…
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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;…
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Helping Students Get Past Math Anxiety
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…
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Group Activities for Math Enthusiasts
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.
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The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores
Bennett, Angela Stephens
2010-01-01
One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…
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All Students Need Advanced Mathematics. Math Works
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…
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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.
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Gesturing Gives Children New Ideas About Math
Goldin-Meadow, Susan; Cook, Susan Wagner; Mitchell, Zachary A.
2009-01-01
How does gesturing help children learn? Gesturing might encourage children to extract meaning implicit in their hand movements. If so, children should be sensitive to the particular movements they produce and learn accordingly. Alternatively, all that may matter is that children move their hands. If so, they should learn regardless of which movements they produce. To investigate these alternatives, we manipulated gesturing during a math lesson. We found that children required to produce correct gestures learned more than children required to produce partially correct gestures, who learned more than children required to produce no gestures. This effect was mediated by whether children took information conveyed solely in their gestures and added it to their speech. The findings suggest that body movements are involved not only in processing old ideas, but also in creating new ones. We may be able to lay foundations for new knowledge simply by telling learners how to move their hands. PMID:19222810
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Asymptotic expansion of the Keesom integral
International Nuclear Information System (INIS)
Abbott, Paul C
2007-01-01
The asymptotic evaluation and expansion of the Keesom integral, K(a), is discussed at some length in Battezzati and Magnasco (2004 J. Phys. A: Math. Gen. 37 9677; 2005 J. Phys. A: Math. Gen. 38 6715). Here, using standard identities, it is shown that this triple integral can be reduced to a single integral from which the asymptotic behaviour is readily obtained using Laplace's method. (comment)
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The role of expressive writing in math anxiety.
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.
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Using Brief Guided Imagery to Reduce Math Anxiety and Improve Math Performance: A Pilot Study
Henslee, Amber M.; Klein, Brandi A.
2017-01-01
The objective of this study was to investigate whether brief guided imagery could provide a short-term reduction in math anxiety and improve math performance. Undergraduates (N = 581) were screened for math anxiety, and the highest and lowest quartiles were recruited to participate in a lab-based study. Participants were assigned to a brief guided…
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Math and Movement: Practical Ways to Incorporate Math into Physical Education
Wade, Marcia
2016-01-01
Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…
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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.
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Motivation for Math in Rural Schools: Student and Teacher Perspectives
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…
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Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics
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…
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Avoiding math on a rapid timescale: Emotional responsivity and anxious attention in math anxiety.
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.
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The neurodevelopmental basis of math anxiety.
Young, Christina B; Wu, Sarah S; Menon, Vinod
2012-05-01
Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.
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Maths-type q-deformed coherent states for q>1
International Nuclear Information System (INIS)
Quesne, C.; Penson, K.A.; Tkachuk, V.M.
2003-01-01
Maths-type q-deformed coherent states with q>1 allow a resolution of unity in the form of an ordinary integral. They are sub-Poissonian and squeezed. They may be associated with a harmonic oscillator with minimal uncertainties in both position and momentum and are intelligent coherent states for the corresponding deformed Heisenberg algebra
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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
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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.
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Basic Maths Practice Problems For Dummies
Beveridge, Colin
2012-01-01
Fun, friendly coaching and all the practice you need to tackle maths problems with confidence and ease In his popular Basic Maths For Dummies, professional maths tutor Colin Beveridge proved that he could turn anyone - even the most maths-phobic person - into a natural-born number cruncher. In this book he supplies more of his unique brand of maths-made- easy coaching, plus 2,000 practice problems to help you master what you learn. Whether you're prepping for a numeracy test or an employability exam, thinking of returning to school, or you'd just like to be one of those know-it-alls who says
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Attentional bias in math anxiety.
Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly
2015-01-01
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 (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was 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 MA. 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 MA symptoms.
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Directory of Open Access Journals (Sweden)
Krzysztof eCipora
2015-11-01
Full Text Available Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS, known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations.We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857 was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety.The current study shows transcultural validity of math anxiety assessment with the AMAS.
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Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph
2015-01-01
Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.
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Deacon, Mary M.
2011-01-01
Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…
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Erturan, S; Jansen, B.
2015-01-01
GGender differences in children’s emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages
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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
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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.
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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!
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Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
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…
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Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.
2013-01-01
Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…
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Integrated Programme Control Systems: Lessons Learned
Energy Technology Data Exchange (ETDEWEB)
Brown, C. W. [Babcock International Group PLC (formerly UKAEA Ltd) B21 Forss, Thurso, Caithness, Scotland (United Kingdom)
2013-08-15
Dounreay was the UK's centre of fast reactor research and development from 1955 until 1994 and is now Scotland's largest nuclear clean up and demolition project. After four decades of research, Dounreay is now a site of construction, demolition and waste management, designed to return the site to as near as practicable to its original condition. Dounreay has a turnover in the region of Pounds 150 million a year and employs approximately 900 people. It subcontracts work to 50 or so companies in the supply chain and this provides employment for a similar number of people. The plan for decommissioning the site anticipates all redundant buildings will be cleared in the short term. The target date to achieve interim end state by 2039 is being reviewed in light of Government funding constraints, and will be subject to change through the NDA led site management competition. In the longer term, controls will be put in place on the use of contaminated land until 2300. In supporting the planning, management and organisational aspects for this complex decommissioning programme an integrated programme controls system has been developed and deployed. This consists of a combination of commercial and bespoke tools integrated to support all aspects of programme management, namely scope, schedule, cost, estimating and risk in order to provide baseline and performance management data based upon the application of earned value management principles. Through system evolution and lessons learned, the main benefits of this approach are management data consistency, rapid communication of live information, and increased granularity of data providing summary and detailed reports which identify performance trends that lead to corrective actions. The challenges of such approach are effective use of the information to realise positive changes, balancing the annual system support and development costs against the business needs, and maximising system performance. (author)
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Math-Gender Stereotypes in Elementary School Children
Cvencek, Dario; Meltzoff, Andrew N.; Greenwald, Anthony G.
2011-01-01
A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) "me" with "male" (gender identity), (b) "male" with "math" (math-gender stereotype), and (c) "me" with "math" (math self-concept). Two findings emerged.…
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Erturan, Selin; Jansen, Brenda
2015-01-01
Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math…
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Tsui, Joanne M.; Mazzocco, Michele M. M.
2006-01-01
This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition…
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Combining Geography, Math, and Science to Teach Climate Change and Sea Level Rise
Oldakowski, Ray; Johnson, Ashley
2018-01-01
This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks.…
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Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D
2017-12-01
Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.
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Villani, Cédric; Moncorgé, Vincent
2014-01-01
Comment travaillent les mathématiciens ? C'est peut-être en se promenant dans les couloirs de la première des " maisons des mathématiques " de France, l'institut Henri Poincaré, que l'on trouvera quelques réponses. Le mathématicien Cédric Villani et le physicien Jean-Philippe Uzan nous invitent à découvrir cette discipline et ses acteurs. Au fil des pages on suit, à travers de superbes images signées du photographe Vincent Moncorgé, la façon dont se fabrique cette science qui reste souvent mystérieuse. Toutes les dimensions, scientifique, esthétique et poétique, des mathématiques sont convoquées grâce à des regards croisés : la diversité des inspirations des chercheurs, la source de leur créativité, l'imaginaire littéraire et artistique des mathématiques, la drôle de tribu des mathématiciens. Un voyage au cœur de cette " auberge espagnole " des mathématiques, campus " à la française " accueillant des centaines de chercheurs du monde entier, devenu un lieu d'émulation et d'éc...
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Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa
2015-01-01
The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…
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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…
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Silk, Kami J; Parrott, Roxanne L
2014-01-01
Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.
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Les grands problèmes mathématiques ils orientent l'avenir des maths
2012-01-01
Les mathématiques ont leurs sept merveilles ! Il s’agit des sept problèmes du millénaire, mis à prix à un million de dollars chacun par l’Institut Clay de mathématiques en 2000. Mais l’intelligence des mathématiciens est aussi mise à l’épreuve par bien d’autres problèmes, tels ceux de Hilbert. Découvrez dans ce numéro comment ces énigmes orientent l’avenir de la discipline ouvrant la voie à de nouvelles connaissances fondamentales.
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Knowles, J. Geoff
This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.
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Designing Innovative Lessons Plans to Support the Next Generation Science Standards (NGSS)
Passow, M. J.
2013-12-01
The Next Generation Science Standards (NGSS) issued earlier in 2013 provide the opportunity to enhance pre-college curricula through a new focus on the ';Big Ideas' in Science, more attention to reading and writing skills needed for college and career readiness, and incorporation of engineering and technology. We introduce a set of lesson plans about scientific ocean drilling which can serve as a exemplars for developing curricula to meet NGSS approaches. Designed for middle and high school students, these can also be utilized in undergraduate courses. Development of these lessons was supported through a grant from the Deep Earth Academy of the Consortium for Ocean Leadership. They will be disseminated through websites of the Deep Earth Academy (http://www.oceanleadership.org/education/deep-earth-academy/) and Earth2Class Workshops for Teachers (http://www.earth2class.org), as well as through workshops at science education conferences sponsored by the National Earth Science Teachers Association (www.nestanet.org) and other organizations. Topics include 'Downhole Logging,' 'Age of the Ocean Floors,' 'Tales of the Resolution,' and 'Continental Shelf Sediments and Climate Change Patterns.' 'Downhole Logging' focuses on the engineering and technology utilized to obtain more information about sediments and rocks cored by the JOIDES Resolution scientific drilling vessel. 'Age of the Ocean Floor' incorporates the GeoMap App visualization tools (http://www.geomapapp.org/) to compare sea bottom materials in various parts of the world. 'Tales of the Resolution' is a series of ';graphic novels' created to describe the scientific discoveries, refitting of the JOIDES Resolution, and variety of careers available in the marine sciences (http://www.ldeo.columbia.edu/BRG/outreach/media/tales/). The fourth lesson focuses on discoveries made during Integrated Ocean Drilling Program Expedition 313, which investigated patterns in the sediments beneath the continental shelf off New
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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
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Mattarella-Micke, Andrew; Mateo, Jill; Kozak, Megan N; Foster, Katherine; Beilock, Sian L
2011-08-01
In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For higher WM individuals high in math-anxiety, the higher their concentration of salivary cortisol following the math task, the worse their performance. In contrast, for higher WM individuals lower in math-anxiety, the higher their salivary cortisol concentrations, the better their performance. For individuals who have the capacity to perform at a high-level (higher WMs), whether physiological arousal will lead an individual to choke or thrive depends on math-anxiety. 2011 APA, all rights reserved
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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. PMID:28747355
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An Annotated Math Lab Inventory.
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)
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Petersen, Jennifer Lee; Hyde, Janet Shibley
2017-01-01
Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…
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Neural correlates of math anxiety - an overview and implications.
Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph
2015-01-01
Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.
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Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.
Shi, Zhan; Liu, Peiru
2016-01-01
Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.
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Phylogeny of the TRAF/MATH domain.
Zapata, Juan M; Martínez-García, Vanesa; Lefebvre, Sophie
2007-01-01
The TNF-receptor associated factor (TRAF) domain (TD), also known as the meprin and TRAF-C homology (MATH) domain is a fold of seven anti-parallel p-helices that participates in protein-protein interactions. This fold is broadly represented among eukaryotes, where it is found associated with a discrete set of protein-domains. Virtually all protein families encompassing a TRAF/MATH domain seem to be involved in the regulation of protein processing and ubiquitination, strongly suggesting a parallel evolution of the TRAF/MATH domain and certain proteolysis pathways in eukaryotes. The restricted number of living organisms for which we have information of their genetic and protein make-up limits the scope and analysis of the MATH domain in evolution. However, the available information allows us to get a glimpse on the origins, distribution and evolution of the TRAF/MATH domain, which will be overviewed in this chapter.
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The Deubiquitylase MATH-33 Controls DAF-16 Stability and Function in Metabolism and Longevity.
Heimbucher, Thomas; Liu, Zheng; Bossard, Carine; McCloskey, Richard; Carrano, Andrea C; Riedel, Christian G; Tanasa, Bogdan; Klammt, Christian; Fonslow, Bryan R; Riera, Celine E; Lillemeier, Bjorn F; Kemphues, Kenneth; Yates, John R; O'Shea, Clodagh; Hunter, Tony; Dillin, Andrew
2015-07-07
FOXO family transcription factors are downstream effectors of Insulin/IGF-1 signaling (IIS) and major determinants of aging in organisms ranging from worms to man. The molecular mechanisms that actively promote DAF16/FOXO stability and function are unknown. Here we identify the deubiquitylating enzyme MATH-33 as an essential DAF-16 regulator in IIS, which stabilizes active DAF-16 protein levels and, as a consequence, influences DAF-16 functions, such as metabolism, stress response, and longevity in C. elegans. MATH-33 associates with DAF-16 in cellulo and in vitro. MATH-33 functions as a deubiquitylase by actively removing ubiquitin moieties from DAF-16, thus counteracting the action of the RLE-1 E3-ubiquitin ligase. Our findings support a model in which MATH-33 promotes DAF-16 stability in response to decreased IIS by directly modulating its ubiquitylation state, suggesting that regulated oscillations in the stability of DAF-16 protein play an integral role in controlling processes such as metabolism and longevity. Copyright © 2015 Elsevier Inc. All rights reserved.
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Math Tracks: What Pace in Math Is Best for the Middle School Child?
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,…
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Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments
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,…
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Math at home adds up to achievement in school.
Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L
2015-10-09
With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.
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Jansen, B.R.J.; Lange, E.; van der Molen, M.J.
2013-01-01
Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this
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Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.
Directory of Open Access Journals (Sweden)
Zhan Shi
Full Text Available Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.
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Mullender-Wijnsma, Marijke J,; Hartman, Esther; de Greeff, Johannes W.; Doolaard, Simone; Bosker, Roel J.; Visscher, Chris
OBJECTIVES: Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ("Fit & Vaardig op School" [F&V]) on academic achievement of children. METHODS: Using
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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…
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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....
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Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans
Directory of Open Access Journals (Sweden)
Helena Thuneberg
2017-01-01
Full Text Available The current science, technology, engineering, art, math education (STEAM approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants (N=256 were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN in pre- and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.
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Math you can really use--every day
Herzog, David Alan
2007-01-01
Math You Can Really Use--Every Day skips mind-numbing theory and tiresome drills and gets right down to basic math that helps you do real-world stuff like figuring how much to tip, getting the best deals shopping, computing your gas mileage, and more. This is not your typical, dry math textbook. With a comfortable, easygoing approach, it: Covers math you''ll need for balancing your checkbook, choosing or managing credit cards, comparing options for mortgages, insurance, and investments, and moreIncludes the basics on fractions, decimals, percentages, measurements, and geometric mathClues you in on simple shortcutsIncludes examples plus pop quizzes with answers to help you solidify your understanding Features tear-out guides you can take with you for tipping and converting measurements Want to know how much 20% off is in dollars and cents? Want to figure out how much gas is going to cost for your road trip? This is the math book you''ll really use!
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Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work
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…
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The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness
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…
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Cognitive consistency and math-gender stereotypes in Singaporean children.
Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu
2014-01-01
In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition. Copyright © 2013 Elsevier Inc. All rights reserved.
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Math anxiety in Thai early adolescents: a cognitive-behavioral perspective.
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.
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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.
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The Construction of Biology Lessons: A Meta-Paradigmatic Approach.
Sanchez, Jaime
1991-01-01
The views of Piaget, Ausubel, and Bruner have been used to present an integrated view of biology lesson construction and to assist teachers in the design and development of tools and strategies to improve their teaching. The structure of an integrated model for biology lesson construction and an example of a biolesson using the metaparadigmatic…
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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…
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MACKENZIE
1997-03-01
/ The ecosystem approach is an innovative tool for integratedresource management. Its goal is to restore, enhance, and protect ecosystemintegrity through a holistic and integrated mode of planning. Under thisapproach, the ecosystem itself becomes the unit of analysis and organizingprinciple for environmental management. Utilizing the ecosystem approachchallenges the prevailing structure and function of contemporary resourcemanagement agencies. This paper explores a number of important policy andmanagement issues in the context of a ten-year initiative to remediate theLaurentian Great Lakes using the ecosystem approach. The lessons gleaned fromthe Great Lakes experience are relevant to other areas in North America andabroad where resource management responsibilities are held by multiple andsometimes overlapping jurisdictions.KEY WORDS: Integrated resource management; Ecosystem approach; Watershedmanagement; Great Lakes
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Directory of Open Access Journals (Sweden)
Nicola J. Pitchford
2016-05-01
Full Text Available Fine motor skills have long been recognised as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the U.K. Two key findings were revealed. First, despite being in the first two years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the U.K. that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.
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Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea
2016-01-01
Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342
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Pitchford, Nicola J; Papini, Chiara; Outhwaite, Laura A; Gulliford, Anthea
2016-01-01
Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.
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Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California
Wendt, Staci; Rice, John; Nakamoto, Jonathan
2014-01-01
The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level…
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Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.
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.
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Transmitting Success: Comprehensive Peer Mentoring for At-Risk Students in Developmental Math
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…
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Integrating safety and health during deactiviation: With lessons learned from PUREX
International Nuclear Information System (INIS)
1995-01-01
This report summarizes an integrated safety and health approach used during facility deactivation activities at the Department of Energy (DOE) Plutonium-Uranium Extraction (PUREX) Facility in Hanford, Washington. Resulting safety and health improvements and the potential, complex-wide application of this approach are discussed in this report through a description of its components and the impacts, or lessons-learned, of its use during the PUREX deactivation project. As a means of developing and implementing the integrated safety and health approach, the PUREX technical partnership was established in 1993 among the Office of Environment, Safety and Health's Office of Worker Health and Safety (EH-5); the Office of Environmental Management's Offices of Nuclear Material and Facility Stabilization (EM-60) and Compliance and Program Coordination (EM-20); the DOE Richland Operations Office; and the Westinghouse Hanford Company. It is believed that this report will provide guidance for instituting an integrated safety and health approach not only for deactivation activities, but for decommissioning and other clean-up activities as well. This confidence is based largely upon the rationality of the approach, often termed as common sense, and the measurable safety and health and project performance results that application of the approach produced during actual deactivation work at the PUREX Facility
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Saxon Math. What Works Clearinghouse Intervention Report
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…
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Investigating Validity of Math 105 as Prerequisite to Math 201 among Undergraduate Students, Nigeria
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…
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Energy Technology Data Exchange (ETDEWEB)
Dash, N.; Bahinipati, S.; Bhardwaj, V.; Trabelsi, K.; Adachi, I.; Aihara, H.; Al Said, S.; Asner, D. M.; Aulchenko, V.; Aushev, T.; Ayad, R.; Babu, V.; Badhrees, I.; Bakich, A. M.; Bansal, V.; Barberio, E.; Bhuyan, B.; Biswal, J.; Bobrov, A.; Bondar, A.; Bonvicini, G.; Bozek, A.; Bračko, M.; Breibeck, F.; Browder, T. E.; Červenkov, D.; Chang, M. -C.; Chekelian, V.; Chen, A.; Cheon, B. G.; Chilikin, K.; Cho, K.; Choi, Y.; Cinabro, D.; Di Carlo, S.; Doležal, Z.; Drásal, Z.; Dutta, D.; Eidelman, S.; Epifanov, D.; Farhat, H.; Fast, J. E.; Ferber, T.; Fulsom, B. G.; Gaur, V.; Gabyshev, N.; Garmash, A.; Gillard, R.; Goldenzweig, P.; Haba, J.; Hara, T.; Hayasaka, K.; Hayashii, H.; Hedges, M. T.; Hou, W. -S.; Iijima, T.; Inami, K.; Ishikawa, A.; Itoh, R.; Iwasaki, Y.; Jacobs, W. W.; Jaegle, I.; Jeon, H. B.; Jin, Y.; Joffe, D.; Joo, K. K.; Julius, T.; Kahn, J.; Kaliyar, A. B.; Karyan, G.; Katrenko, P.; Kawasaki, T.; Kiesling, C.; Kim, D. Y.; Kim, H. J.; Kim, J. B.; Kim, K. T.; Kim, M. J.; Kim, S. H.; Kim, Y. J.; Kinoshita, K.; Kodyš, P.; Korpar, S.; Kotchetkov, D.; Križan, P.; Krokovny, P.; Kuhr, T.; Kulasiri, R.; Kumar, R.; Kumita, T.; Kuzmin, A.; Kwon, Y. -J.; Lange, J. S.; Lee, I. S.; Li, C. H.; Li, L.; Li, Y.; Li Gioi, L.; Libby, J.; Liventsev, D.; Lubej, M.; Luo, T.; Masuda, M.; Matvienko, D.; Merola, M.; Miyabayashi, K.; Miyata, H.; Mizuk, R.; Mohanty, G. B.; Mohanty, S.; Moon, H. K.; Mori, T.; Mussa, R.; Nakano, E.; Nakao, M.; Nanut, T.; Nath, K. J.; Natkaniec, Z.; Nayak, M.; Niiyama, M.; Nisar, N. K.; Nishida, S.; Ogawa, S.; Okuno, S.; Ono, H.; Pakhlov, P.; Pakhlova, G.; Pal, B.; Pardi, S.; Park, C. -S.; Park, H.; Paul, S.; Pedlar, T. K.; Pesántez, L.; Pestotnik, R.; Piilonen, L. E.; Prasanth, K.; Ritter, M.; Rostomyan, A.; Sahoo, H.; Sakai, Y.; Sandilya, S.; Santelj, L.; Sanuki, T.; Sato, Y.; Savinov, V.; Schneider, O.; Schnell, G.; Schwanda, C.; Schwartz, A. J.; Seino, Y.; Senyo, K.; Sevior, M. E.; Shebalin, V.; Shen, C. P.; Shibata, T. -A.; Shiu, J. -G.; Shwartz, B.; Simon, F.; Sokolov, A.; Solovieva, E.; Starič, M.; Strube, J. F.; Stypula, J.; Sumisawa, K.; Sumiyoshi, T.; Takizawa, M.; Tamponi, U.; Tanida, K.; Tenchini, F.; Uchida, M.; Uglov, T.; Unno, Y.; Uno, S.; Urquijo, P.; Usov, Y.; Van Hulse, C.; Varner, G.; Vorobyev, V.; Vossen, A.; Waheed, E.; Wang, C. H.; Wang, M. -Z.; Wang, P.; Watanabe, M.; Watanabe, Y.; Widmann, E.; Williams, K. M.; Won, E.; Yamashita, Y.; Ye, H.; Yelton, J.; Yook, Y.; Yuan, C. Z.; Yusa, Y.; Zhang, Z. P.; Zhilich, V.; Zhukova, V.; Zhulanov, V.; Zupanc, A.
2017-10-01
We report a study of the decay <math display='inline'>
D 0 → K S 0 K S 0 D 0 → K S 0 K S 0 D 0 → K S 0 K S 0 D 0 → K S 0 -
Hayward, Jacob B.
This qualitative study investigated teachers' understanding of their definition of I-STEM (Integrated STEM education), how those understandings manifested into lessons and associated lesson artifacts, how they assessed students in such lessons, and what factors or rationales supported their ability to conduct or not conduct I-STEM lessons. A survey was sent to the members of four professional organizations representing I-STEM disciplines to solicit their participation in this project. Ten teachers ranging from grades 9-12 participated in this study. Of those who responded, six teachers identified with National Science Teachers Association (NSTA), three teachers selected International Technology and Engineering Education Association (ITEEA), and one teacher claimed International STEM Education Association (ISEA). No teachers identified with National Council of Teachers of Mathematics. In addition to surveys, data were collected using interviews, email responses, and a review of lesson artifacts. Three distinct factors emerged from this study. First, there was a lack of consistency among I-STEM disciplines, then, assessments of students was predominately focused on soft-skills, and finally, several participants shared three characteristics that seemed to define experiences for conducting what they believed were I-STEM lessons. Additionally teachers emphasized factors effecting implementation of I-STEM describing rationales enabling participants' to implement I-STEM lessons. Responses provided insight and revealed how teachers understood I-STEM definition, how they interpreted integration of the disciplines, and "why" they conducted I-STEM lessons. The majority of participants implemented I-STEM in the absence of an official school/district definition. Assessments provided interesting results in this study. The majority of participants identified expected outcomes or products based on their I-STEM definition and in their responses. However, the rubrics submitted
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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...
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CSIR Research Space (South Africa)
Botha, Adèle
2013-02-01
Full Text Available In 2007, Laurie Butgereit, a researcher at the CSIR Meraka Institute, started to use Mxit as a communication channel to tutor her son in mathematics. Her son and a number of his friends logged in, and Dr Math was born. At the inception of Dr Math...
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Math Branding in a Community College Library
Brantz, Malcolm; Sadowski, Edward B.
2010-01-01
As a strategy to promote the Arapahoe Community College Library's collections and services, the Library undertook to brand itself as a math resource center. In promoting one area of expertise, math was selected to help address the problem of a large portion of high school graduates' inability to work at college-level math. A "Math…
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Neural correlates of math anxiety – an overview and implications
Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph
2015-01-01
Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824
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Neural correlates of math anxiety – An overview and implications
Directory of Open Access Journals (Sweden)
Christina eArtemenko
2015-09-01
Full Text Available Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i math anxiety elicits emotion- and pain-related activation during and before math activities, (ii that the negative emotional response to math anxiety impairs processing efficiency, and (iii that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.
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Directory of Open Access Journals (Sweden)
Victor J. Ricchezza
2017-07-01
Full Text Available Building on suggestions from alumni from a recent interview project, students in Computational Geology at the University of South Florida were tasked with reading a popular non-fiction book on mathematics and writing about the book and their feelings about math. The book, The Math Instinct by Keith Devlin, was chosen because we believed it would give the students something interesting to write about and not because we had any expectations in particular about what it might reveal about or do for their math anxiety. The nature of the responses received from the students led to the performance of a post-hoc study on the emotional affect of math in the students' lives and how it changed as they proceeded through the book and reflected back on it at the end. Of the 28 students in the fall 2016 section of the course, 25 had an improved or slightly improved attitude toward math by the end of the semester. The assignment was more successful than we could anticipate at generating thought and getting students to communicate about math – an integral component of quantitative literacy. Although the limited size and post hoc nature of the study make it difficult to generalize, the results are promising and invite further use of the assignment in the course.
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Firefighter Math - a web-based learning tool
Dan Jimenez
2010-01-01
Firefighter Math is a web based interactive resource that was developed to help prepare wildland fire personnel for math based training courses. The website can also be used as a refresher for fire calculations including slope, flame length, relative humidity, flow rates, unit conversion, etc. The website is designed to start with basic math refresher skills and...
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Numbers and other math ideas come alive
Pappas, Theoni
2012-01-01
Most people don't think about numbers, or take them for granted. For the average person numbers are looked upon as cold, clinical, inanimate objects. Math ideas are viewed as something to get a job done or a problem solved. Get ready for a big surprise with Numbers and Other Math Ideas Come Alive. Pappas explores mathematical ideas by looking behind the scenes of what numbers, points, lines, and other concepts are saying and thinking. In each story, properties and characteristics of math ideas are entertainingly uncovered and explained through the dialogues and actions of its math
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How Math Anxiety Relates to Number–Space Associations
Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine
2016-01-01
Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number–space associations constitute a potential risk factor of math anxiety. PMID:27683570
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How math anxiety relates to number-space associations
Directory of Open Access Journals (Sweden)
Carrie Georges
2016-09-01
Full Text Available Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioural evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.
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How Math Anxiety Relates to Number-Space Associations.
Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine
2016-01-01
Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.
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Smeding, Annique; Dumas, Florence; Loose, Florence; Régner, Isabelle
2013-01-01
In 2 field experiments, we relied on the very features of real testing situations--where both math and verbal tests are administered--to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls' math performance. We predicted that taking the math test before the verbal test would be…
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"Math Anxiety" Explored in Studies
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…
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Energy Technology Data Exchange (ETDEWEB)
Tice, B. G.; Datta, M.; Mousseau, J.; Aliaga, L.; Altinok, O.; Barrios Sazo, M. G.; Betancourt, M.; Bodek, A.; Bravar, A.; Brooks, W. K.; Budd, H.; Bustamante, M. J.; Butkevich, A.; Martinez Caicedo, D. A.; Castromonte, C. M.; Christy, M. E.; Chvojka, J.; da Motta, H.; Devan, J.; Dytman, S. A.; Díaz, G. A.; Eberly, B.; Felix, J.; Fields, L.; Fiorentini, G. A.; Gago, A. M.; Gallagher, H.; Gran, R.; Harris, D. A.; Higuera, A.; Hurtado, K.; Jerkins, M.; Kafka, T.; Kordosky, M.; Kulagin, S. A.; Le, T.; Maggi, G.; Maher, E.; Manly, S.; Mann, W. A.; Marshall, C. M.; Martin Mari, C.; McFarland, K. S.; McGivern, C. L.; McGowan, A. M.; Miller, J.; Mislivec, A.; Morfín, J. G.; Muhlbeier, T.; Naples, D.; Nelson, J. K.; Norrick, A.; Osta, J.; Palomino, J. L.; Paolone, V.; Park, J.; Patrick, C. E.; Perdue, G. N.; Rakotondravohitra, L.; Ransome, R. D.; Ray, H.; Ren, L.; Rodrigues, P. A.; Savage, D. G.; Schellman, H.; Schmitz, D. W.; Simon, C.; Snider, F. D.; Solano Salinas, C. J.; Tagg, N.; Valencia, E.; Velásquez, J. P.; Walton, T.; Wolcott, J.; Zavala, G.; Zhang, D.; Ziemer, B. P.
2014-06-01
We present measurements of
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Phagocytosis: history's lessons.
Garg, Manish; Chandawarkar, Rajiv Y
2013-01-01
The assimilation of lessons from the past is an essential component of education for scientists of tomorrow. These lessons are not easy to find. History books on science are few and usually highly dramatized and biographies of scientists tend to exaggerate the pomp of scientific discovery. Both underplay the hard and laborious work that is integral to any scientific pursuit. Here we illustrate one such example. A century ago, the Nobel Prize in Medicine was awarded to two scientists: Ilya Metchnikoff, a Russian zoologist, for the discovery ofphagocytosis-a cell-mediated ingestion ofmicrobes; and Paul Ehrlich, a distinguished physician-scientist, for discovering a highly antigen-specific serum-derived antibody-based immune defense. These two diametrically opposing views of the host-pathogen interaction set the stage for a strife that led to seminal advancements in immunology. Mirrored in this journey are important lessons for scientists today--ubiquitously as applicable to modern scientific life as they were a century ago. This commentaryhighlights these lessons--a fitting centenary to a well-deserved recognition.
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A Motivational Technique for Business Math
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)
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Math Fact Strategies Research Project
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…
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Developing Mathematical Resilience of Prospective Math Teachers
Ariyanto, L.; Herman, T.; Sumarmo, U.; Suryadi, D.
2017-09-01
Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.
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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…
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How to Make the Most of Math Manipulatives.
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)
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Eason, Sarah H.; Levine, Susan C.
2017-01-01
Children demonstrate gaps in the math knowledge that they possess by the time they begin school, and these gaps have been found to predict long-term outcomes not only in math but also in reading. Consequently, it is important to identify what accounts for these early differences and how they can be addressed to ensure that all children enter…
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Basic math and pre-algebra practice problems for dummies
Zegarelli, Mark
2013-01-01
1001 Basic Math & Pre- Algebra Practice Problems For Dummies Practice makes perfect-and helps deepen your understanding of basic math and pre-algebra 1001 Basic Math & Pre-Algebra Practice Problems For Dummies, with free access to online practice problems, takes you beyond the instruction and guidance offered in Basic Math & Pre-Algebra For Dummies, giving you 1,001 opportunities to practice solving problems from the major topics in your math course. You begin with some basic arithmetic practice, move on to fractions, decimals, and per
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Math Academy: Are You Game? Explorations in Probability. Supplemental Math Materials for Grades 3-6
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…
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Primary maths anyone can feed skittles to sharks
Tiley-Nunn, Nick
2014-01-01
Primary maths is stereotypically loved by a few hairy oddballs, tolerated by most sane primary practitioners; loathed by many. With the right approach, however; the right mindset and sense of the impossible being achievable, maths can be moulded into the diamond in the rough of the primary curriculum. Enter Nick Tiley-Nunn: Britain's most imaginative, most exciting primary maths specialist. Over years of practice he has generated ideas about the teaching of maths that are so distinct, so far out and so utterly brilliant that any primary teacher struggling to grasp the nettle of teaching long division will emerge from communing with his ideas not just with some clichéd sense that maths can be fun', but that it can be brilliant, life-enhancing and truly hilarious. This book presents ideas for primary maths teaching so wildly creative and so full of the joy of life that any classroom of kids will be grateful you read it.
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Training the approximate number system improves math proficiency.
Park, Joonkoo; Brannon, Elizabeth M
2013-10-01
Humans and nonhuman animals share an approximate number system (ANS) that permits estimation and rough calculation of quantities without symbols. Recent studies show a correlation between the acuity of the ANS and performance in symbolic math throughout development and into adulthood, which suggests that the ANS may serve as a cognitive foundation for the uniquely human capacity for symbolic math. Such a proposition leads to the untested prediction that training aimed at improving ANS performance will transfer to improvement in symbolic-math ability. In the two experiments reported here, we showed that ANS training on approximate addition and subtraction of arrays of dots selectively improved symbolic addition and subtraction. This finding strongly supports the hypothesis that complex math skills are fundamentally linked to rudimentary preverbal quantitative abilities and provides the first direct evidence that the ANS and symbolic math may be causally related. It also raises the possibility that interventions aimed at the ANS could benefit children and adults who struggle with math.
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Specific Cognitive Predictors of Early Math Problem Solving
Decker, Scott L.; Roberts, Alycia M.
2015-01-01
Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the…
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Lonigan, Christopher J.; Phillips, Beth M.; Clancy, Jeanine L.; Landry, Susan H.; Swank, Paul R.; Assel, Michael; Taylor, Heather B.; Klein, Alice; Starkey, Prentice; Domitrovich, Celene E.; Eisenberg, Nancy; Villiers, Jill; Villiers, Peter; Barnes, Marcia
2015-01-01
This article reports findings from a cluster-randomized study of an integrated literacy- and math-focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business-as-usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students…
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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:…
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Math word problems for dummies
Sterling, Mary Jane
2008-01-01
Covers percentages, probability, proportions, and moreGet a grip on all types of word problems by applying them to real lifeAre you mystified by math word problems? This easy-to-understand guide shows you how to conquer these tricky questions with a step-by-step plan for finding the right solution each and every time, no matter the kind or level of problem. From learning math lingo and performing operations to calculating formulas and writing equations, you''ll get all the skills you need to succeed!Discover how to: * Translate word problems into plain English* Brush up on basic math skills* Plug in the right operation or formula* Tackle algebraic and geometric problems* Check your answers to see if they work
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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...
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MATH77 - A LIBRARY OF MATHEMATICAL SUBPROGRAMS FOR FORTRAN 77, RELEASE 4.0
Lawson, C. L.
1994-01-01
MATH77 is a high quality library of ANSI FORTRAN 77 subprograms implementing contemporary algorithms for the basic computational processes of science and engineering. The portability of MATH77 meets the needs of present-day scientists and engineers who typically use a variety of computing environments. Release 4.0 of MATH77 contains 454 user-callable and 136 lower-level subprograms. Usage of the user-callable subprograms is described in 69 sections of the 416 page users' manual. The topics covered by MATH77 are indicated by the following list of chapter titles in the users' manual: Mathematical Functions, Pseudo-random Number Generation, Linear Systems of Equations and Linear Least Squares, Matrix Eigenvalues and Eigenvectors, Matrix Vector Utilities, Nonlinear Equation Solving, Curve Fitting, Table Look-Up and Interpolation, Definite Integrals (Quadrature), Ordinary Differential Equations, Minimization, Polynomial Rootfinding, Finite Fourier Transforms, Special Arithmetic , Sorting, Library Utilities, Character-based Graphics, and Statistics. Besides subprograms that are adaptations of public domain software, MATH77 contains a number of unique packages developed by the authors of MATH77. Instances of the latter type include (1) adaptive quadrature, allowing for exceptional generality in multidimensional cases, (2) the ordinary differential equations solver used in spacecraft trajectory computation for JPL missions, (3) univariate and multivariate table look-up and interpolation, allowing for "ragged" tables, and providing error estimates, and (4) univariate and multivariate derivative-propagation arithmetic. MATH77 release 4.0 is a subroutine library which has been carefully designed to be usable on any computer system that supports the full ANSI standard FORTRAN 77 language. It has been successfully implemented on a CRAY Y/MP computer running UNICOS, a UNISYS 1100 computer running EXEC 8, a DEC VAX series computer running VMS, a Sun4 series computer running Sun
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A Correlation of Community College Math Readiness and Student Success
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.
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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…
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Some recursive formulas for Selberg-type integrals
Energy Technology Data Exchange (ETDEWEB)
Iguri, Sergio [Instituto de AstronomIa y Fisica del Espacio (CONICET-UBA). C. C. 67, Suc. 28, 1428 Buenos Aires (Argentina); Mansour, Toufik, E-mail: siguri@iafe.uba.a, E-mail: toufik@math.haifa.ac.i [Department of Mathematics, University of Haifa, Haifa 31905 (Israel)
2010-02-12
A set of recursive relations satisfied by Selberg-type integrals involving monomial symmetric polynomials are derived, generalizing previous results in Aomoto (1987) SIAM J. Math. Anal. 18 545-49 and Iguri (2009) Lett. Math. Phys. 89 141-58. These formulas provide a well-defined algorithm for computing Selberg-Schur integrals whenever the Kostka numbers relating Schur functions and the corresponding monomial polynomials are explicitly known. We illustrate the usefulness of our results discussing some interesting examples.
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Quinnell, R.; Thompson, R.; LeBard, R. J.
2013-09-01
Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to 'do maths' as part of 'doing science' leads to disengagement from learning. Notions of 'I can't do maths' speak of a rigidity of mind, a 'standoff', forming a barrier to learning in science that needs to be addressed if we, as science educators, are to offer solutions to the so-called 'maths problem' and to support students as they move from being novice to expert. Moving from novice to expert is complex and we lean on several theoretical frameworks (thinking dispositions, threshold concepts and mindfulness in learning) to characterize this pathway in science, with a focus on quantitative skills. Fluid thinking and application of numeracy skills are required to manipulate experimental data sets and are integral to our science practice; we need to stop students from seeing them as optional 'maths' or 'statistics' tasks within our discipline. Being explicit about the ways those in the discipline think, how quantitative data is processed, and allowing places for students to address their skills (including their confidence) offer some ways forward.
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Inhibition Performance in Children with Math Disabilities
Winegar, Kathryn Lileth
2013-01-01
This study examined the inhibition deficit hypothesis in children with math disabilities (MD). Children with and without MD were compared on two inhibition tasks that included the random generation of numbers and letters. The results addressed three hypotheses. Weak support was found for the first hypothesis which stated difficulties related to inhibition are significantly related to math performance. I found partial support for this hypothesis in that inhibition was related to math problem s...
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Teachers’ ability in using math learning media
Masniladevi; Prahmana, R. C. I.; Helsa, Y.; Dalais, M.
2017-12-01
The studies aim to enhance teachers’ knowledge and skill in making math instructional media, develop math instructional media, train and assist the use of instructional media in learning math in the classroom. The method used in the activities adopted the pattern of preventive implementation, planning stage, program implementation, observation and evaluation and reflection. The research results show that the evaluation of teachers’ ability is still in average category. The result required more intensive training.
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Number-specific and general cognitive markers of preschoolers' math ability profiles.
Gray, Sarah A; Reeve, Robert A
2016-07-01
Different number-specific and general cognitive markers have been claimed to underlie preschoolers' math ability. It is unclear, however, whether similar/different cognitive markers, or combinations of them, are associated with different patterns of emerging math abilities (i.e., different patterns of strength and weakness). To examine this question, 103 preschoolers (40-60 months of age) completed six math tasks (count sequence, object counting, give a number, naming numbers, ordinal relations, and arithmetic), three number-specific markers of math ability (dot enumeration, magnitude comparison, and spontaneous focusing on numerosity), and four general markers (working memory, response inhibition, attention, and vocabulary). A three-step latent profile modeling procedure identified five math ability profiles that differed in their patterns of math strengths and weaknesses; specifically, the profiles were characterized by (a) excellent math ability on all math tasks, (b) good arithmetic ability, (c) good math ability but relatively poor count sequence recitation ability, (d) average ability on all math tasks, and (e) poor ability on all math tasks. After controlling for age, only dot enumeration and spontaneous focusing on numerosity were associated with the math ability profiles, whereas vocabulary was also marginally significant, and these markers were differentially associated with different profiles; that is, different cognitive markers were associated with different patterns of strengths and weaknesses in math abilities. Findings are discussed in terms of their implications for the development of math cognition. Copyright © 2016 Elsevier Inc. All rights reserved.
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Simple arithmetic: not so simple for highly math anxious individuals.
Chang, Hyesang; Sprute, Lisa; Maloney, Erin A; Beilock, Sian L; Berman, Marc G
2017-12-01
Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low-compared to high-math anxious individuals perform better when they activate this network less-a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. © The Author (2017). Published by Oxford University Press.
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Preschool Math Exposure in Private Center-Based Care and Low-SES Children's Math Development
Bachman, Heather J.; Degol, Jessica L.; Elliott, Leanne; Scharphorn, Laura; El Nokali, Nermeen E.; Palmer, Kalani M.
2018-01-01
Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private…
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Building a Math-Positive Culture: How to Support Great Math Teaching in Your School (ASCD Arias)
Seeley, Cathy L.
2016-01-01
Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, turns the spotlight on administrative leaders who are seeking to improve their math programs, offering an overview of what an effective program looks like and examples of actions to take to achieve that goal. "Building a Math-Positive Culture" addresses…
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Neural correlates of math anxiety – an overview and implications
Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph
2015-01-01
Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that pr...
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Using the Intel Math Kernel Library on Peregrine | High-Performance
Computing | NREL the Intel Math Kernel Library on Peregrine Using the Intel Math Kernel Library on Peregrine Learn how to use the Intel Math Kernel Library (MKL) with Peregrine system software. MKL architectures. Core math functions in MKL include BLAS, LAPACK, ScaLAPACK, sparse solvers, fast Fourier
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Teachers and Counselors: Building Math Confidence in Schools
Directory of Open Access Journals (Sweden)
Joseph M. Furner
2017-08-01
Full Text Available Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. It really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately a child's life: all decisions they will make and careers choices may be determined based on their disposition toward mathematics. This paper raises some interesting questions and provides some strategies (See Appendix A for teachers and counselors for addressing the issue of math anxiety while discussing the importance of developing mathematically confident young people for a high-tech world of STEM.
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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.
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Briefing paper for universities on Core Maths
Glaister, Paul
2015-01-01
This briefing paper outlines the rationale for and development of the new Core Maths qualifications, the characteristics of Core Maths, and why Core Maths is important for higher education. It is part of a communication to university vice-chancellors from the Department for Business, Innovation and Skills (BIS) comprising this paper and a joint Ministerial letter from Jo Johnson, Minister of State for Universities and Science in BIS, and Nick Gibb, Minister of State for Schools in the Departm...
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Directory of Open Access Journals (Sweden)
Manafe Novriani Rabeka
2018-01-01
Full Text Available This paper outlines an attempt to discover students’ progress in both content and language skill in a content and language integrated learning (CLIL lessons at an Indonesia’s higher education context. This is a part of a research conducted at Faculty of Science and Technology of Nusa Cendana University in Kupang, East Nusa Tenggara Province. This study employs mixed method approach with 20 participants attending by taking pre-test and post-test as well as joining a focus group interview particularly for 6 students. The tests were aimed at measuring the participants’ comprehension of English as the language of CLIL lesson. They were also used as the tool to evaluate students’ mastery of Mathematics as the content subject. Based on the post-test results, the findings showed that more students made significant progress in content subject in comparison to their achievement in language proficiency. Regarding the interview, the students admitted that their failure to made progress in both subjects were mainly caused by their inadequate level of English. This, therefore, led to rising anxiety among the students to complete the tests.
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Spann, Mary Beth
This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…
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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.
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Childcare Quality and Preschoolers' Math Development
Choi, Ji Young; Dobbs-Oates, Jennifer
2014-01-01
This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…
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More than Counting: Whole Math Activities for Preschool and Kindergarten.
Moomaw, Sally; Hieronymus, Brenda
This book presents extensive sampling of a "whole math" curriculum for preschool and kindergarten children ages 3 and older. An introductory chapter is followed by seven curriculum chapters that discuss math manipulatives, collections, grid games, path games, graphing, math and gross-motor play, and the "math suitcase." Each chapter is divided…
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PTC MathCAD and Workgroup Manager: Implementation in a Multi-Org System
Jones, Corey
2015-01-01
In this presentation, the presenter will review what was done at Kennedy Space Center to deploy and implement PTC MathCAD and PTC Workgroup Manager in a multi-org system. During the presentation the presenter will explain how they configured PTC Windchill to create custom soft-types and object initialization rules for their custom numbering scheme and why they choose these methods. This presentation will also include how to modify the EPM default soft-type file in the PTC Windchill server codebase folder. The presenter will also go over the code used in a start up script to initiate PTC MathCAD and PTC Workgroup Manager in the proper order, and also set up the environment variables when running both PTC Workgroup Manager and PTC Creo. The configuration.ini file the presenter used will also be reviewed to show you how to set up the PTC Workgroup Manager and customized it to their user community. This presentation will be of interest to administrators trying to create a similar set-up in either a single org or multiple org system deployment. The big take away will be ideas and best practices learned through implementing this system, and the lessons learned what to do and not to do when setting up this configuration. Attendees will be exposed to several different sets of code used and that worked well and will hear some limitations on what the software can accomplish when configured this way.
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Polynomial solutions of nonlinear integral equations
International Nuclear Information System (INIS)
Dominici, Diego
2009-01-01
We analyze the polynomial solutions of a nonlinear integral equation, generalizing the work of Bender and Ben-Naim (2007 J. Phys. A: Math. Theor. 40 F9, 2008 J. Nonlinear Math. Phys. 15 (Suppl. 3) 73). We show that, in some cases, an orthogonal solution exists and we give its general form in terms of kernel polynomials
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Polynomial solutions of nonlinear integral equations
Energy Technology Data Exchange (ETDEWEB)
Dominici, Diego [Department of Mathematics, State University of New York at New Paltz, 1 Hawk Dr. Suite 9, New Paltz, NY 12561-2443 (United States)], E-mail: dominicd@newpaltz.edu
2009-05-22
We analyze the polynomial solutions of a nonlinear integral equation, generalizing the work of Bender and Ben-Naim (2007 J. Phys. A: Math. Theor. 40 F9, 2008 J. Nonlinear Math. Phys. 15 (Suppl. 3) 73). We show that, in some cases, an orthogonal solution exists and we give its general form in terms of kernel polynomials.
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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…
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Five Keys for Teaching Mental Math
Olsen, James R.
2015-01-01
After studying the Common Core State Standards for Mathematics (CCSSM) and brain-based learning research, James Olsen believes mental math instruction in secondary school mathematics (grades 7-12) and in teacher education programs needs increased attention. The purpose of this article is to share some keys for teaching mental math. Olsen also…
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Mini-Portfolio on Math and Science.
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"…
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Decreasing Math Anxiety in College Students
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…
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Contextual Factors Related to Math Anxiety in Second-Grade Children
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…
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Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers
Directory of Open Access Journals (Sweden)
Emily Szkudlarek
2018-05-01
Full Text Available Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1 compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2 to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children (n = 158 were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that
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Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.
Szkudlarek, Emily; Brannon, Elizabeth M
2018-01-01
Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children ( n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic
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Buelow, Melissa T; Barnhart, Wesley R
2017-01-01
Multiple studies have shown that performance on behavioral decision-making tasks, such as the Iowa Gambling Task (IGT) and Balloon Analogue Risk Task (BART), is influenced by external factors, such as mood. However, the research regarding the influence of worry is mixed, and no research has examined the effect of math or test anxiety on these tasks. The present study investigated the effects of anxiety (including math anxiety) and math performance on the IGT and BART in a sample of 137 undergraduate students. Math performance and worry were not correlated with performance on the IGT, and no variables were correlated with BART performance. Linear regressions indicated math anxiety, physiological anxiety, social concerns/stress, and test anxiety significantly predicted disadvantageous selections on the IGT during the transition from decision making under ambiguity to decision making under risk. Implications for clinical evaluation of decision making are discussed. © The Author(s) 2015.
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Tutoring math platform accessible for visually impaired people.
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.
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Basic math and pre-algebra for dummies
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
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A new 2D integrable system with a quartic second invariant
International Nuclear Information System (INIS)
Yehia, Hamad M
2012-01-01
The construction of all 2D Lagrangian systems which admit besides the energy another integral of motion that is quartic in velocities was reduced in our previous article (Yehia 2006 J. Phys. A: Math. Gen. 39 5807–24) to a single nonlinear PDE. In this paper, we introduce a new solution of this equation, leading to a new integrable system with a quartic integral, which involves 16 free parameters. A special case of the new system admits interpretation in a problem of rigid body dynamics. It gives a new integrable variation of the cases due to Kowalevski (1889 Acta Math. 12 177–232), Chaplygin (1903 Tr. Otdel. Phys. Nauk Obsh. Liub. Estest. 11 7–10), Goriatchev (1916 Varshav. Univ. Izv. 1–13) and Yehia (2006 J. Phys. A: Math. Gen. 39 5807–24). (paper)
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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…
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What to Do About Canada's Declining Math Scores?
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...
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Math anxiety in second and third graders and its relation to mathematics achievement.
Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod
2012-01-01
Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement
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The role of early language abilities on math skills among Chinese children.
Directory of Open Access Journals (Sweden)
Juan Zhang
Full Text Available The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects and formal math (calculations including addition and subtraction skills, language abilities and nonverbal intelligence.Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children's language abilities and formal math skills was partially mediated by informal math skills.The current findings indicate 1 Children's language abilities are of strong predictive values for both informal and formal math skills; 2 Language abilities impacts formal math skills partially through the mediation of informal math skills.
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Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson.
Lyons, Emily McLaughlin; Simms, Nina; Begolli, Kreshnik N; Richland, Lindsey E
2018-03-01
Stereotype threat-a situational context in which individuals are concerned about confirming a negative stereotype-is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co-opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability (see Schmader & Beilock, ). We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth-grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated. Copyright © 2017 Cognitive Science Society, Inc.
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Math anxiety in second and third graders and its relation to mathematics achievement
Directory of Open Access Journals (Sweden)
Sarah eWu
2012-06-01
Full Text Available Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in 2nd and 3rd graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA, a new measure for assessing math anxiety in 2nd and 3rd graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Wechsler Individual Achievement Test (WIAT-II. Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were significantly correlated with scores on the Math Reasoning subtest, which involves more complex verbal problem solving, but not with the Numerical Operations subtest which assesses basic computation skills. Our results suggest that math anxiety has a pronounced effect on more demanding calculations. Our results further suggest that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children.
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Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102
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,…
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Math Game(s) - an alternative (approach) to teaching math?
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
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Membangun Karakter Anak Usia Dini melalui Pembelajaran Math Character
Directory of Open Access Journals (Sweden)
Titin Faridatun Nisa’
2016-09-01
Full Text Available Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran math character untuk membangun karakter Anak Usia Dini (AUD dan kesulitan-kesulitan yang dialami guru dalam penerapan pembelajaran math character. Target penelitian ini adalah terbentuknya karakter anak usia dini melalui pembelajaran math character. Jenis penelitian ini adalah penelitian deskriptif dengan metode penelitian kualitatif. Teknik pengumpulan informasi penelitian ini dengan metode observasi dan wawancara. Analisis data penelitian ini menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa penerapan pembelajaran math character dapat membangun delapan belas nilai-nilai karakter AUD. Kesulitan-kesulitan yang dialami guru dalam pembentukan karakter AUD melalui pembelajaran math character meliputi tema yang digunakan termasuk tema baru, siswa belum terbiasa dengan pembelajaran berbasis sentra, usia siswa bervariasi, dan adanya ikut campur wali siswa dalam kegiatan pembelajaran di kelas sehingga siswa menjadi kurang mandiri.
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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.
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Formula for Success: Engaging Families in Early Math Learning
Global Family Research Project, 2017
2017-01-01
Early math ability is one of the best predictors of children's later success in school. Because children's learning begins in the home, families are fundamental in shaping children's interest and skills in math. The experience of learning and doing math, however, looks different from the instruction that was offered when most adults were in…
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Van Hecke, Tanja
2011-01-01
This article presents the mathematical approach of the optimal strategy to win the "Release the prisoners" game and the integration of this analysis in a math class. Outline lesson plans at three different levels are given, where simulations are suggested as well as theoretical findings about the probability distribution function and its mean…
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Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science
Cady, Jo Ann; Rearden, Kristin
2007-01-01
This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…
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Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee
2018-01-01
The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…
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Football to improve math and reading performance
Van Klaveren, Chris; De Witte, Kristof
2015-01-01
Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates ‘Playing for Success’ (PfS), an extended
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Integrating gender into natural resources management projects: USAID lessons learned.
1998-01-01
This article discusses USAID's lessons learned about integrating gender into natural resource management (NRM) projects in Peru, the Philippines, and Kenya. In Peru, USAID integrated women into a solid waste management project by lending money to invest in trash collection supplies. The loans allowed women to collect household waste, transfer it to a landfill, and provide additional sanitary disposal. The women were paid through direct fees from households and through service contracts with municipalities. In Mindanao, the Philippines, women were taught about the health impact of clean water and how to monitor water quality, including the monitoring of E. coli bacteria. Both men and women were taught soil conservation techniques for reducing the amount of silt running into the lake, which interferes with the generation of electricity and affects the health of everyone. The education helped women realize the importance of reducing silt and capitalized on their interest in protecting the health of their families. The women were thus willing to monitor the lake's water quality to determine if the conservation efforts were effective. In Kenya, USAID evaluated its Ecology, Community Organization, and Gender project in the Rift Valley, which helped resettle a landless community and helped with sustainable NRM. The evaluation revealed that women's relative bargaining power was less than men's. Organized capacity building that strengthened women's networks and improved their capacity to push issues onto the community agenda assured women a voice in setting the local NRM agenda.
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Insecure attachment is associated with math anxiety in middle childhood.
Bosmans, Guy; De Smedt, Bert
2015-01-01
Children's anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (M age = 10.34 years; SD age = 0.63) filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex, and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.
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Insecure attachment is associated with math anxiety in middle childhood
Directory of Open Access Journals (Sweden)
Guy eBosmans
2015-10-01
Full Text Available Children’s anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect-regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (Mage = 10.34 years; SDage = 0.63 filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.
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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
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District Finds the Right Equation to Improve Math Instruction
Holmstrom, Annette
2010-01-01
The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23%…
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The influence of math anxiety on symbolic and non-symbolic magnitude processing.
Dietrich, Julia F; Huber, Stefan; Moeller, Korbinian; Klein, Elise
2015-01-01
Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.
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The influence of math anxiety on symbolic and non-symbolic magnitude processing
Directory of Open Access Journals (Sweden)
Julia Felicitas Dietrich
2015-10-01
Full Text Available Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS, which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.
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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…
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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…
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Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology
Redish, Edward F.; Kuo, Eric
2015-07-01
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 suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don't just use math, we make meaning with it in a different way than mathematicians do. In this reflective essay, we explore math as a language and consider the language of math in physics through the lens of cognitive linguistics. We begin by offering a number of examples that show how the use of math in physics differs from the use of math as typically found in math classes. We then explore basic concepts in cognitive semantics to show how humans make meaning with language in general. The critical elements are the roles of embodied cognition and interpretation in context. Then, we show how a theoretical framework commonly used in physics education research, resources, is coherent with and extends the ideas of cognitive semantics by connecting embodiment to phenomenological primitives and contextual interpretation to the dynamics of meaning-making with conceptual resources, epistemological resources, and affect. We present these ideas with illustrative case studies of students working on physics problems with math and demonstrate the dynamical nature of student reasoning with math in physics. We conclude with some thoughts about the implications for instruction.
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Innovative Strategies for Enhancing Geoscience: Lesson Plans from the 3rd Millennium B.C.E.
Romani, P. N.; Bartholomew, I.; Frank, M.; Hackett, K.; Jackson, T.; Melzer, S.; 6th Grade,
2002-05-01
Each year the fifth and sixth grade students at Glenarden Woods Elementary Magnet School for Talented and Gifted (TAG) Students, in Glenarden, Maryland study an ancient culture to provide a unifying theme to their studies. The thematic unit is year-long and involves language arts, social studies, and art. Originally, the curriculum did not include any math or science, but for the past seven years we have been working to integrate the technology of the ancient culture into the program. Our goals are to keep the science as hands on as possible and to have the students learn by solving problems. This year's culture was ancient Egypt and the math and science components had a distinctive geoscience flavor to them. The initial problem for the students was to how to lay out a pyramid so that the four sides were aligned with the four cardinal directions as the pyramids are in Egypt. In keeping with the spirit of their studies they had to do so as the Egyptians did, i.e. without a pole star and without the use of any "modern" conveniences such as compasses, global positioning systems, etc. The problem was solved by measurements and observations of a gnomon's shadow. This work then provided a nice springboard for their next problem, duplicating Eratosthenes's measurement of the circumference of the Earth. Eratosthenes was a Greek who lived and experimented in Egypt in the Ptolemaic era. His determination of the Earth's circumference was within 15% of the modern day value. For this work the students had to team with other elementary students in Amherst, Massachusetts. We will present how we did the projects and lessons learned.
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Symbolic math for computation of radiation shielding
International Nuclear Information System (INIS)
Suman, Vitisha; Datta, D.; Sarkar, P.K.; Kushwaha, H.S.
2010-01-01
Radiation transport calculations for shielding studies in the field of accelerator technology often involve intensive numerical computations. Traditionally, radiation transport equation is solved using finite difference scheme or advanced finite element method with respect to specific initial and boundary conditions suitable for the geometry of the problem. All these computations need CPU intensive computer codes for accurate calculation of scalar and angular fluxes. Computation using symbols of the analytical expression representing the transport equation as objects is an enhanced numerical technique in which the computation is completely algorithm and data oriented. Algorithm on the basis of symbolic math architecture is developed using Symbolic math toolbox of MATLAB software. Present paper describes the symbolic math algorithm and its application as a case study in which shielding calculation of rectangular slab geometry is studied for a line source of specific activity. Study of application of symbolic math in this domain evolves a new paradigm compared to the existing computer code such as DORT. (author)
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Representation of numerical magnitude in math-anxious individuals.
Colomé, Àngels
2018-01-01
Larger distance effects in high math-anxious individuals (HMA) performing comparison tasks have previously been interpreted as indicating less precise magnitude representation in this population. A recent study by Dietrich, Huber, Moeller, and Klein limited the effects of math anxiety to symbolic comparison, in which they found larger distance effects for HMA, despite equivalent size effects. However, the question of whether distance effects in symbolic comparison reflect the properties of the magnitude representation or decisional processes is currently under debate. This study was designed to further explore the relation between math anxiety and magnitude representation through three different tasks. HMA and low math-anxious individuals (LMA) performed a non-symbolic comparison, in which no group differences were found. Furthermore, we did not replicate previous findings in an Arabic digit comparison, in which HMA individuals showed equivalent distance effects to their LMA peers. Lastly, there were no group differences in a counting Stroop task. Altogether, an explanation of math anxiety differences in terms of less precise magnitude representation is not supported.
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Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.
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.
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Improving Student Achievement in Math and Science
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
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Directory of Open Access Journals (Sweden)
Tomoki Saito
2015-04-01
Full Text Available Since 2013, the authors’ Japanese team in the Department of Science Education at Shizuoka University has held trials of STEM Education in informal fields as participatory action research (e.g., Science museum in Shizuoka, Lifelong Learning Center in Fujieda City, and STEM Summer camp for the preparation for implementing STEM education in public schools and for proposing science education reform in a Japanese context. Problems in preparing STEM lessons include numerous new instructional materials and programs and emerging specialized schools. In addition, while most of these initiatives address one or more of the STEM subjects separately, there are increasing calls for emphasizing connections between and among the subjects (Honey, Pearson and Schweingruber, 2014. Unfamiliar problems for Japanese teachers are, What is Engineering? What is Design? and How can they be implemented in lessons? While gathering STEM learning materials to implement in their STEM Summer Camp, the authors noticed a pattern with which to develop a STEM lesson and developed a template “T-SM-E” in reference to prior STEM studies. After the STEM Summer Camp, the authors introduced the model in the pre-service teacher preparation program. As a result, the authors received suggestions about how teachers can develop integrated STEM lessons, how undergraduate (UG teachers can implement it in their lessons, and how teachers can assess student learning in their STEM lessons. From standard based student assessments and reflections written by the UG teachers, the authors found that it was difficult for the UG teachers to include technology in their lessons, and their assessment also indicated that the students did not show performance proficiency in technology. The authors discuss this existing problem in the Japanese education system.
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Response to intervention in math
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
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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,…
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The Relationship between Cognitive Reserve and Math Abilities
Directory of Open Access Journals (Sweden)
Giorgio Arcara
2017-12-01
Full Text Available Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations, in a group of healthy older people (aged 65–98 years. Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq, and assessed with the Numerical Activities of Daily Living battery (NADL, which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.
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The Relationship between Cognitive Reserve and Math Abilities.
Arcara, Giorgio; Mondini, Sara; Bisso, Alice; Palmer, Katie; Meneghello, Francesca; Semenza, Carlo
2017-01-01
Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65-98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.
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Football to Improve Math and Reading Performance
Van Klaveren, Chris; De Witte, Kristof
2015-01-01
Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…
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Kiekebusch, Mario J.; Di Lieto, Nicola; Sandrock, Stefan; Popovic, Dan; Chiozzi, Gianluca
2014-07-01
ESO is in the process of implementing a new development platform, based on PLCs, for upcoming VLT control systems (new instruments and refurbishing of existing systems to manage obsolescence issues). In this context, we have evaluated the integration and reuse of existing C++ libraries and Simulink models into the real-time environment of BECKHOFF Embedded PCs using the capabilities of the latest version of TwinCAT software and MathWorks Embedded Coder. While doing so the aim was to minimize the impact of the new platform by adopting fully tested solutions implemented in C++. This allows us to reuse the in house expertise, as well as extending the normal capabilities of the traditional PLC programming environments. We present the progress of this work and its application in two concrete cases: 1) field rotation compensation for instrument tracking devices like derotators, 2) the ESO standard axis controller (ESTAC), a generic model-based controller implemented in Simulink and used for the control of telescope main axes.
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Metacognitive awareness and math anxiety in gifted students
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...
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Explaining Math Achievement: Personality, Motivation, and Trust
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…
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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…
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Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD.
Antonini, Tanya N; Kingery, Kathleen M; Narad, Megan E; Langberg, Joshua M; Tamm, Leanne; Epstein, Jeffery N
2016-02-01
This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD. Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task. Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. © The Author(s) 2013.
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Jacobson, Linda
2004-01-01
As science gets squeezed in the elementary curriculum, at least two Florida districts are trying a new approach to keeping hands-on lessons a part of pupils' experiences. This article reports how Broward and Palm Beach county districts have increased the number of science specialists working in their elementary schools--teachers who, like physical…
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The impact of curricula and lesson planning in the teaching process
Directory of Open Access Journals (Sweden)
Majlinda Lika
2017-03-01
Full Text Available Lesson planning is at the core of teaching. It allows teachers to create an orientation path in the process of teaching, taking into consideration, many elements such as, students’ styles of learning, previous knowledge, types of intelligences, interests etc. Effective curricula plans are characterized by principles of coherence, flexibility, integration of knowledge etc. Effective lesson plans strongly rely on previous information gathered through different forms of assessment, and provide inclusive opportunities for every student. This paper will show how planning affects teaching and the quality of learning. First, a review of the literature will represent the importance of flexible planning and incorporation of differentiated elements of planning that ensure inclusive opportunities of learning for all students. Second, there will be a detailed analysis of findings taken by 25 full school inspections practices on the field of “lesson planning”. This part of the study will specify the planning difficulties the teachers face and how this affects the process of teaching and learning. Third, benefits of lesson plans that rely on good assessment practices and integrate differentiated instruction according to students' needs will be discussed as ways of helping teachers adjust lesson plans to overcome their planning difficulties. Findings indicate that teachers design lesson plans that do not rely on good assessment practices. Lesson plans are not flexible enough to respond and satisfy the needs of all categories of students, impacting that way the quality of instruction and learning. The paper will serve teachers to review their planning approaches and integrate elements of differentiated instruction as an organic part of the process, responding to traits and uniqueness students represent.
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Local first integrals for systems of differential equations
International Nuclear Information System (INIS)
Zhang Xiang
2003-01-01
The main purpose of this paper is to provide some sufficient conditions for a system of differential equations to have local first integrals in a certain neighbourhood of a singularity. Our results generalize those given in Kwek et al (2003 Z. Angew. Math. Phys. 54 26) and Li et al (2003 Z. Angew. Math. Phys. 54 235)
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News from the Library: Zentralblatt MATH: it's not all about maths
CERN Library
2011-01-01
The CERN Library provides access to numerous and diverse information services of interest to the CERN community. Among them, Zentralblatt MATH stands out from our offer of online databases. Zentralblatt MATH covers more than 3 million articles published in about 3500 journals, from 1826 to the present. Most bibliographic records are linked to the online published article. It covers all areas of pure and applied mathematics and also theoretical computer science, mathematical quantum and statistical physics, classical, solid and fluid mechanics, and general relativity and astronomy. Therefore, this database is useful in many disciplines beyond mathematics. It is daily updated and allows advanced search functionalities. Among others things, it includes the content of the Electronic Research Archive for Mathematics, the European Mathematical Information Service, and the Mathematics Preprint Search System. Please note the "Online Ordering" button next to every bibliographic recor...
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Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring.
Supekar, Kaustubh; Iuculano, Teresa; Chen, Lang; Menon, Vinod
2015-09-09
Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate
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Lessons learned from Khartoum flash flood impacts: An integrated assessment.
Mahmood, Mohamad Ibrahim; Elagib, Nadir Ahmed; Horn, Finlay; Saad, Suhair A G
2017-12-01
This study aims at enabling the compilation of key lessons for decision makers and urban planners in rapidly urbanizing cities regarding the identification of representative, chief causal natural and human factors for the increased level of flash flood risk. To achieve this, the impacts of flash flood events of 2013 and 2014 in the capital of Sudan, Khartoum, were assessed using seven integrated approaches, i.e. rainfall data analysis, document analysis of affected people and houses, observational fieldwork in the worst flood affected areas, people's perception of causes and mitigation measures through household interviews, reported drinking water quality, reported water-related diseases and social risk assessment. Several lessons have been developed as follows. Urban planners must recognize the devastating risks of building within natural pathways of ephemeral watercourses. They must also ensure effective drainage infrastructures and physio-geographical investigations prior to developing urban areas. The existing urban drainage systems become ineffective due to blockage by urban waste. Building of unauthorized drainage and embankment structures by locals often cause greater flood problems than normal. The urban runoff is especially problematic for residential areas built within low-lying areas having naturally low infiltration capacity, as surface water can rapidly collect within hollows and depressions, or beside elevated roads that preclude the free flow of floodwater. Weak housing and infrastructure quality are especially vulnerable to flash flooding and even to rainfall directly. Establishment of services infrastructure is imperative for flash flood disaster risk reduction. Water supply should be from lower aquifers to avoid contaminant groundwater. Regular monitoring of water quality and archiving of its indicators help identify water-related diseases and sources of water contamination in the event of environmental disasters such as floods. Though the
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Considerations for implementing an organizational lessons learned process.
Energy Technology Data Exchange (ETDEWEB)
Fosshage, Erik D
2013-05-01
This report examines the lessons learned process by a review of the literature in a variety of disciplines, and is intended as a guidepost for organizations that are considering the implementation of their own closed-loop learning process. Lessons learned definitions are provided within the broader context of knowledge management and the framework of a learning organization. Shortcomings of existing practices are summarized in an attempt to identify common pitfalls that can be avoided by organizations with fledgling experiences of their own. Lessons learned are then examined through a dual construct of both process and mechanism, with emphasis on integrating into organizational processes and promoting lesson reuse through data attributes that contribute toward changed behaviors. The report concludes with recommended steps for follow-on efforts.
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Minimum-complexity helicopter simulation math model
Heffley, Robert K.; Mnich, Marc A.
1988-01-01
An example of a minimal complexity simulation helicopter math model is presented. Motivating factors are the computational delays, cost, and inflexibility of the very sophisticated math models now in common use. A helicopter model form is given which addresses each of these factors and provides better engineering understanding of the specific handling qualities features which are apparent to the simulator pilot. The technical approach begins with specification of features which are to be modeled, followed by a build up of individual vehicle components and definition of equations. Model matching and estimation procedures are given which enable the modeling of specific helicopters from basic data sources such as flight manuals. Checkout procedures are given which provide for total model validation. A number of possible model extensions and refinement are discussed. Math model computer programs are defined and listed.
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Combining Basic Business Math and Electronic Calculators.
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)…
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Getting Manipulative about Math.
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)
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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.
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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.
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Productive failure in learning math.
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.
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Elementary School Math Instruction: Can Reading Specialists Assist?
Heinrichs, Audrey S.
1987-01-01
Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)
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Learning to Be a Math Teacher: What Knowledge Is Essential?
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…
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Manholt, Donna; And Others
This teaching guide for 4th through 6th grade classes integrates science, language arts, and math concepts into ready-to-use space and space technology lessons. Significant learning outcomes for this curriculum are linked to Ohio's educational objectives for science in an at-a-glance curriculum matrix. A summary of the significant 4-H life skills…
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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.
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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…
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Taking Math Outside of the Classroom: Math in the City
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…
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Supporting Early Math--Rationales and Requirements for High Quality Software
Haake, Magnus; Husain, Layla; Gulz, Agneta
2015-01-01
There is substantial evidence that preschooler's performance in early math is highly correlated to math performance throughout school as well as academic skills in general. One way to help children attain early math skills is by using targeted educational software and the paper discusses potential gains of using such software to support early math…
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Douglas, Heather E; Georgiou, Andrew; Tariq, Amina; Prgomet, Mirela; Warland, Andrew; Armour, Pauline; Westbrook, Johanna I
2017-01-01
Introduction: There is limited evidence of the benefits of information and communication technology (ICT) to support integrated aged care services. Objectives: We undertook a case study to describe carelink+, a centralised client service management ICT system implemented by a large aged and community care service provider, Uniting. We sought to explicate the care-related information exchange processes associated with carelink+ and identify lessons for organisations attempting to use ICT to su...
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Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task
Suárez-Pellicioni, Macarena; Núñez-Peña, Maria Isabel; Colomé, Àngels
2015-01-01
Attentional bias toward threatening or emotional information is considered a cognitive marker of anxiety, and it has been described in various clinical and subclinical populations. This study used an emotional Stroop task to investigate whether math anxiety is characterized by an attentional bias toward math-related words. Two previous studies failed to observe such an effect in math-anxious individuals, although the authors acknowledged certain methodological limitations that the present study seeks to avoid. Twenty high math-anxious (HMA) and 20 low math-anxious (LMA) individuals were presented with an emotional Stroop task including math-related and neutral words. Participants in the two groups did not differ in trait anxiety or depression. We found that the HMA group showed slower response times to math-related words than to neutral words, as well as a greater attentional bias (math-related – neutral difference score) than the LMA one, which constitutes the first demonstration of an attentional bias toward math-related words in HMA individuals. PMID:26539137
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Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task
Directory of Open Access Journals (Sweden)
MACARENA eSUÁREZ PELLICIONI
2015-10-01
Full Text Available Attentional bias towards threatening or emotional information is considered a cognitive marker of anxiety, and it has been described in various clinical and subclinical populations. This study used an emotional Stroop task to investigate whether math anxiety is characterized by an attentional bias towards math-related words. Two previous studies failed to observe such an effect in math-anxious individuals, although the authors acknowledged certain methodological limitations that the present study seeks to avoid. Twenty high math-anxious (HMA and 20 low math-anxious (LMA individuals were presented with an emotional Stroop task including math-related and neutral words. Participants in the two groups did not differ in trait anxiety or depression. We found that the HMA group showed slower response times to math-related words than to neutral words, as well as a greater attentional bias (math-related – neutral difference score than the LMA one, which constitutes the first demonstration of an attentional bias towards math-related words in HMA individuals.
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Integrated radwaste treatment system lessons learned from 2 1/2 years of operation
International Nuclear Information System (INIS)
Baker, M.N.; Fussner, R.J.
1997-05-01
The Integrated Radwaste Treatment System (IRTS) at the West Valley Demonstration Project (WVDP) is a pretreatment scheme to reduce the amount of salts in the high-level radioactive waste (vitrification) stream. Following removal of cesium-137 (Cs-137) by ion-exchange in the Supernatant Treatment System (STS), the radioactive waste liquid is volume-reduced by evaporation. Trace amounts of Cs-137 in the resulting distillate are removed by ion-exchange, then the distillate is discharged to the existing plant water treatment system. The concentrated product, 37 to 41 percent solids by weight, is encapsulated in cement producing a stable, low-level waste form. The Integrated Radwaste Treatment System (IRTS) operated in this mode from May 1988 through November 1990, decontaminating 450,000 gallons of high-level waste liquid; evaporating and encapsulating the resulting concentrates into 10,393 71-gallon square drums. A number of process changes and variations from the original operating plan were required to increase the system flow rate and minimize waste volumes. This report provides a summary of work performed to operate the IRTS, including system descriptions, process highlights, and lessons learned
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International Nuclear Information System (INIS)
Nazari Alves, R.
2000-01-01
The lessons learned from the radiological accident of Goiania in 1987 derived from the observations from the Regulatory Agency which was in charge of the decontamination tasks may be consolidated into four classes: Preventive Actions, characterised as those that aim to minimise the probability of occurrence of a radiological accident; Minimisation of time between the moment of the accident occurrence and the beginning of intervention, in case a radiological accident does occur, despite all preventive measures; Intervention, which is correlated to the type of installation, its geographical location, the social classes involved and their contamination vectors; and Follow up, for which well established rules to allow continuing monitoring of the victims and rebuilding of homes are necessary. The greatest lesson of all was the need for integration of the professionals involved, from all organizations. (author)
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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…
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DSCOVR Contamination Lessons Learned
Graziani, Larissa
2015-01-01
The Triana observatory was built at NASA GSFC in the late 1990's, then placed into storage. After approximately ten years it was removed from storage and repurposed as the Deep Space Climate Observatory (DSCOVR). This presentation outlines the contamination control program lessons learned during the integration, test and launch of DSCOVR.
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An IBM PC-based math model for space station solar array simulation
Emanuel, E. M.
1986-01-01
This report discusses and documents the design, development, and verification of a microcomputer-based solar cell math model for simulating the Space Station's solar array Initial Operational Capability (IOC) reference configuration. The array model is developed utilizing a linear solar cell dc math model requiring only five input parameters: short circuit current, open circuit voltage, maximum power voltage, maximum power current, and orbit inclination. The accuracy of this model is investigated using actual solar array on orbit electrical data derived from the Solar Array Flight Experiment/Dynamic Augmentation Experiment (SAFE/DAE), conducted during the STS-41D mission. This simulator provides real-time simulated performance data during the steady state portion of the Space Station orbit (i.e., array fully exposed to sunlight). Eclipse to sunlight transients and shadowing effects are not included in the analysis, but are discussed briefly. Integrating the Solar Array Simulator (SAS) into the Power Management and Distribution (PMAD) subsystem is also discussed.
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Supporting English Language Learners in Math Class, Grades K-2
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…
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Supporting English Language Learners in Math Class, Grades 3-5
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…
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Encouraging Competence in Basic Mathematics in Hydrology using The Math You Need
Fredrick, K. C.
2011-12-01
tool in higher-level courses. For our Hydrology course, we employ a strategy to integrate TMYN assessments throughout the course, to continually encourage students to practice math skills and introduce others that might be unfamiliar. The course begins with a pass/fail pre-assessment to gauge math competencies across the class, to prepare students for the rigors of the course, and to make sure they are technically able to access the website. Beginning the first week, and continuing through the first twelve weeks of the semester, additional assessments are assigned and graded on a pass/fail basis. The assessments include a guided module, followed by a brief quiz. The modules are aligned with the course materials as much as possible. At the end of the course, a post-assessment is assigned to measure student improvement. Most of the students will continue on to courses within Geology or Meteorology, depending on major, for which Hydrology is a pre-requisite. For the students, TMYN will serve to lay the groundwork for improved math competencies throughout their college career. For the faculty, this model allows for more class time to concentrate on science content, lab activities, and data analysis.
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Directory of Open Access Journals (Sweden)
Nining Setyaningsih
2015-07-01
Full Text Available This research aims to produce instructional design and model-based constructivist learning course of Statistics Math through lesson study in an effort to improve the quality of learning. Besides, it is also to find the effect of the use of the device and the constructivist model of learning based on student results. This study uses the approach of research and development (research & development. Results of research and development are as follows: (1 The statistical learning mathematics, covering the syllabus, lecture and Quality Plans, and Teaching materials are ready to be validated through lesson study approach, planning, implementation, reflection, and follow-up. (2 Design-based constructivist learning model includes the stages of orientation, elicitasi, restructuring ideas, the application and review. (3 Based on the findings of the trial results and the model of learning, particularly in the development of student activity indicates that the use of constructivist-based learning model can increase the activity of students, as measured by indicators of the ability to answer questions, the ability to propose ideas, and the ability to submit allegations.
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Girls Talk Math - Engaging Girls Through Math Media
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.
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Math on MXit: the medium is the message
CSIR Research Space (South Africa)
Butgereit, L
2007-07-01
Full Text Available Homework is a necessary evil in the path of learning mathematics at school. Mathematics homework is traditionally seen as difficult and boring. In the case of difficult homework, “math clubs” and “math extra lessons” are often perceived as even more...
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Math Garden: A new educational and scientific instrument
Straatemeier, M.
2014-01-01
This dissertation describes the research concerning the construction of a new educational and scientific instrument. This instrument, Math Garden, is a web application in which children can practice arithmetic by playing math games in which items are tailored to their ability level. At the same
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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...
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Restructuring Schools To Be Math Friendly to Females.
Karp, Karen; Shakeshaft, Charol
1997-01-01
The gender gap in math Scholastic Aptitude Test scores, attributable to course avoidance, lack of confidence, and unbalanced classroom instruction, can have serious consequences for young women, such as limited university selection, limited career choices, and lower lifetime salaries. Solutions include hiring math specialists, establishing role…
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Reumann-Moore, Rebecca; Lawrence, Nancy; Sanders, Felicia; Shaw, Kate; Christman, Jolley Bruce
2011-01-01
This document summarizes the findings from the initial round of research on the development and piloting of two types of instructional tools designed to support teachers' integration of the Common Core State Standards (CCSS) in literacy and math. In this interim report, Research for Action (RFA) presents key findings from the first half of the…
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Abelian Chern endash Simons theory. II. A functional integral approach
International Nuclear Information System (INIS)
Manoliu, M.
1998-01-01
Following Witten, [Commun. Math. Phys. 21, 351 endash 399 (1989)] we approach the Abelian quantum Chern endash Simons (CS) gauge theory from a Feynman functional integral point of view. We show that for 3-manifolds with and without a boundary the formal functional integral definitions lead to mathematically proper expressions that agree with the results from the rigorous construction [J. Math. Phys. 39, 170 endash 206 (1998)] of the Abelian CS topological quantum field theory via geometric quantization. copyright 1998 American Institute of Physics
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Is there a Causal Effect of High School Math on Labor Market Outcomes?
DEFF Research Database (Denmark)
Joensen, Juanna Schrøter; Nielsen, Helena Skyt
Outsourcing of jobs to low-wage countries has increased the focus onthe accumulation of skills - such as Math skills - in high-wage countries.In this paper, we exploit a high school pilot scheme to identify the causaleffect of advanced high school Math on labor market outcomes. The pilotscheme...... reduced the costs of choosing advanced Math because it allowedfor at more flexible combination of Math with other courses. We findclear evidence of a causal relationship between Math and earnings for thestudents who are induced to choose Math after being exposed to the pilotscheme. The effect partly stems...
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Teachers Awareness of Students’ Anxiety in Math Classroom: Teachers’ Treatment VS Students’ Anxiety
Wanda Nugroho Yanuarto
2016-01-01
Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that pr...
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Americans Need Advanced Math to Stay Globally Competitive. Math Works
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.…
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Feedback Design Patterns for Math Online Learning Systems
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…
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The Effect of Cooperative Groups on Math Anxiety
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…
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Strengthening maths learning dispositions through ‘math clubs’
Mellony Graven
2016-01-01
In this paper, I argue that the establishment of after-school mathematics clubs in early grades holds rich potential for supporting the development of increasingly participatory and sense-making maths learning dispositions. Within the South African Numeracy Chair project, lead by the author, multiple after-school mathematics clubs have been set up for learners in Grades 3-6 across Eastern Cape schools. These clubs are a complementary initiative to teacher development, aimed at improving low l...
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Directory of Open Access Journals (Sweden)
Özlem DOĞAN TEMUR
2015-06-01
Full Text Available With developing technology statistical information and data sources become a very important issues and from primary school it has become necessary to gain the skills for making interpreting and making sense of data. These skills consist of collecting information, arrangement and analysis of collected data and the interpretation of the results. The duty of guiding students in their process of making statistical information meaningful falls upon teachers. This study, whose aim was to investigate prepared course content for sub-learning area in grade 1-4 math course and obtained experiences by pre-service elementary teachers in the schools they went as a part of teaching practice course, was conducted with nine fourth-year students attending an undergraduate program of elementary teaching in a state university during 2013-2014 academic year. Pre-service teachers were each asked to prepare and conduct a lesson plan suitable for the lesson outcomes and the level of the classes that they were to teach. Their applications were assessed by semi-structured observation form about data teaching developed by the researchers. It was observed that pre-service teachers could not reflect given lesson outcomes on the topic of data to the lessons they prepared to teach during their teaching practice. In the implementations, it was noted that pre-service teachers could not effectively include students in both collecting and arrangement as well as interpretation processes of the information and that they taught in teacher-centered manner although they prepared a correct activity. It was also noted that pre-service teachers could not well enough differentiate category and concept of variable in table and graph activities.
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Singapore Math®. What Works Clearinghouse Intervention Report. Updated December 2015
What Works Clearinghouse, 2015
2015-01-01
This report on "Singapore Math®" updates the 2009 WWC review of the curriculum to include seven new studies. Despite the additional research, no studies meet WWC design standards and therefore, no conclusions can be made about the effectiveness of "Singapore Math®." [For the 2009 report, "Singapore Math," see…
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Success Factors in Integrated Natural Resource Management R&D: Lessons from Practice
Directory of Open Access Journals (Sweden)
Jürgen Hagmann
2002-01-01
Full Text Available This paper analyzes integrated natural resource management (INRM lessons and success factors based on a practical case study over more than 10 years in Zimbabwe. The work was geared toward enhancing the adaptive management capacity of the stakeholders in their resource-use systems. One main result was the development and institutionalization of an approach for participatory and integrated NRM research and extension. The INRM approach described is grounded in a learning paradigm and a combination of theories: the constructivist perspective to development, systemic intervention, and learning process approaches. Participatory action research and experiential learning, in which researchers engage themselves as actors rather than neutral analysts in an R&D process to explore the livelihood system and develop appropriate solutions together with the resource users, has shown high potential. However, this should be guided by a clear strategy, impact orientation, and high-quality process facilitation at different levels. The case study revealed the importance of a "reflective practitioner" approach by all actors. More effective response to the challenges of increasing complexity in NRM requires a shift in thinking from the linearity of research-extension-farmer to alternative, multiple-actor institutional arrangements and innovation systems. To overcome the weak attribution of research outcomes to actual impact, it also suggests an alternative to conventional impact assessment in INRM R&D interventions.
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Why Aren't More Minorities Taking Advanced Math?
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…
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Metacognitive Awareness and Math Anxiety in Gifted Students
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…
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A meta-analysis of math performance in Turner syndrome.
Baker, Joseph M; Reiss, Allan L
2016-02-01
Studies investigating the relationship between Turner syndrome and math learning disability have used a wide variation of tasks designed to test various aspects of mathematical competencies. Although these studies have revealed much about the math deficits common to Turner syndrome, their diversity makes comparisons between individual studies difficult. As a result, the consistency of outcomes among these diverse measures remains unknown. The overarching aim of this review is to provide a systematic meta-analysis of the differences in math and number performance between females with Turner syndrome and age-matched neurotypical peers. We provide a meta-analysis of behavioral performance in Turner syndrome relative to age-matched neurotypical populations on assessments of math and number aptitude. In total, 112 comparisons collected across 17 studies were included. Although 54% of all statistical comparisons in our analyses failed to reject the null hypothesis, our results indicate that meaningful group differences exist on all comparisons except those that do not require explicit calculation. Taken together, these results help elucidate our current understanding of math and number weaknesses in Turner syndrome, while highlighting specific topics that require further investigation. © 2015 Mac Keith Press.
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Directory of Open Access Journals (Sweden)
Kang Shin
2011-01-01
Full Text Available Abstract In this paper, the existence, uniqueness and iterative approximations of fixed points for contractive mappings of integral type in complete metric spaces are established. As applications, the existence, uniqueness and iterative approximations of solutions for a class of functional equations arising in dynamic programming are discussed. The results presented in this paper extend and improve essentially the results of Branciari (A fixed point theorem for mappings satisfying a general contractive condition of integral type. Int. J. Math. Math. Sci. 29, 531-536, 2002, Kannan (Some results on fixed points. Bull. Calcutta Math. Soc. 60, 71-76, 1968 and several known results. Four concrete examples involving the contractive mappings of integral type with uncountably many points are constructed. 2010 Mathematics Subject Classfication: 54H25, 47H10, 49L20, 49L99, 90C39
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The Value of the Math Circle for Gifted Middle School Students
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…
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Who’s Afraid of Math? Two Sources of Genetic Variance for Mathematical Anxiety
Wang, Zhe; Hart, Sara Ann; Kovas, Yulia; Lukowski, Sarah; Soden, Brooke; Thompson, Lee A.; Plomin, Robert; McLoughlin, Grainne; Bartlett, Christopher W.; Lyons, Ian M.; Petrill, Stephen A.
2015-01-01
Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem-solving and achievement. The present study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and non-familial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics, and may extend to other areas of academic achievement. PMID:24611799
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Papadopolos, Zorka; Kasner, Gerald
This chapter is devoted to the coverings of the two quasiperiodic canonical tilings MATH {cal T}(*(A_4)) -> T^*(A4) and MATH {cal T}(*(D_6)) equiv {cal T}(*(2F)) -> T^*(D6) T^*(2F), obtained by projection from the root lattices A4 and D6, respectively. In the first major part of this chapter, in Sect. 5.2, we shall introduce a Delone covering MATH {cal C}(s_{{cal) T}(*(A_4)}) -> C^sT^*(A4) of the 2-dimensional decagonal tiling MATH {cal T}(*(A_4)) -> T^*(A4). In the second major part of this chapter, Sect. 5.3, we summarize the results related to the Delone covering of the icosahedral tiling MATH {cal T}(*(D_6)) -> T^*(D6), MATH {cal C}_{{cal T}(*(D_6)}) -> CT^*(D6) and determine the zero-, single-, and double- deckings and the resulting thickness of the covering. In the conclusions section, we give some suggestions as to how the definition of the Delone covering might be changed in order to reach some real (full) covering of the icosahedral tiling MATH {cal T}(*(D_6)) -> T^*(D6). In Section 5.2 the definition of the Delone covering is also changed in order to avoid an unnecessary large thickness of the covering.
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Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement
Wu, Sarah S.; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod
2012-01-01
Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure f...
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Gruber, Reut; Somerville, Gail; Enros, Paul; Paquin, Soukaina; Kestler, Myra; Gillies-Poitras, Elizabeth
2014-12-01
The objective of this study was to examine the associations between objective measures of sleep duration and sleep efficiency with the grades obtained by healthy typically developing children in math, language, science, and art while controlling for the potential confounding effects of socioeconomic status (SES), age, and gender. We studied healthy typically developing children between 7 and 11 years of age. Sleep was assessed for five week nights using actigraphy, and parents provided their child's most recent report card. Higher sleep efficiency (but not sleep duration) was associated with better grades in math, English language, and French as a second language, above and beyond the contributions of age, gender, and SES. Sleep efficiency, but not sleep duration, is associated with academic performance as measured by report-card grades in typically developing school-aged children. The integration of strategies to improve sleep efficiency might represent a successful approach for improving children's readiness and/or performance in math and languages. Copyright © 2014 Elsevier B.V. All rights reserved.
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The "Parrot Math" Attack on Memorization
Directory of Open Access Journals (Sweden)
Bill Quirk
2013-01-01
Full Text Available Constructivist math educators regularly cite Parrot Math by Thomas C. O'Brien. Although this paper promotes constructivist "activity-based" learning over direct instruction, it's primary claim to fame is the open hostility to memorization. Professor O'Brien rejects "memorization and parrot-like drill " in favor of "children's invented strategies." He references a paper by Kamii and Dominick as evidence of "considerable research" showing that mastery of the standard algorithms of arithmetic is harmful for children. [See The Bogus Research in Kamii and Dominick's Harmful Algorithms Papers
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Teachers Awareness of Students’ Anxiety in Math Classroom: Teachers’ Treatment VS Students’ Anxiety
Directory of Open Access Journals (Sweden)
Wanda Nugroho Yanuarto
2016-08-01
Full Text Available Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. The purpose of this study is to provide some treatments to overcome students’ anxiety in math classroom at The University of Muhammadiyah Purwokerto, Indonesia especially in Math Department, but before it has attempted to investigate the factors that students’ anxiety can possibly stem from, both within the classroom environment and out of classroom in the wilder social context.
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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…
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The Math Promise: Celebrating at Home and School
Legnard, Danielle; Austin, Susan
2014-01-01
The Math Promise is a contract that family members make with one another. They commit to spending mathematical time together; getting to know each other's mathematical thinking and understanding; and finding time to play math games, solve problems, and notice mathematics in their daily lives. Whether parents and children are cooking in the…
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Review of Math for Life by Jeffrey Bennett
Directory of Open Access Journals (Sweden)
Eric Gaze
2012-07-01
Full Text Available Math for Life: Crucial Ideas You Didn’t Learn in School by Jeffrey Bennett is a general interest mathematics book focused on the topic of innumeracy, the mathematics required to be numerate and why quantitative literacy is important for an educated citizenry. This book raises the very important question of why the mathematics we need to navigate our daily world is given such short shrift in our K-12 math education system. Math for Life is directed at multiple constituencies. For those wishing to develop their quantitative literacy, it provides a primer of the crucial topics, explained with compelling examples in an accessible easy-to-read style. For educators, it provides a valuable synopsis of what the math education curriculum should have at its core. I conclude the review with an analysis of the book’s contributions to these varied domains. In particular, I call into question the algebra-centric high school curriculum and explore possible alternatives to the current myopic focus on calculus in our broken mathematics education system.
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Gross, B
1998-01-01
In 1994, when the software maker Knowledge Adventure decided to spin out a new venture--Worlds, Incorporated--founder Bill Gross expected the worst. He had argued with the board that it was in KA's best interests to maintain a controlling ownership stake in Worlds, whose powerful new software technology had enormous revenue potential. But the board prevailed, and KA took only a 20% ownership in the new company, giving the rest to Worlds' employees. Within a year, the company's performance had surpassed all expectations, and instead of owning 80% of a $5 million business, KA owned 20% of a $77 million business. The arithmetic may have been counterintuitive, but the lesson was clear. When KA let go of Worlds and gave its employees near total ownership, the company unleashed a new level of employee performance. That, in turn, led to the creation of economic value that more than made up for the equity KA had surrendered. So compelling was this "new math of ownership" that Gross founded a new company, Idealab, on this principle. The company, which develops ideas for Internet-based businesses and seeds the most promising ones, takes no more than a 49% equity stake in the new ventures and gives at least 1% of ownership to each employee. For Gross, this radical approach to ownership is the key to inspiring stellar performances. In part, employee-owners are motivated by their potential to earn great financial reward. But the drama of ownership, he argues, is even more important. In that drama, employees become personally involved in the struggle to outdo the competition and emerge victorious.
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Directory of Open Access Journals (Sweden)
Luis Gerardo Meza-Cascante
2015-01-01
Full Text Available This paper presents the results of research conducted in high schools in the central region of the Cartago province, Costa Rica. The goal of the research was to determine the attitude of high school math teachers toward cooperative learning in math and identify factors in secondary education institutions that can help or hinder the implementation of cooperative learning as a strategy for teaching mathematics. The research was conducted with 39 secondary education math teachers, who participated in a workshop on cooperative learning in mathematics. The attitude toward this methodology was measured by using semantic differential. This information was triangulated with data obtained from non-participant observation. A combination of in-depth interviews and non-participant observation was used to access data that identifies institutional factors helping or hindering the implementation of math cooperative learning. Findings suggest a positive attitude from teachers toward integrating cooperative work as a teaching strategy to promote math learning and toward the role played by school principals in the adoption of educational innovations. It also reveals that high schools have adequate material conditions to implement the methodology, although the need for training is considered. This finding should be taken into account by the proponents of this methodological option.
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Insecure attachment is associated with math anxiety in middle childhood
Bosmans, Guy; De Smedt, Bert
2015-01-01
Children?s anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect regulation mechanism that is characteristic for insecure attachment relationships. To test this hy...
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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)…
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Worldwide market developments : lessons for Alberta
International Nuclear Information System (INIS)
Percival, J.F.
1998-01-01
A review of competitive retail electricity markets in Argentina, New Zealand, Australia and California were discussed, highlighting lessons for Alberta policy makers, market designers and electricity retailers. Some of the emerging strategies in the retail electricity marketplace such as horizontal integration, generation retailing, defensive retailing and virtual vertical integration were explored. Emphasis was on showing that electricity retailing is not an easy business. It is a business for large and existing players, and although horizontal and vertical integration have growth and profit potential, there are also risks
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Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology
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…
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Is There a Causal Effect of High School Math on Labor Market Outcomes?
Joensen, Juanna Schroter; 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…
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Impact of University Lecturers' Intervention in School MathTeaching
Indian Academy of Sciences (India)
Some schools in the neighbourhood of Sefako MakgathoHealth Sciences University (SMU) in South Africa persistentlyyielded poor mathematics results in the past years. Thiswas of concern since maths is the main subject for manyopportunities, including admissiontoSMUstudy programmes.Some SMU maths lecturers ...
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Safety and Mission Assurance for In-House Design Lessons Learned from Ares I Upper Stage
Anderson, Joel M.
2011-01-01
This viewgraph presentation identifies lessons learned in the course of the Ares I Upper Stage design and in-house development effort. The contents include: 1) Constellation Organization; 2) Upper Stage Organization; 3) Presentation Structure; 4) Lesson-Importance of Systems Engineering/Integration; 5) Lesson-Importance of Early S&MA Involvement; 6) Lesson-Importance of Appropriate Staffing Levels; 7) Lesson-Importance S&MA Team Deployment; 8) Lesson-Understanding of S&MA In-Line Engineering versus Assurance; 9) Lesson-Importance of Close Coordination between Supportability and Reliability/Maintainability; 10) Lesson-Importance of Engineering Data Systems; 11) Lesson-Importance of Early Development of Supporting Databases; 12) Lesson-Importance of Coordination with Safety Assessment/Review Panels; 13) Lesson-Implementation of Software Reliability; 14) Lesson-Implementation of S&MA Technical Authority/Chief S&MA Officer; 15) Lesson-Importance of S&MA Evaluation of Project Risks; 16) Lesson-Implementation of Critical Items List and Government Mandatory Inspections; 17) Lesson-Implementation of Critical Items List Mandatory Inspections; 18) Lesson-Implementation of Test Article Safety Analysis; and 19) Lesson-Importance of Procurement Quality.
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Math-A-Day A Book of Days for Your Mathematical Year
Pappas, Theoni
1999-01-01
Pappas has come up with yet another way to make math part of your life. MATH -A-DAY is not a calendar and not a reference book, but a compendium of mathematical information that will give you your math fix everyday.Each day -kick starts your brain with a problem or puzzle with detailed solutions includedhas a mathematical quote to inspire the other side of your brainfeatures a historical or current math note on a host of mathematica ideashas its date expressed in another number systemStart off your day with it. · Take it to meetings. · Share it with friends.
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Maths4Stats: Educating teachers
Directory of Open Access Journals (Sweden)
Renette J. Blignaut
2013-02-01
Full Text Available The inadequate nature of the education infrastructure in South Africa has led to poor academic performance at public schools. Problems within schools such as under-qualified teachers and poor teacher performance arise due to the poorly constructed education system in our country. The implementation in 2012 of the Curriculum and Assessment Policy Statement (CAPS at public schools in South Africa saw the further crippling of some teachers, as they were unfamiliar with parts of the CAPS subject content. The Statistics and Population Studies department at the University of the Western Cape was asked to join the Maths4Stats project in 2012. This project was launched by Statistics South Africa in an effort to assist in training the teachers in statistical content within the CAPS Mathematics curricula. The University of the Western Cape’s team would like to share their experience of being part of the Maths4Stats training in the Western Cape. This article focuses on how the training sessions were planned and what the outcomes were. With the knowledge gained from our first Maths4Stats experience, it is recommended that future interventions are still needed to ensure that mathematics teachers become well-informed and confident to teach topics such as data handling, probability and regression analysis.
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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....
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Web-based computational chemistry education with CHARMMing I: Lessons and tutorial.
Miller, Benjamin T; Singh, Rishi P; Schalk, Vinushka; Pevzner, Yuri; Sun, Jingjun; Miller, Carrie S; Boresch, Stefan; Ichiye, Toshiko; Brooks, Bernard R; Woodcock, H Lee
2014-07-01
This article describes the development, implementation, and use of web-based "lessons" to introduce students and other newcomers to computer simulations of biological macromolecules. These lessons, i.e., interactive step-by-step instructions for performing common molecular simulation tasks, are integrated into the collaboratively developed CHARMM INterface and Graphics (CHARMMing) web user interface (http://www.charmming.org). Several lessons have already been developed with new ones easily added via a provided Python script. In addition to CHARMMing's new lessons functionality, web-based graphical capabilities have been overhauled and are fully compatible with modern mobile web browsers (e.g., phones and tablets), allowing easy integration of these advanced simulation techniques into coursework. Finally, one of the primary objections to web-based systems like CHARMMing has been that "point and click" simulation set-up does little to teach the user about the underlying physics, biology, and computational methods being applied. In response to this criticism, we have developed a freely available tutorial to bridge the gap between graphical simulation setup and the technical knowledge necessary to perform simulations without user interface assistance.
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Web-based computational chemistry education with CHARMMing I: Lessons and tutorial.
Directory of Open Access Journals (Sweden)
Benjamin T Miller
2014-07-01
Full Text Available This article describes the development, implementation, and use of web-based "lessons" to introduce students and other newcomers to computer simulations of biological macromolecules. These lessons, i.e., interactive step-by-step instructions for performing common molecular simulation tasks, are integrated into the collaboratively developed CHARMM INterface and Graphics (CHARMMing web user interface (http://www.charmming.org. Several lessons have already been developed with new ones easily added via a provided Python script. In addition to CHARMMing's new lessons functionality, web-based graphical capabilities have been overhauled and are fully compatible with modern mobile web browsers (e.g., phones and tablets, allowing easy integration of these advanced simulation techniques into coursework. Finally, one of the primary objections to web-based systems like CHARMMing has been that "point and click" simulation set-up does little to teach the user about the underlying physics, biology, and computational methods being applied. In response to this criticism, we have developed a freely available tutorial to bridge the gap between graphical simulation setup and the technical knowledge necessary to perform simulations without user interface assistance.
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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…
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Preschool acuity of the approximate number system correlates with school math ability.
Libertus, Melissa E; Feigenson, Lisa; Halberda, Justin
2011-11-01
Previous research shows a correlation between individual differences in people's school math abilities and the accuracy with which they rapidly and nonverbally approximate how many items are in a scene. This finding is surprising because the Approximate Number System (ANS) underlying numerical estimation is shared with infants and with non-human animals who never acquire formal mathematics. However, it remains unclear whether the link between individual differences in math ability and the ANS depends on formal mathematics instruction. Earlier studies demonstrating this link tested participants only after they had received many years of mathematics education, or assessed participants' ANS acuity using tasks that required additional symbolic or arithmetic processing similar to that required in standardized math tests. To ask whether the ANS and math ability are linked early in life, we measured the ANS acuity of 200 3- to 5-year-old children using a task that did not also require symbol use or arithmetic calculation. We also measured children's math ability and vocabulary size prior to the onset of formal math instruction. We found that children's ANS acuity correlated with their math ability, even when age and verbal skills were controlled for. These findings provide evidence for a relationship between the primitive sense of number and math ability starting early in life. 2011 Blackwell Publishing Ltd.
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Classroom Environment, Achievement Goals and Maths Performance: Gender Differences
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…
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Social Capital, Information, and Socioeconomic Disparities in Math Coursework
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
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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)
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Can Khan Move the Bell Curve to the Right?
Kronholz, June
2012-01-01
More than 1 million people have watched the online video in which Salman Khan--a charming MIT math whiz, Harvard Business School graduate, and former Boston hedge-fund analyst--explains how he began tutoring his cousins in math by posting short lessons for them on YouTube. Other people began watching the lessons and sending Khan adulatory notes.…
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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...
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Cognitive and Academic Profiles Associated with Math Disability Subtypes
Kubas, Hanna A.; Schmid, Amy D.; Drefs, Michelle A.; Poole, Jennifer M.; Holland, Sara; Fiorello, Catherine A.
2014-01-01
Children with math disabilities (MD) represent a heterogeneous group and often display deficits in one or more cognitive domains. Math proficiency requires a number of different cognitive processes, including quantitative knowledge, working memory, processing speed, fluid reasoning, and executive functions. Assessment practices that do not address…
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The Reliability of Randomly Generated Math Curriculum-Based Measurements
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"…
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Placing Math Reform: Locating Latino English Learners in Math Classrooms and Communities
Erbstein, Nancy
2015-01-01
This article explores how place matters in public school reform efforts intended to promote more equitable opportunities and outcomes. Qualitative case studies of three California middle schools' eighth grade math reforms and the resulting opportunities for Latino English learners are presented, using the conceptual frameworks of critical human…
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Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools
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
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New Tools to Convert PDF Math Contents into Accessible e-Books Efficiently.
Suzuki, Masakazu; Terada, Yugo; Kanahori, Toshihiro; Yamaguchi, Katsuhito
2015-01-01
New features in our math-OCR software to convert PDF math contents into accessible e-books are shown. A method for recognizing PDF is thoroughly improved. In addition, contents in any selected area including math formulas in a PDF file can be cut and pasted into a document in various accessible formats, which is automatically recognized and converted into texts and accessible math formulas through this process. Combining it with our authoring tool for a technical document, one can easily produce accessible e-books in various formats such as DAISY, accessible EPUB3, DAISY-like HTML5, Microsoft Word with math objects and so on. Those contents are useful for various print-disabled students ranging from the blind to the dyslexic.
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Threats and Supports to Female Students' Math Beliefs and Achievement.
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.
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Scheduling lessons learned from the Autonomous Power System
Ringer, Mark J.
1992-01-01
The Autonomous Power System (APS) project at NASA LeRC is designed to demonstrate the applications of integrated intelligent diagnosis, control, and scheduling techniques to space power distribution systems. The project consists of three elements: the Autonomous Power Expert System (APEX) for Fault Diagnosis, Isolation, and Recovery (FDIR); the Autonomous Intelligent Power Scheduler (AIPS) to efficiently assign activities start times and resources; and power hardware (Brassboard) to emulate a space-based power system. The AIPS scheduler was tested within the APS system. This scheduler is able to efficiently assign available power to the requesting activities and share this information with other software agents within the APS system in order to implement the generated schedule. The AIPS scheduler is also able to cooperatively recover from fault situations by rescheduling the affected loads on the Brassboard in conjunction with the APEX FDIR system. AIPS served as a learning tool and an initial scheduling testbed for the integration of FDIR and automated scheduling systems. Many lessons were learned from the AIPS scheduler and are now being integrated into a new scheduler called SCRAP (Scheduler for Continuous Resource Allocation and Planning). This paper will service three purposes: an overview of the AIPS implementation, lessons learned from the AIPS scheduler, and a brief section on how these lessons are being applied to the new SCRAP scheduler.
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11. Creative Interdisciplinary Math Lessons by Means of Music Activities
Directory of Open Access Journals (Sweden)
Hudáková Jana
2016-03-01
Full Text Available The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integration which was presented during the meeting of 7 European countries in Barcelona in January 2015. Their illustration refers to interconnection of cognitive, affective, and psychomotor goals of both school subjects to develop musical and mathematical abilities of 11 – 12 year old elementary school pupils.
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Comparing computer adaptive and curriculum-based measures of math in progress monitoring.
Shapiro, Edward S; Dennis, Minyi Shih; Fu, Qiong
2015-12-01
The purpose of the study was to compare the use of a Computer Adaptive Test and Curriculum-Based Measurement in the assessment of mathematics. This study also investigated the degree to which slope or rate of change predicted student outcomes on the annual state assessment of mathematics above and beyond scores of single point screening assessments (i.e., the computer adaptive test or the CBM assessment just before the administration of the state assessment). Repeated measurement of mathematics once per month across a 7-month period using a Computer Adaptive Test (STAR-Math) and Curriculum-Based Measurement (CBM, AIMSweb Math Computation, AIMSweb Math Concepts/Applications) was collected for a maximum total of 250 third, fourth, and fifth grade students. Results showed STAR-Math in all 3 grades and AIMSweb Math Concepts/Applications in the third and fifth grades had primarily linear growth patterns in mathematics. AIMSweb Math Computation in all grades and AIMSweb Math Concepts/Applications in Grade 4 had decelerating positive trends. Predictive validity evidence showed the strongest relationships were between STAR-Math and outcomes for third and fourth grade students. The blockwise multiple regression by grade revealed that slopes accounted for only a very small proportion of additional variance above and beyond what was explained by the scores obtained on a single point of assessment just prior to the administration of the state assessment. (c) 2015 APA, all rights reserved).
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Visual Attention and Math Performance in Survivors of Childhood Acute Lymphoblastic Leukemia.
Richard, Annette E; Hodges, Elise K; Heinrich, Kimberley P
2018-01-24
Attentional and academic difficulties, particularly in math, are common in survivors of childhood acute lymphoblastic leukemia (ALL). Of cognitive deficits experienced by survivors of childhood ALL, attention deficits may be particularly responsive to intervention. However, it is unknown whether deficits in particular aspects of attention are associated with deficits in math skills. The current study investigated relationships between math calculation skills, performance on an objective measure of sustained attention, and parent- and teacher-reported attention difficulties. Twenty-four survivors of childhood ALL (Mage = 13.5 years, SD= 2.8 years) completed a computerized measure of sustained attention and response control and a written measure of math calculation skills in the context of a comprehensive clinical neuropsychological evaluation. Parent and teacher ratings of inattention and impulsivity were obtained. Visual response control and visual attention accounted for 26.4% of the variance observed among math performance scores after controlling for IQ (p < .05). Teacher-rated, but not parent-rated, inattention was significantly negatively correlated with math calculation scores. Consistency of responses to visual stimuli on a computerized measure of attention is a unique predictor of variance in math performance among survivors of childhood ALL. Objective testing of visual response control, rather than parent-rated attentional problems, may have clinical utility in identifying ALL survivors at risk for math difficulties. © The Author(s) 2018. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Brentwood Lessons Learned Project Report
Energy Technology Data Exchange (ETDEWEB)
Rivkin, Carl H. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Caton, Melanie C. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Ainscough, Christopher D. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Marcinkoski, Jason [Dept. of Energy (DOE), Washington DC (United States)
2017-09-26
The purpose of this report is to document lessons learned in the installation of the hydrogen fueling station at the National Park Service Brentwood site in Washington, D.C., to help further the deployment of hydrogen infrastructure required to support hydrogen and other fuel cell technologies. Hydrogen fueling is the most difficult infrastructure component to build and permit. Hydrogen fueling can include augmenting hydrogen fueling capability to existing conventional fuel fueling stations as well as building brand new hydrogen fueling stations. This report was produced as part of the Brentwood Lessons Learned project. The project consisted of transplanting an existing modular hydrogen fueling station from Connecticut to the National Park Service Brentwood site. This relocation required design and construction at the Brentwood site to accommodate the existing station design as well as installation and validation of the updated station. One of the most important lessons learned was that simply moving an existing modular station to an operating site was not necessarily straight-forward - performing the relocation required significant effort and cost. The station has to function at the selected operating site and this functionality requires a power supply, building supports connecting to an existing alarm system, electrical grounding and lighting, providing nitrogen for purging, and providing deionized water if an electrolyzer is part of the station package. Most importantly, the station has to fit into the existing site both spatially and operationally and not disrupt existing operations at the site. All of this coordination and integration requires logistical planning and project management. The idea that a hydrogen fueling station can be simply dropped onto a site and made immediately operational is generally not realistic. Other important lessons learned include that delineating the boundaries of the multiple jurisdictions that have authority over a project for
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Inspection of the Math Model Tools for On-Orbit Assessment of Impact Damage Report
Harris, Charles E.; Raju, Ivatury S.; Piascik, Robert S> KramerWhite, Julie A.; KramerWhite, Julie A.; Labbe, Steve G.; Rotter, Hank A.
2007-01-01
In Spring of 2005, the NASA Engineering Safety Center (NESC) was engaged by the Space Shuttle Program (SSP) to peer review the suite of analytical tools being developed to support the determination of impact and damage tolerance of the Orbiter Thermal Protection Systems (TPS). The NESC formed an independent review team with the core disciplines of materials, flight sciences, structures, mechanical analysis and thermal analysis. The Math Model Tools reviewed included damage prediction and stress analysis, aeroheating analysis, and thermal analysis tools. Some tools are physics-based and other tools are empirically-derived. Each tool was created for a specific use and timeframe, including certification, real-time pre-launch assessments. In addition, the tools are used together in an integrated strategy for assessing the ramifications of impact damage to tile and RCC. The NESC teams conducted a peer review of the engineering data package for each Math Model Tool. This report contains the summary of the team observations and recommendations from these reviews.
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Активные методы обучения и их применение на уроках математики
Гаманицкая, А. В.
2013-01-01
The article reveals the opportunities of using active methods of teaching at Maths classes. The concept of active methods of teaching has been considered. The following active methods of teaching have been singled out: pair lessons, business game lesson, seminar lesson, lecture lesson, credit lesson.
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Assessing the Effect of Language Demand in Bundles of Math Word Problems
Banks, Kathleen; Jeddeeni, Ahmad; Walker, Cindy M.
2016-01-01
Differential bundle functioning (DBF) analyses were conducted to determine whether seventh and eighth grade second language learners (SLLs) had lower probabilities of answering bundles of math word problems correctly that had heavy language demands, when compared to non-SLLs of equal math proficiency. Math word problems on each of four test forms…
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Girls' math performance under stereotype threat: the moderating role of mothers' gender stereotypes.
Tomasetto, Carlo; Alparone, Francesca Romana; Cadinu, Mara
2011-07-01
Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed that stereotype threat impaired girls' performance on math tasks among students from kindergarten through 2nd grade. Moreover, mothers' but not fathers' endorsement of gender stereotypes about math moderated girls' vulnerability to stereotype threat: performance of girls whose mothers strongly rejected the gender stereotype about math did not decrease under stereotype threat. These findings are important because they point to the role of mothers' beliefs in the development of girls' vulnerability to the negative effects of gender stereotypes about math. PsycINFO Database Record (c) 2011 APA, all rights reserved
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Who is afraid of math? Two sources of genetic variance for mathematical anxiety.
Wang, Zhe; Hart, Sara Ann; Kovas, Yulia; Lukowski, Sarah; Soden, Brooke; Thompson, Lee A; Plomin, Robert; McLoughlin, Grainne; Bartlett, Christopher W; Lyons, Ian M; Petrill, Stephen A
2014-09-01
Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement. © 2014 The Authors. Journal of Child Psychology and Psychiatry. © 2014 Association for Child and Adolescent Mental Health.
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Math anxiety and its relationship with basic arithmetic skills among primary school children
Sorvo, Riikka; Koponen, Tuire; Viholainen, Helena; Aro, Tuija; Räikkönen, Eija; Peura, Pilvi; Dowker, Ann; Aro, Mikko
2017-01-01
Background Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. Aims In this study, we aimed to examine the prevalence of math anxiety and its relationship with bas...
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Experiences of Visually Impaired Students in Community College Math Courses
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.
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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.
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Interdisciplinary Lessons in Musical Acoustics: The Science-Math-Music Connection
Rogers, George L.
2004-01-01
The National Standards for Arts Education encourages teachers to help students make connections between music and other disciplines. Many state curriculum guides likewise encourage educators to integrate curricula and find common ground between different subjects. Music--particularly vocal music--offers ample opportunities to find relationships…
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Lambert, Katharina; Spinath, Birgit
The aim of the present study was to investigate the associations between elementary school children's mathematical achievement and their conservation abilities, visuospatial skills, and numerosity processing speed. We also assessed differences in these abilities between children with different types of learning problems. In Study 1 ( N = 229), we investigated second to fourth graders and in Study 2 ( N = 120), third and fourth graders. Analyses revealed significant contributions of numerosity processing speed and visuospatial skills to math achievement beyond IQ. Conservation abilities were predictive in Study 1 only. Children with math difficulties showed lower visuospatial skills and conservation abilities than children with typical achievement levels and children with reading and/or spelling difficulties, whereas children with combined difficulties explicitly showed low conservation abilities. These findings provide further evidence for the relations between children's math skills and their visuospatial skills, conservation abilities, and processing speed and contribute to the understanding of deficits that are specific to mathematical difficulties.
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Lesson Exemplars in Electricity and Students’ Epistemological Beliefs
Directory of Open Access Journals (Sweden)
Vergel P. Mirana
2017-10-01
Full Text Available The study evaluated the effects of a developed lesson exemplars in electricity integrating computer simulations and constructivist approach on students' Epistemological Beliefs. Specifically, it sought to determine how computer simulations, constructivist approach and Formativ e Assessment Classroom Technique (FACT can be integrated in the lesson exemplars in electricity; and evaluate the effects of the developed lesson exemplars in the students’ Epistemological Beliefs. The investigation employed the pre - experimental single - gr oup pretest and posttest study using the Epistemological Beliefs Assessment in Physical Sciences (EBAPS questionnaire. The study was conducted among seventy - two (72 Grade 10 students of a laboratory high school from a state university in the Philippines. They were taught using Physics Educational Technology (PhET and other web - based simulations, constructivist approach, and formative assessment classroom technique. The results revealed that the over - all Epistemological Beliefs of the students did not cha nge significantly; only along Nature of Knowing and Learning and Real - Life Applicability. Generally, utilizing computer simulations and applying constructivist approach did not alter students' epistemological beliefs in its entirety. However, it can be en gaging and effective in promoting students’ understanding of Physics.
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Math Game(s) - an alternative (approach) to teaching math?
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...
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Mutiso, Victoria N.; Musyimi, Christine W.; Musau, Abednego M.; Nandoya, Erick S.; Mckenzie, Kwame; Ndetei, David M.
2018-01-01
Aim: This paper aims at documenting the process of implementing "Kenya Integrated intervention model for Dialogue and Screening to promote children's mental wellbeing (KIDS)", with emphasis on activities, experiences, challenges and lessons learnt through the process that can inform improvement in
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Youse, Keith Edward
2012-01-01
The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…
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Bicer, Ali; Capraro, Robert M.
2017-01-01
MathForward is a program that provides teacher professional development and integrates the use of technology as a tool in the classroom. The present study examined students' mathematics growth from 2012 to 2013 and observed how students' mathematics scores changed after their school implemented the MathForward program. The sample consisted of two…
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Do high school students with different styles have different level of math anxiety?
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...
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Ways That Preservice Teachers Integrate Children's Literature into Mathematics Lessons
Rogers, Rachelle Meyer; Cooper, Sandi; Nesmith, Suzanne M.; Purdum-Cassidy, Barbara
2015-01-01
Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program.…
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Integral consideration of integrated management systems
International Nuclear Information System (INIS)
Frauenknecht, Stefan; Schmitz, Hans
2010-01-01
Aim of the project for the NPPs Kruemmel and Brunsbuettel (Vattenfall) is the integral view of the business process as basis for the implementation and operation of management systems in the domains quality, safety and environment. The authors describe the integral view of the business processes in the frame of integrated management systems with the focus nuclear safety, lessons learned in the past, the concept of a process-based controlling system and experiences from the practical realization.
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Pinxten, Maarten; Marsh, Herbert W; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan
2014-03-01
The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Data analysed in this study were part of a large-scale longitudinal research project. Following a five-wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3-7. Confirmatory factor analysis (CFA) was used to test the internal factor structure of the math self-concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. This study provides further support for the affect-competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed. © 2013 The British Psychological Society.
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Shall we introduce narrative investigation practices in math teaching?
Directory of Open Access Journals (Sweden)
Rosália Maria Ribeiro de Aragão
2005-06-01
Full Text Available This is a discussion of epistemological, methodological and theoretical elements of research in current Math Education and that of the teacher-reflective-researcher practice in contemporary society. The objectives of such discussion are: a to introduce basic notions to understand the relation between researcher and the object of investigation; and b to direct Math teachers to undertake research from the very beginning of their trawling. In order to achieve research goals, teachers in trainning can both study classroom dynamics through the testimony of the students as well as analyze meanings in practices of narrative investigation. It is recommended that such practices are incorporated to daily Math teaching and learning processes
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The promotion of regional integration of electricity markets: Lessons for developing countries
International Nuclear Information System (INIS)
Oseni, Musiliu O.; Pollitt, Michael G.
2016-01-01
This paper focuses on how to promote regional cooperation in electricity. We begin by discussing the theory of international trade cooperation in electricity, with a view to discussing what preconditions might be important in facilitating wide area trading across national borders. We then develop lessons based on the comparison of four case studies. These include three regional developing country power pools – the Southern African Power pool (SAPP), West African Power pool (WAPP) and the Central American Power Market (MER). We contrast these with Northern Europe's Nord Pool. These cases highlight both the potential and difficulty of having cross-jurisdictional power pools. In the light of the theory and evidence we present, we draw key lessons in the areas of: preconditions for trading; necessary institutional arrangements; practicalities of timetabling; reasons to be hopeful about future prospects. - Highlights: • This paper focuses on how to promote regional electricity cooperation. • We develop lessons based on comparison of four international case studies. • The cases highlight both the potential and difficulty of power pools. • We identify preconditions, institutional arrangements and timetabling. • We conclude that the future prospects for regional power pools are good.
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Essential math and calculations for pharmacy technicians
Reddy, Indra K
2003-01-01
Working with Roman and Arabic NumeralsUsing Fractions and Decimals in Pharmacy MathUsing Ratios, Proportions and Percentages in Dosage CalculationsApplying Systems of MeasurementsInterpreting Medication OrdersIdentifying Prescription Errors and OmissionsWorking with Liquid Dosage FormsWorking with Solid Dosage FormsAdjusting IsotonicityWorking with Buffer and Ionization ValuesDealing with ReconstitutionsDetermining Milliequivalent StrengthsCalculating Caloric Values Determining IV Flow RatesWorking with Insulin and Heparin ProductsAppendices: A: Working with Temperature ConversionsB: Working with Capsule Dosage FormsC: Dealing with Pediatric Dosages D: Understanding Essential Business Math.
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Language, reading, and math learning profiles in an epidemiological sample of school age children.
Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel
2013-01-01
Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.
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Language, reading, and math learning profiles in an epidemiological sample of school age children.
Directory of Open Access Journals (Sweden)
Lisa M D Archibald
Full Text Available Dyscalculia, dyslexia, and specific language impairment (SLI are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.
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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…
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Evaluating Number Sense in Community College Developmental Math Students
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…
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Remediation of Math Anxiety in Preservice Elementary School Teachers
Dunkle, Susan M.
2010-01-01
The purpose of this study was to measure the level of math anxiety in preservice elementary teachers, and then to determine if remediation methods would lower the measured level of anxiety in these same preservice teachers. The 10-day study provided an intense remediation using a time-series design to measure change on the Revised Math Anxiety…
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Math and Science Gateways to California's Fastest Growing Careers
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…
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Lachance, Jennifer A.; Mazzocco, Michèle M.M.
2009-01-01
We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years. PMID:20463851
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Recurrence relations for the Epstein-Hubbell integral and its generalized forms
International Nuclear Information System (INIS)
Tezcan, Cevdet
2005-01-01
The generalized Epstein-Hubbell integral was recently considered by Lopez and Ferreira (IMA J. Appl. Math. 67 (2002) 301) for values of the variable k close to its upper limit k=1. Here different forms of the generalized Epstein-Hubbell integral Λ (λ,γ,μ) (α,β) (ρ,δ,k) proposed by Kalla and Tuan (Comput. Math. Appl. 32 (1996) 49) are considered for values of the variable k=1. The numerical values of S μ , R μ and P μ at k=1 are calculated by using the derived recurrence relations and are listed in tables